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Active Studies

Active Studies

These studies

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5 Minute Peer Writing Activity Study

This study compares the 5 Minute Peer Writing Activity (5MPWA) to the Minute Paper, assessing student impact and instructor adoption potential.

This study, led by Dr. Andrew Richards and assisted by Zachary Hall, examines a new active learning instrument, the 5 Minute Peer Writing Activity (5MPWA). The study endeavors to provide an in-depth analysis of the reception of this novel classroom assessment technique by comparing it to the well-established Minute Paper from the perspectives of both students and instructors. For students, we aim to evaluate the reception of the 5MPWA by measuring its impact on academic performance, levels of engagement, and overall satisfaction. Instructors' perspectives are equally integral to this study. We will gauge their reception of the 5MPWA based on their engagement with the technique, satisfaction with its application, and their likelihood of adopting the 5MPWA in their own teaching practices. This aspect of the research will provide valuable information on the potential for wider implementation of this active learning strategy within the educational community.

Check back soon to read about the results of this study. 
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Interactive Visual Simulator

This study, led by Professor Robert Ordoñéz, examines the impact of interactive visual simulators on learning retention compared

Directed by Professor Robert Ordoñéz of the School of Computer Science, the goal of this study is to explore the possibility of a relationship between the use of interactive visual simulators and learning retention. While most modern education focuses heavily on visual and auditory methods of teaching with the use of textbooks and lectures, there has been some empirical evidence to support the idea that more involved teaching strategies would benefit students attempting to learn a given subject. Professor Ordoñéz has been using interactive simulations in his classroom to help students understand difficult concepts. This study will use the framework he has already developed in his classroom in a non-consequential setting to see if using more concrete experiences, such as an interactive visual simulator, helps students grasp a concept better than more traditional teaching methods.

This study is currently in the literature review phase, but come back soon to read more about the study. 

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Name Tag Study

This research explores how faculty wearing name tags affects student-faculty relationships

This research investigates the impact of faculty members wearing name tags on establishing transformative student-faculty relationships. The study focuses on two primary aspects: first, the students' awareness and perception of faculty wearing name tags, and second, the consequent effect on student behaviors and attitudes. Key variables include the students' comfort level in engaging with professors, their propensity to participate in classroom discussions, and any shifts in their perceptions of faculty competence. The objective is to ascertain whether the simple act of wearing a name tag can facilitate more effective and interactive educational environments. 

Come back soon to see the results of this study. 
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Review of Professional Transitions Workshop

Dr. Andrew Richards' study shows a 1-hour workshop significantly reduces nursing students' stress and anxiety about professional transitions.

The primary purpose of this study, conducted by Dr. Andrew Richards, is to investigate the effectiveness of a 1-hour professional transitions workshop and completion of a transition blueprint on the the continued professional socialization and support of graduate nursing students’ reported stress and anxiety levels, self-perceived preparation to plan a professional transition, and awareness of potential issues related to a planned professional transition. The problem under investigation is the professional communication, collaboration, socialization, and identity formation of nursing students. From those participating in the workshop, 77.6% completed the blueprint. An independent t-test was used to test for difference in score based on gender and an ANOVA to test for difference in score based on race. The results showed no significant differences in satisfaction score based on gender or race. Participants over 25 were more satisfied than participants 25 and under (t = 1.796, df = 60, p = .039). A dependent t-test was used to test for difference in anxiety/stress after the workshop. The results showed a significant decrease in participant’s anxiety/stress related to professional transition after the workshop (t = 5.964, df = 61, p < .001).

This study is currently being prepared to be presented during Southern Adventist University’s Campus Research Day 2024.

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Therapeutic Drumming Intervention Training Study

This study examines how TDIT affects trainee emotions and confidence before and after sessions and the course, aiming to gauge training effectiveness

This study utilizes a longitudinal design to investigate three key variables, which will serve to enhance our understanding of the efficacy of TDIT: trainee affect before and after each training session, trainee affect before and after the entire training course, and trainee confidence in their ability to facilitate TDIT. Although currently in the data-collection phase, the results will ultimately indicate the effectiveness of the training program on improving both trainee skills and emotional well-being. 

Check back soon to read about the results of this study. 
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Trauma-Informed Practices in Education

This study addresses the effects of trauma on students' performance

This research study, conducted by Drs. Johnson and Golden, focuses on a critical aspect of education: understanding the impact of trauma-informed teaching methods. It seeks to answer a fundamental question - is it trauma or personal drama that often influences how students behave in the classroom? The study emphasizes that a student's cultural background and life experiences are significant factors in shaping their behavior.
 
The study highlights four important concepts: Cultural Awareness, Opportunities for Empowerment, Positive Relationships, and Safety (COPS). Instead of suggesting that teachers dismiss problematic student behavior, the study emphasizes the need for educators to understand, support, and engage with these students. Being aware of and practicing trauma-informed teaching is especially crucial in the field of education.
 
Additionally, the study aims to assess the knowledge of trauma-informed practices among new K-12 teachers in the Southern Union through surveys and interviews. It investigates whether these new teachers are well-prepared to work with students who have experienced trauma. The research also identifies areas where these educators may need additional training to become more trauma-informed. The ultimate goal is to provide strategies to better prepare future educators and create a more inclusive and supportive learning environment for students who have experienced trauma.


Currently we are working on getting IRB approval, but come back soon to read about the results of the study. 
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Underrepresented Nursing Faculty

Drs. Richards and Hand's study explores how belongingness, grit, and mentoring satisfaction impact underrepresented nurse faculty's intent to stay.

The purpose of this study is to explore the possible relationships existing between belongingness, grit, mentoring satisfaction, and intent to remain among underrepresented nurse faculty currently in a formal mentoring relationship. It is currently being conducted by Dr. Andrew Richards of Southern Adventist University’s School of Nursing in conjunction with Dr. Mark Hand of Eastern Carolina University’s College of Nursing. The hypotheses being tested are the following: 

Hypothesis 1: There is a relationship between belongingness, GRIT, and mentoring satisfaction.
Hypothesis 2: GRIT, mentoring satisfaction, and belongingness predict intent to remain.

The study is currently pending IRB approval, but come back soon to see the results of this study.