Scanning for Cultural Competency in Online Urban Planning Programs

This article investigates online urban planning degree programs. The Covid-19 pandemic forced urban planning programs to pivot to online delivery instantly. However, there is little preexisting knowledge on online learning in place-making fields of study both in the literature and in practice. Meanwhile, working and learning from home is expected to continue as part of urban planning education and practice. The key tension of teaching urban planning online, as a traditional place-dependent field, is the starting point for our inquiry in this article. To understand the state of online urban planning programs, an internet search was conducted. A database of 176 higher education programs was created that identified only eight online programs including degree-granting and certificate programs in urban planning. These urban planning program results were concentrated in the western United States. Key challenges in online learning were identified through a literature review, including pedagogical efforts in skill transfer and multiculturalism. The eight-program curriculum strategies were analyzed through a qualitative case study analysis. A discussion on the tactics during the transition from in-person to online education in the Department of Urban and Regional Planning at California State Polytechnic University Pomona is also presented. This article provides online urban planning program information for educators currently teaching online and for those interested in creating an online program. Online programs in place-specific fields such as urban planning have particular challenges in understanding communities without site visits, ethnography, or robust in-person community engagement. Online urban planning programs must make additional efforts to achieve a social, collaborative learning and practice environment.

965. Advanced Practice Providers in Infectious Disease: Educational Needs and Opportunities

Background Advanced Practice Providers (APPs) practice throughout Infectious Disease (ID) in a variety of settings through interprofessional collaboration with physicians, pharmacists, and other team members. However, there is a paucity of specific and directed educational opportunities available for APPs within ID. In order to better understand this, we examined specific APP educational needs and how educational programs could provide high quality opportunities for APPs in ID. Methods Voluntary anonymous surveys were created in the REDCap data tool and distributed by email lists, social media, and Infectious Diseases Society of America community forums to APPs working in ID. Results Ninety-nine APPs responded to the survey (figure 1). 97% (96) of respondents were interested in APP specific ID educational opportunities. Of respondents, 76% (74) felt ID specific podcasts would be most helpful, while 86% (84) noted that access to ID clinical case conferences or self-directed, online modules would be instructive (figure 2). 91% (90) did not attend IDWeek annually due to various barriers, including lack of clinical coverage and cost associated with the conference (figure 3) despite 89% (88) receiving Continuing Education (CE) reimbursement. 64% (62) respondents were interested in future APP mentorship opportunities, from either more senior APPs or physicians. Figure 1. Geographic Distribution of Respondents, n=99 Conclusion APPs provide collaborative and specialized ID care in a variety of settings. However, continued educational needs specifically for APPs have been identified. From survey respondents, the majority of APPs did not attend IDWeek, a sentinel ID education event, citing clinical coverage and cost being significant barriers. This represents an opportunity for clinically focused educational opportunities, both at IDWeek and also through other platforms, particularly since many APPs receive CE funding from their employers. Podcasts, online lecture series, and self-study certificate programs were identified as avenues for ID teaching and also present accessible, alternative methods for training. Ultimately, as the growing APP workforce continues to provide patient care in a variety of ID settings, educational opportunities with mentorship are necessary to support them in their practice. Disclosures Steven A. Pergam, MD, MPH, Chimerix Inc. (Other Financial or Material Support, Clinical Trial)Global Life Technologies, Inc. (Grant/Research Support)Merck and Co. (Other Financial or Material Support, Clinical Trial) Steven A. Pergam, MD, MPH, Chimerix (Individual(s) Involved: Self): Clinical Trial; Global Life Technologies, Inc (Individual(s) Involved: Self): Research Grant or Support; Merck & Co. (Individual(s) Involved: Self): Scientific Research Study Investigator; Sanofi Aventis (Individual(s) Involved: Self): Other Financial or Material Support, Provided vaccines for clinical trial sponsored by the NIH

Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns

Massive open online courses (MOOCs) have been integrated into higher education systems as an option for delivering online professional degree and certificate programs; however, concerns about whether employed professionals actively participate in MOOCs remain unresolved. Some researchers have described learners’ employment as the major cause of attrition from MOOCs, but research has not addressed how employed learners interact with MOOCs over time. Understanding employed professionals’ trajectory of participation patterns across course time is thus essential to improving the effectiveness of MOOCs. This study investigated the log data of learner participation to explore how attrition occurs in a professional MOOC, focusing on whether students’ employment status was associated with learner participation. The results revealed learners’ longitudinal participation patterns and confirmed the impact of sustained engagement on course performance. The study also found that employed learners were more likely than their peers without jobs to become cramming learners with initially infrequent engagement in a course but investing intensive time at the end for certificates. We discuss practical implications for designing and facilitating large-scale professional degree and certificate programs in higher education institutions. Implications for practice or policy: Educators can apply MOOCs with a lower weekly workload and a slower pace to support employees’ professional development. Educators should develop professional learners’ interests in the course topic to avoid only cramming for the course certificates. Educators may consider longitudinal patterns of learner participation when assessing learner performance.

