2021 Conference Sessions
Gamification Taking Your Training to the Next Level
10:00 a.m. Central Time (US and Canada) Kelly Torres, PhD The Chicago School of Professional Psychology Aubrey Statti, EdD WThe Chicago School of Professional Psychology |
Interprofessional training is an essential component of professional development that promotes collaborative team efforts to achieve common goals and provide the highest quality of support and care. Through these training initiatives, professionals become aware of effective and coordinated communication and decision making and gain a more thorough understanding of each other’s roles and responsibilities. This session will explore the potential for gamified activities to enhance interprofessional training by offering learning environments that are structured for trainees to better comprehend and retain content through motivating and engaging incentives. Digital games promote cross-collaboration among professionals in order for them to identify the ethics, policies, or general guidelines of related disciplines. Virtual reality provides trainees the unique opportunity to immerse in a completely virtual environment to solve real-world situations. By collaborating across disciplines, professionals can coordinate efforts in order to determine how to effectively resolve complex situations and support clientele. As a result of attending this webinar, session attendees will gain an understanding of the importance of interdisciplinary trainings and how gaming elements can augment learners’ understandings of how to work collaborating and effectively with professionals across related disciplines.
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COVID-19 has changed the identity of Higher Education Faculty and Administrators, whose work is more interconnected now than ever before. The intersectionality of their roles has built a bridge and an opportunity to merge academic and student affairs in a new way post-pandemic, with a focus on technological equity and student safety. This abstract examines how COVID-19 has impacted the evolution of faculty and student affairs identity as it relates to the design and facilitation of teaching and learning practices and student support services, the lack of culturally relevant pedagogical framework for effective online teaching, and the development of their social roles highlighting the inequity within the digital and safety divide. An extensive review of the literature will elucidate how online platforms changed the biopsychosocial context of the learning and student life environment, and how professional roles in higher education transformed during a global health crisis. The findings will be used to compare the various modalities of teaching, learning, and student supports used during the pandemic, identify the digital and safety divides between faculty, student affairs professionals, and students, and discuss implications for higher education practices that have permanently shifted the profession.
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Higher Education Stakeholders' Early Responses to the COVID-19 Crisis
11:15 a.m. Central Time (US and Canada) Cassandra Peel, PhD, MSW Pacific Oaks College Veronica Estrada, EdD, MS Pacific Oaks College Michael Lopez Patton, MPA (doctoral candidate) Pacific Oaks College |
Keynote Address:
Innovations in Interprofessional Education: Insights and Considerations from Transformative Learning 12:30 p.m. Central Time (US and Canada) Leah Neubauer, PhD Feinberg School of Medicine at Northwestern University |
This talk will examine transformative learning and its relevance in interprofessional education. Participants are invited to consider the application of transformative learning to their own teaching, course, and curricular decision-making processes.
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The Homework Help Room is an after-school program that is led by The Chicago School of Professional Psychology (TCSPP). For the past 8 years, the program offered homework help and social emotional support to youth K-12th residing at The Community Builders Inc. (TCB) – Oakley Square Apartments, on Oakley Square Grounds. However, in response to the COVID-19 pandemic, the program underwent restructure. As opposed to being held in-person, services were offered fully virtual. This virtual platform also allowed the program to expand its services to yet another TCSPP partner site, The Sue Duncan Children Center. One of the program’s most successful adjustments is the incorporation of structured curriculum through a service referred to as The Applied Behavior Analytic (ABA) Academic Skill Building program. 11 students were provided remote instruction in Reading, Writing and Math during the 2020-2021 schoolyear. Instruction was provided by TCSPP students and alumni. Students increased skills by an average of 99% on skills taught in session, and improved skills by an average of 23% on tests for generalization. Furthermore, all surveyed caregivers were “very satisfied” with the program.
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Teaching Literacy Skills to Children in Chicago via Remote Instruction Through the Homework Help Room
2:00 p.m. Central Time (US and Canada) Brian Katz The Chicago School of Professional Psychology Margaret Ann C. Annunziata The Chicago School of Professional Psychology Michael Golden The Chicago School of Professional Psychology |
International Interprofessional Teams and Service-Learning during the COVID-19 Pandemic
3:15 p.m. Central Time (US and Canada) Alecia Eubanks, PhD The Chicago School of Professional Psychology Stephanie Beckman, MA The Chicago School of Professional Psychology Patrice LeGoy, MBA, MFT The Chicago School of Professional Psychology Emily Lutringer, MA, LPC, RPT, NCC The Chicago School of Professional Psychology |
This panel presentation will focus on the development and implementation of virtual service-learning projects through interprofessional teams in required field experience courses for PhD students enrolled in the International Psychology (IP) Department, Online Campus. Rationale and background will be discussed for inclusion of innovative methods to build interprofessional teams towards the goal of including service-learning projects in courses and with global partners virtually. Additional attention will be spent on ethical, logistical, and cultural considerations in light of sustaining professional relationships worldwide, adapting curricula, building of skills/competencies, opportunities for networking, and openness to new learning modalities.
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