Alice E Donlan
University of Maryland, Teaching and Learning Transformation Center, Department Member
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Background Multiple mobile ultraviolet (UV) light devices are available for disinfection of hospital rooms, but few data are available on the relative ability of devices to reduce surface contamination and ease of use. The objective of... more
Background Multiple mobile ultraviolet (UV) light devices are available for disinfection of hospital rooms, but few data are available on the relative ability of devices to reduce surface contamination and ease of use. The objective of the present study was to compare the antimicrobial efficacy of several devices in a laboratory setting. Methods Using a modification of the ASTM International method E2197, spores of Clostridioides difficile(ATCC strain BAA-1870) suspended in phosphate-buffered saline (PBS) with 5% fetal calf serum were inoculated onto 20 mm stainless steel disks and dried. Disks were attached to right and left bedrails, under bed, call button, chair armrest, floor near device, table top, table bottom, floor far from device, toilet seat and grab bar and sink handle in a mock 6.4 × 4.1-meter hospital room with a 1.5 × 2.4-meter bathroom. Disks were exposed using cycle times and device placements recommended by device manufacturers. Spores from exposed disks and unexpos...
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There is often a disconnect between the unit of analysis inrigorous education research, and the types of recommendations that instructors nd the most useful to improve their teaching. Research often focuses onnarrow slices of the student... more
There is often a disconnect between the unit of analysis inrigorous education research, and the types of recommendations that instructors nd the most useful to improve their teaching. Research often focuses onnarrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless Teaching Framework to address this gap between research and practice. In this framework, we deene four pieces ofeeective teaching: classroom climate, course content, teaching practices, andassessment strategies. We argue that these are appropriate areas of focus forinstructor growth, based on their relations to student engagement.
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End-of-semester evaluations provide scalable data for university administrators, but typically do not provide instructors with timely feedback to inform their teaching practices. Midsemester evaluations have the potential to provide... more
End-of-semester evaluations provide scalable data for university administrators, but typically do not provide instructors with timely feedback to inform their teaching practices. Midsemester evaluations have the potential to provide instructors with beneficial formative feedback that can contribute to improved teaching practices and student engagement. However, existing research on the construction of valid, reliable midsemester tools is rare, and there are no existing midsemester evaluation scales that were constructed using education research and psychometric analysis. To address this gap, we designed and piloted a midsemester evaluation of teaching with 29 instructors and 1,350 undergraduate students. We found evidence that our Mid-Semester Evaluation of College Teaching (MSECT) is a valid and reliable measure of four constructs of effective teaching: classroom climate, content, teaching practices, and assessment. Furthermore, our factor structure remained consistent across instr...
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Neighborhoods are critical contexts for adolescent development, but little attention has been paid to how neighborhood characteristics play a role in positive youth development (PYD), notably among predominantly African American youth.... more
Neighborhoods are critical contexts for adolescent development, but little attention has been paid to how neighborhood characteristics play a role in positive youth development (PYD), notably among predominantly African American youth. This study examined distinct features of the neighborhood, including youth-serving institutional resources (YSI) and safety, as they relate to PYD among adolescents from low-income neighborhoods in an urban setting (n = 491, 68.6% African American). Because neighborhood experiences during adolescence often differ based on gender, we also examined moderation by gender. Results from cross-sectional, multilevel data suggest that neighborhood safety, YSIs, and gender are differentially associated with indicators of PYD (i.e., hope, mastery, friend support). The pattern of results suggested that when associated with mastery, YSIs may compensate for low-safety neighborhoods for adolescent females but not males. In terms of associations with friend support, YSIs may foster the development of PYD in low-safety neighborhoods for males but not females. Limitations of the current study and implications for future research are discussed. (PsycINFO Database Record
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ABSTRACT We present an analysis of the contexts within which adolescents graduate from high school and enroll in college. Data from the National Longitudinal Study of Adolescent Health show that adolescents’ school engagement, maternal... more
ABSTRACT We present an analysis of the contexts within which adolescents graduate from high school and enroll in college. Data from the National Longitudinal Study of Adolescent Health show that adolescents’ school engagement, maternal academic monitoring, and community poverty significantly interact to explain differences in high school graduation and college enrollment rates (n = 7100). To examine this association, we performed weighted logistic regression analyses, controlling for gender, race, block level unemployment, and block level median income. Findings suggest that protective factors can help youth overcome the challenges associated with community poverty and achieve academically in low and medium levels of poverty, but that youth in high-poverty contexts may need more resources to reach higher levels of academic attainment.