Participants’ perceptions of a residency teaching certificate program: the quality, impact and benefits

Background: Currently, there are no accreditation requirements for pharmacy resident teaching certificate programs (RTCPs) but rather suggested guidelines and documents for individual programs to follow. RTCP curriculums are often “handed-down” from past personnel and vary based on individual interpretation. Quality improvement may be overlooked when programs do not report to governing bodies. Objective: The primary objective of this quality improvement project was threefold: 1) to identify past RTCP participants’ perceptions regarding program seminars, activities, and requirements; 2) to determine the short-term and long-term impact on participant careers and interaction with learners; and 3) to improve the program to meet participants' needs. Methods: A 25 item Qualtrics survey was sent to 93 past pharmacy residents who completed the RTCP. Delivery of the survey was confirmed to 89 previous residents. Participants provided consent and were given 12 days to complete the survey. Data was collected and coded by the research team independently. Results: The participants hold positions in a variety of roles, with 68.3% of participants currently holding a non-academia position. The top five most beneficial activities during the RTCP were: giving a large room lecture, facilitating small group learning, developing test questions, delivering professional CE, and meeting with their teaching mentor. Most seminar topics were beneficial to residents during the RTCP, with over two-thirds of the topics (n=23) found beneficial by at least 90% of the participants. A total of 92.9% of respondents said that the most beneficial aspect of having an assigned mentor was the teaching advice and feedback provided. Conclusions: The perceptions and beliefs of past RTCP participants were obtained regarding how beneficial the programming, activities, and mentorship offered were during and after RTCP completion. Quality improvement ideas from this work include redistribution of time in seminars compared to hands-on activities, the adoption of tracks or concentrations within the RTCP, and the creation of mentor training and development.

Postsecondary Teacher Quality and Student Achievement in Florida's Career Certificate Programs Using a Causal-Comparative Study

Teacher quality and student achievement have shown positive relationships in prior studies of elementary and secondary grade levels in the United States. However, postsecondary career and technical education (CTE) teacher quality and student achievement is an understudied topic. According to the literature, teacher quality is measured by pedagogical knowledge, level of education, and professional development. For postsecondary CTE teachers, occupational experience is a hiring requirement for teacher quality. Student achievement is measured by test scores and graduation rates. Postsecondary career certificate programs usually have a summative evaluation with an industry-specific certification test, which assesses the student's employability in the program's field of study by industry standards. The purpose of this retrospective causal-comparative study was to examine the relationship between postsecondary CTE teacher quality and student achievement in Florida's career certificate programs. An online survey was conducted with 203 postsecondary CTE teachers in Florida. Findings revealed a statistically significant positive relationship between the level of pedagogical knowledge and educational degree attainment of postsecondary CTE teachers and students' passing an industry certification test. This finding is consistent with prior studies in K-12 grade levels. Recommendations include increasing the pedagogical knowledge and educational degree attainment of postsecondary CTE teachers to improve student learning outcomes.

Creating Transdisciplinary Teaching Spaces. Cooperation of Universities and Non-University Partners to Design Higher Education for Regional Sustainable Transition

Teaching formats involving non-university partners are increasingly gaining importance to deliver key competencies needed in higher education for sustainable development. Such teaching formats may also create new transdisciplinary spaces that allow different actors to impact regional transition towards sustainable development. Against this background, this article focuses on how universities foster regional transition through teaching, particularly in collaboration with local non-university. Using the interdisciplinary certificate programs on sustainable development offered by the German Universities of Tübingen and Duisburg-Essen as case studies, we analyze the potentials and challenges of teaching programs on sustainable development for promoting regional transition. Leaning on the multi-level-perspective-approach, we have used qualitative interviews to shed light on the design of cooperation between the university and regional partners as well as the creation and integration of transdisciplinary learning spaces. This paper shows that the impact of such teaching formats on the regional transition consists primarily of awareness and network building. One of the most fundamental challenges faced is unequal power relations in terms of access to resources, financing, and doing the course planning. Simultaneously, co-design, mutual understanding, and collective decisions on roles and responsibilities and—especially—empathy and trust are crucial factors for successfully teaching cooperation towards regional sustainability.

A Survey-Based Education Needs Analysis of Employment Support Programs for Hospitality Undergraduate Students

The purpose of this study was to analyze employment support programs that should be prioritized for hospitality undergraduate students in Korea, given the lack of such programs that are tailored to students’ majors. Using a questionnaire survey, we measured the differences between the perceived importance and the perceived current level of availability of employment support programs recognized by 384 students enrolled in hospitality-related courses. Both 2-year and 4-year majors recognized employment information support, certificate programs, career seminars, overseas training support, field practice programs, and overseas employment support as high-priority programs. Individual career counseling, mentoring, and industry–academic cooperation courses were the highest priority programs that should be applied to 2-year majors, but in the case of 4-year majors, these three programs were found to be relatively well supported by universities. Mock interviews, language programs, and employment-related courses were the top priority programs to support 4-year majors. However, 2-year majors perceived that mock interviews and language programs were of low importance, and there was little difference between the importance and current level of employment-related courses. It is necessary to develop support programs from the learner’s point of view by accurately grasping the needs for employment support programs.