75 research outputs found
Differences Among Health Care Settings in Utilization and Type of Physical Rehabilitation Administered to Patients Receiving Workers’ Compensation for Musculoskeletal Disorders
Get PDFReconstruction of bone defect with autograft fibula and retained part of tibia after marginal resection of periosteal osteosarcoma: a case report
Get PDFImpact of treatment strategy and physical performance on future knee-related self-efficacy in individuals with ACL injury
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Disease severity and sex differences in knee performance and self-reports in patients with knee osteoarthritis
Get PDFDisease severity and sex differences in knee performance and self-reports in patients with knee osteoarthritis
No full textFaculty and Graduate Peer Mentors Online Experiences in Teaching and Mentoring
No full textFor both Sophomore Inquiry (SINQ) faculty and graduate peer mentors, online education offers a chance to explore pedagogical approaches and adapt to new or different technology solutions to communicate with students. The purpose of this article is to explore how online SINQ faculty and graduate peer mentors instruct, build relationships, and interrupt oppressive situations while delivering an online course. The research examined how SINQ faculty and graduate peer mentors\u27 pedagogy and practices evolved when translated from brick and mortar classrooms to online contexts. Semi-structured interviews were conducted. Transcripts were coded and thematic analysis was done. Critical hope was used as the conceptual framework. Four themes were identified: online instruction, SINQ faculty and graduate peer mentor relationships, interrupting oppressive language and behaviors, and online strategies. The last theme is presented as a table of participants\u27 online strategies that highlights the effective practices in creating, nurturing, and sustaining equitable online learning environments
Faculty and Graduate Peer Mentors Online Experiences in Teaching and Mentoring
Full text linkAbstractFor both Sophomore Inquiry (SINQ) faculty and graduate peer mentors, online education offers a chance to explore pedagogical approaches and adapt to new or different technology solutions to communicate with students. The purpose of this article is to explore how online SINQ faculty and graduate peer mentors instruct, build relationships, and interrupt oppressive situations while delivering an online course. The research examined how SINQ faculty and graduate peer mentors' pedagogy and practices evolved when translated from brick and mortar classrooms to online contexts. Semi-structured interviews were conducted. Transcripts were coded and thematic analysis was done. Critical hope was used as the conceptual framework. Four themes were identified: online instruction, SINQ faculty and graduate peer mentor relationships, interrupting oppressive language and behaviors, and online strategies. The last theme is presented as a table of participants' online strategies that highlights the effective practices in creating, nurturing, and sustaining equitable online learning environments.</jats:p
Functional Comparison Of Acl-injured Patients Treated Non-operatively And Post-operatively
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