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Research Interests: Psychology, Educational Psychology, Family, Community, Schools, and 4 moreIndividuals, Graduation, Dropout, and Peers
In this study, we examined teachers’ beliefs concerning the meaning and nature of teacher–student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher–adolescent... more
In this study, we examined teachers’ beliefs concerning the meaning and nature of teacher–student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher–adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as a function of student ecology (e.g. home environment) and teacher and student actions, including: demonstrating care, being consistent and reliable, making personal connections and engaging in helpful behaviour. Other teacher actions included drawing upon personal resources such as efficacy, social roles and available instructional approaches. Unique student actions highlighted the importance that teachers place on compliance with social norms and honest, responsible behaviour. Perceived benefits of trust reflected changes in: classroom climate, quality of social interactions, available teaching methods and positive student behaviours. Finally, teachers discussed ways in which trust evolved over time. Model processes and new hypotheses generated by the model are discussed in the light of current literature on adult–child relationships and trust in schools.
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Research Interests: Psychology, Juvenile Delinquency, Social Support, Self Control, Injury Prevention, and 15 moreSuicide prevention, Adolescent, Medicine, Chicago, Humans, Child, Aggression, Female, Male, Human Factors and Ergonomics, Poison Control, Social Behavior Disorders, Disadvantaged, Adolescent Behavior, and Residence Characteristics
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Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and... more
Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and Persistence in Goal Striving (PGS) Scale, among two samples of reengaged students (i.e., students who have dropped out of high school and returned to finish their degrees). Results from the AHS indicated that among reengaged students, a new factor structure may fit better than what has been used previously. Results from the PGS replicated a factor structure from previous research. Finally, we examined whether we could find support for criterion validity by assessing associations with measures of engagement, and found a positive relation between the AHS, PGS, and measures of cognitive and emotional engagement. Implications and future directions are discussed.
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ABSTRACT This special issue gathers comprehensive community initiative (CCI) researchers to discuss findings from cutting-edge research and provide directions for future work. To introduce the special issue, this article provides a brief... more
ABSTRACT This special issue gathers comprehensive community initiative (CCI) researchers to discuss findings from cutting-edge research and provide directions for future work. To introduce the special issue, this article provides a brief review of the existing research on CCIs and the current CCI movement. Further, we recommend a conceptual framework for the study and implementation of CCIs based on relational developmental systems theories of development (e.g., Overton, 2013), wherein the developmental system for youth comprises key developmental supports that a young person needs to thrive and recognizes the agency of the youth. When the developmental supports across these contexts are aligned with the strengths and needs of each young person, a supportive youth system is formed. We argue that using a theory of change consistent with this framework will increase the likelihood that a CCI will have a positive impact on children and youth.
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ABSTRACT Youth-focused comprehensive community initiatives (CCIs) exist to create the conditions so all young people may have the developmental supports needed to thrive. Research shows alignment is a key ingredient for meaningful change... more
ABSTRACT Youth-focused comprehensive community initiatives (CCIs) exist to create the conditions so all young people may have the developmental supports needed to thrive. Research shows alignment is a key ingredient for meaningful change in a community. The current study discusses the theoretical basis for the importance of alignment, and provides a method to measure alignment of perceived needs in the community using semi-structured interview data. Our results suggest a method of using the perceptions of multiple stakeholders to reveal that there are alignments and misalignments across the levels of a community. Direct service providers (DSP) and families had the most alignment, while the least alignment was between the CCI leadership and families. Further, DSP and families stressed basic needs (such as needing to pay bills and buy food, or needing transportation), while CCI leadership stressed the need for the creation and/or implementation of academic programmatic efforts to ensure positive developmental outcomes.
