Celebrating Heritage: Tourism and Festival in Panama (Video)

Ashford Faculty Win Creative Scholarship Sabbaticals

A special thank you and congratulations to Ashford faculty Sabbatical Winners. We received many high quality submissions this year, but unfortunately we could only select a few. Each of the winning faculty members were selected by college so we can support each area of study. The sabbatical offers a break from teaching courses to better focus on important professor scholarship and research.

Please welcome…..

College of Health, Human Services, & Science                                                 

• Dr. Clair DeCristofaro – Cholesterol Management.
• Dr. Sandra Rebeor – A Community Workshop for Caregivers affected by Autism Spectrum Disorder. 

 College of Liberal Arts

• Dr. Mathew Laubacher – “The Right Kind of Stuff:” Collectors and Collection in United States during the Golden Age of Natural History.

 College of Education

• Dr. Kathleen Pierce-Friedman – A Study of Teaching in Isolation and the Effects on Self-Efficacy for Instructors in the Online School Setting.
• Dr. Maureen Lienau – Continuing research on resources and services for AU students facing housing, food, and other insecurities. 

 Division of General Education

• Dr. Chris Lorkowski – Two chapters for a mid-level philosophy of religion text entitled Atheism Considered.
• Dr. Cheri Ketchum – The impact of video-based feedback on student satisfaction and performance and faculty workload and gratification. 

Forbes School of Business & Technology™

• Dr. Murad Abel –Market Alignment of Student Skills.

 

Celebrating Heritage: Tourism and Festival in Panama

Dr. Janni Pedersen (Right Blue)

Abstract:

Humans mediate their past and present through the presentation of cultural heritage and identity to self and others: this may be observed in the intersection of tourism, cultural heritage, and political economy. In Panama, tourism has become a larger part of the country’s economy over the last decades and this growth is forecast to continue (WTCC, 2017).  A collaborative ethnographic study in the towns of Parita and Santo Domingo, provinces of Herrera and Los Santos, during the 2016 Corpus Christi celebration and 2017 Patron Saint celebration, sought to understand the intersection of cultural heritage with the local economy and perception of tourism.

Studying the host community in two early or “under-developed” heritage tourist spot in

the neoliberal sense (Scher, 2011) provides the opportunity for a comparative analysis of the visions of vendors, visitors, officials and performers in the communities for the sharing of cultural heritage and how this forms a foundation for thoughts on further tourism development. The Panamanian government identified tourism as a key-area in its 2015-2019 strategic plan (Strategic Plan of Government, 2015-2019); however, further investment may carry with it concerns for the protection of intangible cultural heritage and community autonomy as culture becomes commodified (Kirtsoglou and Theodossopoulos, 2004). The results show a desire for more tourists, but the reasons between the two cities diverge, from the assumed economic benefits to a desire for sharing cultural heritage. This divergence is closely related to how the cultural heritage is mediated and presented through the festivals and associated celebrations.

Link to Research:  https://www.anthroaction.com/

Reference:

Celebrating Heritage: Tourism and Festival in Panama. Annual Meeting of Southwestern Anthropological Association, Fresno, California, May 2018.

Author Bio:

Dr. Janni Pedersen, the chair of Ashford University’s Cultural Anthropology program, has been with Ashford University since 2012. She earned her doctoral degree from Iowa State University, where she taught courses in both biological and cultural anthropology, as well as philosophy. While in Iowa, she conducted research with language trained bonobos (a form of chimpanzee) at the Great Ape Trust of Iowa. Her research interests now encompasses behavioral studies of the apes residing at San Diego Zoo and ethnographic studies of festivals and tourism in Panama. She blogs about anthropology and her research at https://www.anthroaction.com/ .

Dr. Pedersen is a native of Denmark. Before moving to the U.S. to work on her doctoral degree, she worked at an internet marketing agency in Brussels, Belgium. She serves on the board of the Southwestern Anthropological Association and as the Ashford Research Fellow for the College of Liberal Arts.

Professors Bill Davis, Dr. William Woods and Dr. Murad Abel Present Learning Research at ADEIL Conference

A Busy October for These Professors!  

