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General Joint Sessions and Workshops of WMSCI 2014 and its Collocated Events
July 15-18, 2014 ~ Orlando, Florida, USA
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Fostering Interdisciplinary Collaboration to Improve Student Learning
Professor Ronald A. Styron, Jr., Professor of Educational Leadership, Director of the Quality Enhancement Plan, University of South Alabama, USA
Dr. Jennifer Styron, College of Nursing, University of South Alabama. USA ; Former Research Specialist and Distance Education Coordinator at The University of Southern Mississippi, USA
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Video
Video
Bio
Bio
Abstract
Abstract
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Dr. Ronald A. Styron, Jr. is currently the Quality Enhancement Plan Director and Professor of Leadership and Teacher Education at the University of South Alabama. He has received numerous awards including Principal of the Year, Louisiana PTA Educator of Distinction and several outstanding conference research paper awards. He has received over $3 million in grant awards and has a proven record of publications with 35 refereed articles, a book chapter, and a series of administrator-training manuals. He has also conducted over 90 professional research presentations and 50 speaking engagements.
Dr. Jennifer Styron is an assistant professor at the University of South Alabama. USA, College of Nursing and a Former Research Specialist and Distance Education Coordinator at The University of Southern Mississippi, USA. She has been teaching especially in courses of “Advanced Nursing Research”
She is affiliated to:
American Medical Informatics Association (AMIA)
Association for Educational Communications and Technology
Healthcare Information and Management Systems Society (HIMSS)
International Institute of Informatics and Systemics (IIIS)
Mid-South Educational Research Association
Society of International Chinese in Educational Technology
Team-Based Learning Collaborative
Transcultural Nursing Society
Her Research and Areas of Interests are the following:
Nursing Education
Instructional Technology and Design
Electronic Health Record Adoption and Use
Team-Based Learning
Cyberbullying
Interprofessional Education
The purpose of this study was to compare the impact on student learning of those enrolled in courses where instructors participated in collegial coaching and peer mentoring. A nonequivalent group design methodology was employed along with an analysis of variance to analyze data. Findings indicated higher mastery levels of student learning outcomes, higher levels of perceived critical thinking and collaboration by students, statistical significance in critical thinking constructs, higher levels of persistence, and more A’s and B’s and fewer D’s and F’s in courses where faculty members were mentored as compared to courses where faculty members were not.
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