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Research Interests: Psychology and Routledge
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Formative feedback from students can help college instructors improve their online teaching practices - especially instructors who are new to online teaching. Prior research indicates that mid-semester formative evaluations of college... more
Formative feedback from students can help college instructors improve their online teaching practices - especially instructors who are new to online teaching. Prior research indicates that mid-semester formative evaluations of college teaching are a promising, low-cost solution to providing online instructors with in-the-moment feedback. However, existing instruments suffer from issues of validity and bias, and fail to align with evidence-based strategies. In this paper, we present psychometric results from a pilot study of our research-based Mid-Semester Evaluation of College Teaching (MSECT) to assist online educators in gathering student input to improve their online teaching and classroom climate.
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Formative feedback from students can help college instructors improve their online teaching practices - especially instructors who are new to online teaching. Prior research indicates that mid-semester formative evaluations of college... more
Formative feedback from students can help college instructors improve their online teaching practices - especially instructors who are new to online teaching. Prior research indicates that mid-semester formative evaluations of college teaching are a promising, low-cost solution to providing online instructors with in-the-moment feedback. However, existing instruments suffer from issues of validity and bias, and fail to align with evidence-based strategies. In this paper, we present psychometric results from a pilot study of our research-based Mid-Semester Evaluation of College Teaching (MSECT) to assist online educators in gathering student input to improve their online teaching and classroom climate.
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A high school education prepares young people to participate positively in the economy and in civic life, among other positive life outcomes. However, nearly one in five American high school students does not graduate from high school on... more
A high school education prepares young people to participate positively in the economy and in civic life, among other positive life outcomes. However, nearly one in five American high school students does not graduate from high school on time, if ever. Progress has been made on understanding why students fail to complete high school and on raising graduation rates. Previous reviews and syntheses of this literature have focused on identifying factors that put students at risk for dropping out of school. Less is understood regarding what assets can promote high school graduation. Therefore, we reviewed research from the past 25 years on high school graduation, focusing on longitudinal, US-based studies of malleable factors that predict graduation. Through this systematic search, we identified 12 assets in individual, family, school, peer, and community contexts, which predict high school graduation , as well as identified assets for which more research is needed. Implications for policy and practice and directions for future research are discussed.
In this study, we examined teachers' beliefs concerning the meaning and nature of teacher-student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher-adolescent... more
In this study, we examined teachers' beliefs concerning the meaning and nature of teacher-student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher-adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as a function of student ecology (e.g. home environment) and teacher and student actions, including: demonstrating care, being consistent and reliable, making personal connections and engaging in helpful behaviour. Other teacher actions included drawing upon personal resources such as efficacy, social roles and available instructional approaches. Unique student actions highlighted the importance that teachers place on compliance with social norms and honest, responsible behaviour. Perceived benefits of trust reflected changes in: classroom climate, quality of social interactions, available teaching methods and positive student behaviours. Finally, teachers discussed ways in which trust evolved over time. Model processes and new hypotheses generated by the model are discussed in the light of current literature on adult-child relationships and trust in schools.
There is often a disconnect between the unit of analysis inrigorous education research, and the types of recommendations that instructors nd the most useful to improve their teaching. Research often focuses onnarrow slices of the student... more
There is often a disconnect between the unit of analysis inrigorous education research, and the types of recommendations that instructors nd the most useful to improve their teaching. Research often focuses onnarrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless Teaching Framework to address this gap between research and practice. In this framework, we deene four pieces ofeeective teaching: classroom climate, course content, teaching practices, andassessment strategies. We argue that these are appropriate areas of focus forinstructor growth, based on their relations to student engagement.