Forbes School of Business & Technology Professors

Presented Active Learning Research at Three Academic Conferences. 

Bill Davis, Dr. William Woods, and Dr Murad Abel presented their ORCS Research Presentations at the 2018 ADEIL Conference held at the University of Wisconsin – Madision, the 2018 QM Connect - Quality Matters Conference held in St. Louis, and presented and recorded their presentation for the 2018 Ashford University TLC.

Title of Presentations:

2018 ADEIL Conference: “Student Perceptions of Active Learning in Online Classrooms”

2018 QM Connect: “Which Active Learning Methods Do Student’s Perceive to Increase Their Active Learning and Satisfaction.”

2018 Ashford University Virtual Teaching and Learning Conference: “Students Perceptions of Active Learning.”

Abstract:  
Active learning is the process of doing, observing, and dialogue with oneself and others. These sessions all present and consider active learning methods, strategy, learning styles, and the active learning methods students perceive to increase their learning and satisfaction.

Our Hypothesis / Research Questions: 

H#1: We believe active learning theory offers effective methods to further student learning and educational satisfaction. 

R#2: The Our question we look to answer: Which active learning methods do students perceive to increase their learning and satisfaction? 

Purpose of Research: To determine student perceptions of active learning methods in the online modality, and to assess which active learning methods are preferred by students. We look to add to the wealth of knowledge concerning active learning with attention given to the online modality.

Presentation Example: Link to Research:
2018 QM Connect https://www.qualitymatters.org/sites/default/files/presentations/%232%20QM%20Quality%20Talk%20Sessions_FINAL_Davis_Woods_Abel_10_10_18.pdf

Author Bio: All Professors are in the Forbes School of Business & Technology

The “We” Concept for Organizational Growth & Generational Impact

Folashade Oyeyemi AKINYEMI (PhD)

Title: The “We” Concept for Organizational Growth & Generational Impact

Abstract or Description: Man’s continuous quest for fulfillment and greatness is innate and part of who we are. We set goals and aim high but often ignore some vital components that make the achievements worthwhile. And more often, we get submerged in our individual aspirations and live like nothing else matters but eventually, only a few really get fulfilled and safely reach the shore.

If only we could be more conscious of the fact that we are not self-sufficient, acknowledge benefits of working together, and imbibe the team spirit, then we would have more outstanding success stories and be fulfilled.

We need to constantly remind ourselves of the fact that nobody ever makes it alone. We need each other. We're all part of the global network, and connected in one way or another. And, we would achieve greater things together that we could never achieve apart.

Short Biography: Akinyemi Folashade Oyeyemi is a Researcher and Lecturer at the Institute For Entrepreneurship & Development Studies (IFEDS), Obafemi Awolowo University, Nigeria. She has a Ph. D in Business Administration with specialty in Entrepreneurship & Sustainability from the University of the Witwatersrand, Johannesburg, South Africa.

The “We” Concept for Organizational Growth & Generational Impact from Murad Abel

The Investigation of Preferred Learning Styles of Persons Living with Dementia

Summary of Research:

Dr. Debra Stewart

Understanding and gaining cooperation during personal care of a resident with dementia can be difficult especially when there are language barriers and cognitive deficits concerning comprehension of object and situation. When a caregiver such as certified nursing assistance attempts to help a resident with activities of daily living (ADLs), it can be difficult and time-consuming to accomplish even the simplest task because of the patient’s understanding of the process and the resistive behaviors that are often a result of confusion.

The learning styles inventory is an evaluative tool used by the participants in the study who are certified nursing assistants to establish the preferred learning styles of patients in their care. The study revealed important information concerning the determination of the preferred learning styles of persons with dementia. The research provided critical data in determining if ADLs, when designed around the learning styles, have a greater acceptance rate with fewer resistive behaviors. Also, the study was an essential addition to research concerning understanding a patient’s learning styles and presenting care based on that information to promote greater patient acceptance and nursing unit productivity.

Depending on the nursing assistant’s training the nursing assistant may use the same techniques of engagement for every resident in their care. The one-size-fits-all approach may not be appropriate for every resident and be a less than productive use of nursing assistants’ time. The research examined if knowing the preferred learning styles of persons living with dementia resulted in greater cooperation and unit productivity.

