HOUSE CALLS AND BEHAVIORAL HEALTH INTEGRATION: ADDRESSING MENTAL HEALTH LITERACY AND DEPRESSION CARE

The House Calls and Behavioral Health Integration project was an inter-agency collaboration to address depression in the older adult population by increasing knowledge and awareness of the condition and providing better access to care. Rowan Medicine, New Jersey Institute for Successful Aging (NJISA) and Jewish Family and Children Services (JFCS) partnered to deliver a comprehensive education, screening and referral program for residents of 3 senior housing facilities serving an estimated 300 elderly and disadvantaged residents. The goal of this year long project was to provide depression education for both housing residents and staff; offer on-going access to free depression screens (using PHQ-9) for residents; and refer residents to an appropriate resource (counseling/case management/house calls) depending on depression screen outcome. Depression education was provided to 15 housing staff and 78 older adult residents. A total of 34 depression screens were completed (82% female, average age=82 years); further evaluation of symptoms was indicated for 59% (n=20) of those screened. Seventeen of the 20 residents accepted a recommendation for a referral to supportive counseling; 3 declined. The average PHQ-9 score was 8.45 (SD=4.42; Range 1-24). Referrals to case management and house calls (n=4) were also made. Feedback from both housing residents and staff was positive and the project team learned valuable lessons about serving older adults in congregate living settings which has informed other programming. The project was successful in providing education, screening and referrals to residents who might not otherwise have access to specialized geriatric behavioral health interventions.

Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results

New Jersey Institute of Technology has been delivering college courses via an Asynchronous Learning Network (ALN) system called the Virtual ClassroomTM for a decade, using various media mixes. Currently, two complete undergraduate degree programs are available via a mix of video plus Virtual Classroom, the B.A. in Information Systems and the B.S. in Computer Science. This paper presents preliminary findings about impacts on students, and touches on some issues and potential impacts for faculty, individual universities, and the structure of higher education. Overall ratings of courses by students who complete ALN based courses are equal or superior to those for traditional courses. Dropout or Incomplete outcomes are somewhat more prevalent, while grade distributions for those who complete tend to be similar to those for traditional courses. For both students and faculty, more startup time devoted to solving the "logistics" of ALN delivery seems to be required at the beginning of courses. ALN delivery is not just a "different" way of doing the same thing, however; it is likely to change the nature and structure of higher education.

PREDICTING LEARNING FROM ASYNCHRONOUS ONLINE DISCUSSIONS

Online discussions play an important role in student learning. Currently, asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require asynchronous online discussions. Does this requirement improve the students’ perceived learning? An exploratory study designed to investigate this issue was conducted in Spring 2002. The questionnaire drew responses to a post-course questionnaire from 116 students in two undergraduate courses and one graduate course. A set of items designed to measure perceived learning from online discussions formed a reliable, unidimensional index for this construct. The results indicate that online discussions do improve students’ perceived learning. Variations among instructors or courses are associated with differences in perceptions of student motivation, enjoyment, and learning from online discussion. Open-ended questions identified some student concerns about online discussions. The concluding section of this paper presents some implications for improving online discussions and for future research plans.

Measuring the Importance of Collaborative Learning for the Effectiveness of ALN: A Multi-Measure, Multi-Method Approach

Are there any differences in outcomes between traditional classroom-based university courses and courses delivered via ALN, which feature extensive on-line interaction among students? Under what conditions are ALN courses most effective? What can be done to improve the publishability of ALN evaluations, and counter the attacks of critics?After providing background on the New Jersey Institute of Technology (NJIT) Virtual Classroom (VC) projects, this paper describes three studies that address the issue of the importance of collaborative learning strategies to the success of ALN for students. A three-year longitudinal field study of 26 courses that are part of an undergraduate degree in Information Systems compared the process and outcomes of learning using an on-line anytime/anywhere environment to those for comparison sections taught in the traditional classroom. An embedded field experiment looked at the separate and joint effects of working on-line versus in the classroom and of working individually versus in groups. Semi-structured interviews with experienced ALN faculty probed their pedagogy and their perceptions of whether or not students learned, on the average, more, less, or about the same as in their traditional sections. The results support the premise that when students are actively involved in collaborative (group) learning on-line, the outcomes can be as good as or better than those for traditional classes, but when individuals are simply receiving posted material and sending back individual work, the results are poorer than in traditionalclassrooms.

The MEM project: experiences, challenges and outcomes of an international double master-level degree

Educating the workforce of the future to perform adeptly in the global environment as well as to surmount cross cultural boundaries is of a paramount necessity in today’s technologically advanced and complex settings. This environment has led institutions of higher education to seek international collaborations to face these challenges. Building on experiences and successes gained from a nearly decade long project entitled UMANE that was jointly supported by both the US Department of Education and the EU for undergraduate double/triple Bachelor’s degrees, this paper reports on an extension of the earlier partnership, to include a graduate level partnership that offers a double master degree between New Jersey Institute of Technology (NJIT) and University of Parma (UNIPR) that was put in place in 2015. In this work, we present the developed framework of this international cooperation, report on its challenges, and share our experiences. Specifically, the framework of the agreement establishes guidelines and course of study leading to double master degrees in the area of Engineering Management, one from NJIT and another from Parma University. Students in this program, usually, start their studies in Italy, attending the classes at their home Institution and then move to Newark, New Jersey, during the spring/second semester (6 months) of their first year, to attend NJIT classes. At the end of their studies, students will be awarded two master’s degrees in Engineering Management from the partnering universities.