Although previous research identifies high quality relationships between mentors and youth as fundamental to mentorship program success, less is known about how these relationships develop, particularly within group-mentoring models.... more
Although previous research identifies high quality relationships between mentors and youth as fundamental to mentorship program success, less is known about how these relationships develop, particularly within group-mentoring models. Therefore, using a qualitative, grounded theory approach, this study explores the process of relationship building between mentors and adolescents. We conducted nine focus groups over two rounds of data collection with youth and staff in a youth development program that predominantly serves African American, low-income youth with a group-mentoring model (n = 71). Using open-coding we identified five key features of the process of relationship building: The Right Who, Respect, Information gathering, Consistency, and Support (TRICS). We used axial-coding to construct a model of the associations among these features. Participants reported that these features promote trust and positive youth development. Model development and sub-categories are described. High quality mentoring relationships include the provision of resources and psychosocial support over an extended period of time between matched youth and mentors (DuBois & Karcher, 2014; DuBois & Rhodes, 2006; Nakkula & Harris, 2014). Mentoring relationships have been related to higher academic achievement, school engagement , and graduation rates, as well as greater well-being and self-esteem, and lower rates of drug and alcohol use among youth
Self-control may act as a protective factor against the development of internalizing and externalizing problems among adolescents. However, little research has examined how self-control functions within and across different types of... more
Self-control may act as a protective factor against the development of internalizing and externalizing problems among adolescents. However, little research has examined how self-control functions within and across different types of communities. Using two cohorts from the Project on Human Development in Chicago Neighborhoods (N = 1,072; 51.40% female), we examined how self-control and neighborhood characteristics were independently and jointly associated with these behaviors. Using latent profile analysis, we categorized neighborhoods based on several characteristics known to be associated with youth outcomes, including violence, concentrated disadvantage, and collective efficacy. Then we examined how self-control was associated with youth internalizing and externalizing problems within and across neighborhoods. Results suggest that self-control was a protective feature in only some types of disadvantaged and dangerous neighborhoods. We discuss findings in terms of implications for programs and policies to support youth mental health. C
Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and... more
Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and Persistence in Goal Striving (PGS) Scale, among two samples of reengaged students (i.e., students who have dropped out of high school and returned to finish their degrees). Results from the AHS indicated that among reengaged students, a new factor structure may fit better than what has been used previously. Results from the PGS replicated a factor structure from previous research. Finally, we examined whether we could find support for criterion validity by assessing associations with measures of engagement, and found a positive relation between the AHS, PGS, and measures of cognitive and emotional engagement. Implications and future directions are discussed.
Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and... more
Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and Persistence in Goal Striving (PGS) Scale, among two samples of reengaged students (i.e., students who have dropped out of high school and returned to finish their degrees). Results from the AHS indicated that among reengaged students, a new factor structure may fit better than what has been used previously. Results from the PGS replicated a factor structure from previous research. Finally, we examined whether we could find support for criterion validity by assessing associations with measures of engagement, and found a positive relation between the AHS, PGS, and measures of cognitive and emotional engagement. Implications and future directions are discussed.
Adolescence can be characterized as a time when aggression, delinquency, and violence (taken together as antisocial behavior) increase. Adolescents who engage in antisocial behavior increase local crime and can create unsafe conditions... more
Adolescence can be characterized as a time when aggression, delinquency, and violence (taken together as antisocial behavior) increase. Adolescents who engage in antisocial behavior increase local crime and can create unsafe conditions for families. Understanding the protective factors that mitigate antisocial behavior can help to inform prevention practices. Using data from the Project on Human Development in Chicago Neighborhoods (n 1,072, 51.40% female, 39.18% Hispanic, 32.28% Black), we examined how self-control, social support, and neighborhood characteristics were associated with these behaviors. Using latent profile analyses, we categorized neighborhoods based on several dimensions, including violence, disadvantage, and collective efficacy. Then, we examined how self-control and social support were associated with antisocial behavior within and across neighborhoods. Results suggested that self-control was a protective feature in only some types of disadvantaged and dangerous neighborhoods. We discuss findings in terms of implications for programs and policies to mitigate youth violence and delinquency.
Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after participation in the Kidpower Everyday Safety Skills Program (ESSP), a workshop designed to increase children’s knowledge of... more
Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after participation in the Kidpower Everyday Safety Skills Program (ESSP), a workshop designed to increase children’s knowledge of safe choices. The program consisted of an in-school workshop, weekly follow-up sessions, and homework assignments over 10 weeks and included skills-training, parental involvement, and opportunities to practice safety skills. Third-grade students (n = 128) participated in pre- and post-tests of safety skills, and were compared to a comparison group (n = 110) that did not participate in the program. Findings indicate that students who participated had increases in safety knowledge (maintained for 3 months) greater than the comparison group. Additional assessments indicate that the program was implemented with high fidelity and both teachers and students found the program successful. Children’s understanding of the competency areas boundary-setting, stranger safety, help-seeking, and maintaining calmness and confidence improved.