Biography:

Dr. Debra Stewart has completed her Ph.D. from the University of the Rockies and has worked in long-term care for over 25 years. She is an Advisory Board member for both the Mental Health Technology Program and the College for Lifelong Learning at Sinclair and is also a certified Vital Life Community Consultant through THW Design. She also serves as an online academic distant learning specialist for Hondros School of Nursing. Debra is a pre-approved instructor for NCCAP. Dr. Stewart’s most recent research titled Caregivers’ Attitudes and Beliefs about Pain Medication Administration was published in ProQuest.

Presenting author details
Full name: Dr. Debra Stewart
Twitter account: https://twitter.com/DebraSt36044546
Linked In account: linkedin.com/in/dr-debra-stewart-26b95022

Best Practices for Providing Effective Feedback

Listen to the Podcast

Description: Our research involved creating training webinars for instructors to go over best practices for providing feedback and to highlight how to implement these best practices in ANT 101 Introduction to Cultural Anthropology. Instructors were also provided with a copy of Nancy Sommers’ book Responding to Student Writers, which we discussed in the context of ANT 101. Instructors were encouraged to audit their own grading feedback in order to implement best practices.

Written assignments make up the majority of points in most classes at Ashford. Instructors need to understand best practices for providing comments that students will understand and use. Ineffective commenting can overwhelm and de-motivate students. Students in general education classes often need extra help and attention.

Grades are often tied to self-esteem and a student’s sense of self (Crocker, 2002). Research shows that students want to receive a balance of encouraging and critical feedback (Turnitin, 2016). They want to hear both suggestions for improving upon weaknesses and also positive feedback on their strengths. It is helpful when instructors point out where students have met assignment criteria, rather than just where they have fallen short. Students shy away from feedback that includes personal evaluations of their ability; they prefer feedback that discusses issues in their work and includes advice on how to improve (Turnitin, 2016). Future-oriented comments are helpful and send the message that instructors see students as capable of improving (Weimar, 2012).

Good comments create connections and point out patterns (Sommers, 2013). Comments may identify connections to specific assignments, to earlier drafts, to patterns identified throughout the student’s work, or to comments/questions the student has raised earlier. In addition to pointing out specific areas for improvement, instructors should contextualize feedback and draw connections between other assignments and activities in the class. This context will help students to understand the purpose of the instructor’s comments and what to do with that feedback.

Crocker, J. (2002). The costs of seeking self-esteem. Journal of Social Issues, 58(3), 597-615.

Sommers, N. (2013). Responding to student writers. Boston: Bedford/St. Martin’s.

Turnitin. (2016). From here to there: Students’ perceptions on feedback goals, barriers, and effectiveness [White paper]. Retrieved October 12, 2016 from http://go.turnitin.com/paper/student-feedback-goals-barriers?_ga=1.14838198.102505801.1458139745  

Weimer, M. (2012). Getting students to act on our feedback. Faculty Focus. Retrieved from:

http://www.facultyfocus.com/articles/teaching-professor-blog/getting-students-to-act-on-our-feedback/

Bio: Dr. Bethany Heywood is lead faculty and an Assistant Professor in the Entry Point & Social Science department that is part of the Division of General Education at Ashford University. She earned her PhD in Anthropological Studies with a focus on the Cognitive Science of Religion from the Institute of Cognition and Culture at Queen’s University Belfast in Northern Ireland, and obtained her Bachelor’s degree in Religion from the University of Vermont. bethany.heywood@ashford.edu    

Dr. Emma K. Bate is part of the core faculty in the Entry Point & Social Science department that is part of the Division of General Education at Ashford University. She has a PhD and a Master of Arts in Anthropology from Indiana University, as well as a Bachelor of Arts in Anthropology from Wake Forest University. Since 1997, Dr. Bate has conducted archaeological fieldwork in The Bahamas, the Dominican Republic, Greece, and Indiana. She taught archaeology and physical anthropology at Indiana University, Butler University, and Indiana University-Purdue University, Indianapolis (IUPUI) while in graduate school from 2000 to 2010. emma.bate@ashford.edu