This file is made available courtesy of, and with the cooperation of Clarion University of Pennsylvania., Chavez, Gilbert T. "Workforce Training and Development in Selected Public Libraries Throughout the State of Oregon: Patterns and Implications." Rural Libraries 21, no. 1 (2001): 25-50.
This paper presents data from a study on the effectiveness of a transdisciplinary model of instruction focused on preservice speech-language pathology graduate students (SLPs) in the United States and undergraduate students in Spain with global developmental delay. The C3 Model (Naugle & Lecea-Yanguas, 2017) is a open-structured, peer-to-peer (P2P) format that permits faculty from multiple disciplines to collaborate while supporting learners who are developing career-oriented skills. Faculty in Communication Disorders, Linguistics, Literature, and Special Education collaborate, employing the model, and facilitate the English language acquisition needs of the global developmentally delayed students in Spain and the clinical practice needs of the SLPs. The model has been especially effective post-COVID-19, as it offers an opportunity for both sets of students to expand beyond the confines of their respective countries and cultures and to engage in learning that is mutually beneficial, under the supervision faculty specialists. The research answers the question, “To what extent is this P2P model effective in cognitively disparate populations.” The authors will present research on English language acquisition of undergraduate students in Spain with global developmental delay who participated in P2P learning with graduate students in Communication and Speech Disorders in the United States, using a virtual platform. This cross-cultural, virtual approach addressed an immediate need for the students in Spain, requiring language training, and the students in the US, requiring supervised clinical practice. The authors will also describe and discuss ongoing tele-practice and tele-learning between multiple countries and cultures., McCarthy, M. P., Walliser, M. & Naugle, W. (2022, May 13). X-Cultural Tele-Practice/Tele-Learning [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435
As a result of the outbreak of COVID-19 – also known as coronavirus – the NCAA announced in mid-March the cancellation of all remaining championship events during the 2020 school year. That was soon followed by athletic conferences, including the Pennsylvania State Athletic Conference (PSAC), suspending and eventually canceling the remainder of their competition schedules, as well as universities taking unprecedented measures to close their campuses in an effort to slow the spread of the virus. In this video series, you will hear from Golden Eagle student-athletes on how these changes have impacted their lives.
Undergraduate nursing students are under vast amounts of stress to adapt to the substantial workload while learning patient care. A lack of stress reduction tools in the nursing curriculum leaves these students at risk for stress related outcomes. In the past, research has addressed the effects of stress on health care providers, but little has been specific to nursing students. The rising popularity of yoga is an opportunity to offer such a tool to address stress in nursing students. Using YouTube as an avenue to provide yoga classes designed for stress reduction in nursing students is accessible for most of this population. This study was conducted to explore the hypothesis of using YouTube yoga videos to address stress reduction before and after participating over a two-week period. A review of related literature was examined and Tsai's theory was the theoretical framework applied to the stress nursing students experience as they take on the new role of caregiver. A descriptive design was used to compare data collected.