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Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and... more
Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and Persistence in Goal Striving (PGS) Scale, among two samples of reengaged students (i.e., students who have dropped out of high school and returned to finish their degrees). Results from the AHS indicated that among reengaged students, a new factor structure may fit better than what has been used previously. Results from the PGS replicated a factor structure from previous research. Finally, we examined whether we could find support for criterion validity by assessing associations with measures of engagement, and found a positive relation between the AHS, PGS, and measures of cognitive and emotional engagement. Implications and future directions are discussed.
Research Interests:
Youth-focused comprehensive community initiatives (CCIs) exist to create the conditions so all young people may have the developmental supports needed to thrive. Research shows alignment is a key ingredient for meaningful change in a... more
Youth-focused comprehensive community initiatives (CCIs) exist to create the conditions so all young people may have the developmental supports needed to thrive. Research shows alignment is a key ingredient for meaningful change in a community. The current study discusses the theoretical basis for the importance of alignment, and provides a method to measure alignment of perceived needs in the community using semistructured interview data. Our results suggest a method of using the perceptions of multiple stakeholders to reveal that there are alignments and misalignments across the levels of a community. Direct service providers (DSP) and families had the most alignment, while the least alignment was between the CCI leadership and families. Further, DSP and families stressed basic needs (such as needing to pay bills and buy food, or needing transportation), while CCI leadership stressed the need for the creation and/or implementation of academic programmatic efforts to ensure positive developmental outcomes.
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This special issue gathers comprehensive community initiative (CCI) researchers to discuss findings from cutting-edge research and provide directions for future work. To introduce the special issue, this article provides a brief review of... more
This special issue gathers comprehensive community initiative (CCI) researchers to discuss findings from cutting-edge research and provide directions for future work. To introduce the special issue, this article provides a brief review of the existing research on CCIs and the current CCI movement. Further, we recommend a conceptual framework for the study and implementation of CCIs based on relational developmental systems theories of development (e.g., Overton, 2013), wherein the developmental system for youth comprises key developmental supports that a young person needs to thrive and recognizes the agency of the youth. When the developmental supports across these contexts are aligned with the strengths and needs of each young person, a supportive youth system is formed. We argue that using a theory of change consistent with this framework will increase the likelihood that a CCI will have a positive impact on children and youth.
Research Interests:
Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after participation in the Kidpower Everyday Safety Skills Program(ESSP), a workshop designed to increase children's knowledge of... more
Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after
participation in the Kidpower Everyday Safety Skills Program(ESSP), a workshop designed to increase children's
knowledge of safe choices. The program consisted of an in-school workshop, weekly follow-up sessions, and
homework assignments over 10 weeks and included skills-training, parental involvement, and opportunities
to practice safety skills. Third-grade students (n = 128) participated in pre- and post-tests of safety skills, and
were compared to a comparison group (n = 110) that did not participate in the program. Findings indicate that students who participated had increases in safety knowledge (maintained over 3 months) greater than the comparison group. Additional assessments indicate that the program was implemented with high fidelity and both teachers and students found the program successful. Children's understanding of the competency areas boundary-setting, stranger safety, help-seeking, and maintaining calmness and confidence improved.
participation in the Kidpower Everyday Safety Skills Program(ESSP), a workshop designed to increase children's
knowledge of safe choices. The program consisted of an in-school workshop, weekly follow-up sessions, and
homework assignments over 10 weeks and included skills-training, parental involvement, and opportunities
to practice safety skills. Third-grade students (n = 128) participated in pre- and post-tests of safety skills, and
were compared to a comparison group (n = 110) that did not participate in the program. Findings indicate that students who participated had increases in safety knowledge (maintained over 3 months) greater than the comparison group. Additional assessments indicate that the program was implemented with high fidelity and both teachers and students found the program successful. Children's understanding of the competency areas boundary-setting, stranger safety, help-seeking, and maintaining calmness and confidence improved.