Publication Type: Traditional Presentation
Abstract: Using a unique training model and a variety of partnerships, the Bioregional Outdoor Education Project helps public and BIA elementary schools integrate core-based environmental education permanently. Participants will learn about partnerships, techniques used, curriculum, and benefits to teachers and schools.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Leftist governments in the developing world are perceived as risky for private investment_x000d_because of their greater policy uncertainty and more frequent property rights infringement. Focusing on government bond markets, this paper empirically examines whether leftist governments are penalized in international markets and whether international institutions that are believed to provide policy credibility can help these governments gain investor confidence. Specifically, I focus on the effect of IMF conditionality. Using selection-corrected, time-series-cross-sectional statistical analyses of sovereign credit ratings data of more than 100 countries from 1980 to 2004, I find that IMF conditionality helps leftist governments in developing countries_x000d_improve investor confidence.

Publication Type: Roundtable
Abstract: This comparison is unique since the same faculty member provided instruction to both groups. Measures of teacher satisfaction, retention, employer satisfaction, and performance on state certification tests will be discussed.

Publication Type: Abstract
Abstract: Do Online Education Programs Prepare Pharmacists for Specialty Practice as well as Face-to-Face Programs? - A work in progress..

Context: The preparation of pharmacists for the specialty practice of nuclear pharmacy was originally developed in Colleges of Pharmacy. The curriculum changes required by conversion to PharmD programs have significantly reduced the academic option to prepare nuclear pharmacists. Non-academic, face-to-face certificate programs have been found less satisfactory than academic programs in the preparation of nuclear pharmacists. A facilitated online education program for nuclear pharmacists has been offered over five years to more than 200 students.

Hypothesis: There is no difference in nuclear pharmacists’ preparedness to practice specialty competencies after completing a facilitated online education and training program when compared to those completing a face to face program.

Methods: A close-ended survey measuring self-perceived satisfaction with preparedness to practice specialty competencies established by APhA will be administered to nuclear pharmacists who have completed the online program. These results will be compared to 267 identical assessments from nuclear pharmacists who completed face-to-face programs.

Conclusion: Data from the two studies will by analyzed using Student’s t-test. An equality of variance will imply that facilitated online specialty education is as effective as face-to-face. An inequality of variance will either substantiate increased preparedness from online learning or highlight areas of needed improvement. Statistical tests demonstrating P < 0.05 will be considered significant.

Publication Type: Abstract
Abstract: Objectives: To develop a mechanism for training pharmacy faculty who provide student instruction to both campuses using synchronous video-teleconferencing (VTC). Methods: A collaborative workgroup of faculty and instructional technology staff from Elizabeth City State University and the University of North Carolina at Chapel Hill met weekly over the course of three months to develop, review, and revise program policies and procedures and to discuss all observations of VTC instruction from the first year of the program. These discussions identified the need for formal faculty training and formed the backbone for content of the training curriculum. The workgroup developed video-teleconferenced interactive web-enhanced faculty training sessions offered prior to the beginning of each semester. All content was available to faculty on Blackboard™ prior to and following the training sessions. Results: Two types of training sessions were created and offered as a pair or individually. One session focuses on program policies and procedures and VTC sensitivity training while the other focuses on hands-on equipment training and acclimation to the VTC classroom. Six faculty training sessions have been conducted to date, training nineteen faculty members. Trainees, students and faculty facilitators have provided subjective information supporting training program effectiveness.
Implications: A systematic faculty training program is essential for the success of a synchronous video-teleconferenced pharmacy program. An electronic repository of program policy and training documents improves accessibility for all faculty, and facilitates communication.