Background: Evidence suggests experiential learning promotes the development of a range of transferrable skills including communication, responsibility, and social skills. However, many students are unable to participate in internships or other common forms of experiential education because they need to work for pay. University employment has been positively associated with academic success, but less is known about its potential to develop transferrable skills. Purpose: This evaluation assessed the outcomes and experiences of former student workers employed by the Supplemental Nutrition Assistance Program Outreach project in a paid, university position. Methodology/Approach: Former workers were surveyed regarding grade point average and graduation, employment and post-graduate education, transferrable skill development, and civic behaviors and attitudes. Findings/Conclusions: Former workers reported growth on transferrable skills (e.g., communication, problem-solving), civic behaviors, and attitudes and qualitatively attributed these gains to their work as outreach workers, particularly in terms of interacting with diverse clients in the community. Results suggest benefits associated with structuring meaningful experiences in university jobs similar to those observed in other experiential education settings. Implications: University employment may be a viable route for promoting transferrable skill development. Greater consideration of employment opportunities that foster partnerships between the institution and the community may benefit the university, community, and students.
Purpose No group has more stake in the game than the community that researchers, educators, and practitioners aim to serve. In our field, we must recognize not only that autistic people are those most affected by decisions around programming and policies, but that they are key informants in decisions around the conceptualization, implementation, and evaluation of educational programming for autistic learners. Too often, they are left out of these discussions altogether. To illustrate the process of community collaboration, we discuss emotional and energy regulation (ER), a top priority among autistic people based upon their viewpoints. Method In this clinical focus article, we outline what emotional regulation is, why it is relevant and often challenging for the autistic population, the shortcomings of current practice, as well as practical strategies and ways of thinking about supporting ER for autistic learners. We provide theoretical insights as well as firsthand accounts from a diverse group of autistic people. Each autistic person contributing their perspective in this clinical focus article provided written consent for their participation, as well as direction as to how they wanted to be cited and acknowledged. Quotes were gathered from personal communications, social media posts, and online sources. The clinical viewpoint and materials and tools presented throughout the clinical focus article are the works of the authors that have been informed by the autistic community. Results Based upon the qualitative data presented in this clinical focus article, incorporating the autistic community voice when devising tools and strategies is validating of their experiences and generates useful supports. Conclusions Using a framework similar to the one presented here for engaging the autistic community will help to facilitate the conceptualization of more reliable, valid, and effective supports, goal-setting, and programming overall. Future directions related to the value of empirical study of the tools and strategies developed through such a process are offered.
Introduction: Advance Clinical and Translational Research (Advance-CTR) serves as a central hub to support and educate clinical and translational researchers in Rhode Island. Understanding barriers to clinical research in the state is the key to setting project aims and priorities. Methods: We implemented a Group Concept Mapping exercise to characterize the views of researchers and administrators regarding how to increase the quality and quantity of clinical and translational research in their settings. Participants generated ideas in response to this prompt and rated each unique idea in terms of how important it was and feasible it seemed to them. Results: Participants generated 78 unique ideas, from which 9 key themes emerged (e.g., Building connections between researchers). Items rated highest in perceived importance and feasibility included providing seed grants for pilot projects, connecting researchers with common interests and networking opportunities. Implications of results are discussed. Conclusions: The Group Concept Mapping exercise enabled our project leadership to better understand stakeholder-perceived priorities and to act on ideas and aims most relevant to researchers in the state. This method is well suited to translational research enterprises beyond Rhode Island when a participatory evaluation stance is desired.
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