Strengthened Culture Competency of Graduate Students by Concomitantly Using Multiple Social Media Sites

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Linda A. Landon, PhD, ELS

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Linda A. Landon
First and Last Name: 
Linda A. Landon

History

Member for
7 years 9 months
Phone: 
(573) 797-4517
Current and Ongoing Research Interests: 

Manuscripts in Preparation: 1. Landon, L.A. and Ngufor, A. Comparative case study of perceptions of small business loan delinquency and default held by small business owners and bank and credit union loan officers in Minneapolis, MN. Small Business Economics. In preparation. 2. Fisher, B. S., Landon, L.A., Estraño, C.E., Cole, J.A. Impact of long-term Giardia infections on gastrointestinal barrier function and immune cell signaling in vitro. In preparation.

Large scale statistical manipulation and analysis of data—"big data" in popular parlance—is a growing force in everyday life. Big data is found in a plethora of settings, including healthcare, industry, government, education, and beyond. As a result of the rise of big data, both big data and smaller scale statistical outputs have permeated the day-to-day working and personal lives of people throughout the world (Hoegh, 2013).

The American Statistical Association (ASA) has identified ethical and effective communication of statistics between all parties, statisticians and non-statistician stakeholders, as a necessary component in the effort to reach the Association's goal of increasing the contribution of statistics to human welfare (ASA, 2015a). Unfortunately, statistics is a research discipline of the study of uncertainty that is based in complex mathematics and characterized by complicated terminology and always changing jargon; most non-statisticians, even highly educated and experienced subject matter experts, often have difficulty understanding statistics and conversing with statisticians (Smith, 2014). This communication log jam not only hampers the application of statistics but ineffective communication of statistics also has ethical and human implications (ASA, 2015b). For example, healthcare providers have an obligation to communicate effectively the risks associated with a treatment to patients who must fully comprehend and understand the risks of the treatment in order to weigh the risks and benefits of that treatment option before deciding on a treatment course (Andre & Valesquez, 1987). Failure to explain statistical analyses and results in easy to understand writing prevents non-statistician audiences (practitioners, patients, educators, students) from making healthcare decisions based on the statistical output. Being unable to understand complicated statistical language can affect the future well-being of people.

My research program is improving statistical articulacy to conduct effective and ethical communication of statistics in the primary, peer-reviewed scholarly literature that describes healthcare studies. In general, in reports of healthcare research, lack of statistical articulacy is a problem because non-statistician stakeholders and audiences cannot fully comprehend and understand the precise mathematical terms and discipline-specific jargon used by statisticians to communicate statistical output (Smith, 2014). Methods to improve statistical articulacy will increase effective communication of healthcare statistical output by statisticians and will promote communicating healthcare research statistical output in a manner that allows non-technical audiences to fully comprehend and understand statistical output. The ability to fully comprehend and understand healthcare research statistical output becomes an absolute necessity when non-technical stakeholders use the statistical output to make healthcare decisions that can change the future health of patients.

Currently, this research program is being developed. Therefore, the research design, problem statements, purpose statements, research questions and data collection and analysis methods for this research program are not finalized.

 

References

American Statistical Association. (2015). Constitution of the American Statistical Association (Effective January 1, 1999). Washington, D.C. Retrieved from http://www.amstat.org/about/constitution.cfm

American Statistical Association. (2015). Ethical Guidelines for Statistical Practice. Prepared by the Committee on Professional Ethics. Approved by the Board of Directors, August 7, 1999. Washington, D.C. Retrieved from http://www.amstat.org/about/ethicalguidelines.cfm

Andre, C. & Velasquez, M. (1987). What is Ethics?  Issues in Ethics, 1. Retrieved from https://www.scu.edu/ethics/publications/iie/v1n1/whatis.html

Hoegh, A.  (2013). Where Does a Statistician Fit in the Big Data Era?  Amstat News, August 2013, 18-19. http://magazine.amstat.org/wp-content/uploads/2013an/August2013.pdf  p 18-19.

Smith, D. (2014). Explaining Advanced Analytics to Company Directors.  Amstat News, December 2014, 12-13. Retrieved from amstat news http://magazine.amstat.org/wp-content/uploads/2014an/December2014.pdf

 

Publications: 
Hey RNA! Writers Don’t Like Transcription Errors Either
Robust suppression of HIV replication by intracellularly expressed reverse transcriptase aptamers is independent of ribozyme processing
Genetics and Microbial Communities (Metagenomics/Microbiome)
Autoimmunization of ewes against pregnancy-associated glycoproteins does not interfere with the establishment and maintenance of pregnancy
High Performance Freelancing
High Throughput Fluorescence Spectroscopic Analysis of Binding Affinity of Ligands Displayed on Bacteriophage
An Effective Combinatorial Strategy to Increase Affinity of Carbohydrate Binding by Peptides
Peptides Specific to the Galectin-3 Carbohydrate Recognition Domain Inhibit Metastasis-Associated Cancer Cell Adhesion
Biodistribution and Immune Response of Filamentous Phage Peptide Libraries in Mice
Comparative case study of perceptions of small business loan delinquency and default held by small business owners and bank and credit union loan officers in Minneapolis, MN
University of Phoenix Courses: 
DOC/722
DOC/733
DOC/734
DOC/736A
DOC/737
DOC/738A
Professional Bio: 
I have a diverse background in biomedical research, statistics, project management, data handling, grant writing, and communication. Although my doctoral training and early experience is in biomedical laboratory research, I now work in a wide variety of disciplines ranging from education to health policy to business administration. My PhD in Molecular Pharmacology is from the University of Missouri. I hold a Graduate Professional Certificate in Applied Statistics from Kansas State University. I am certified by the Board of Editors in the Life Sciences as an Editor in the Life Sciences (ELS). I have several professional certifications ranging from certifications in pharmaceutical regulatory writing and health care quality improvement to certifications in study ethics and technical communication. I have a diverse publication record in subjects including pharmacology, virology, immunology, communications, and statistics. I am a member of professional organizations in statistics, writing, quality improvement, and pharmaceuticals. I own a small statistical and writing consulting business.
Degrees Completed: 
Doctoral Degree
Molecular Pharmacology
University of Missouri-Columbia
1998
Masters Degree
Graduate Professional Certificate in Applied Statistics
Kansas State University
2014
Bachelors Degree
Biology
Grinnell College
1981
Professional Certificate in Technical Communication
University of California, San Diego
2010
Academic Appointments: 
Dissertation Chair and Associate Faculty, University of Phoenix
2008 to Present
Senior Research Scientist, University of Missouri-Columbia
2005 to 2008
Post-doctoral Research Fellow, University of Missouri-Columbia
1998 to 2005
Graduate Research Assistant, University of Missouri-Columbia
1994 to 1998
Honors and Awards: 
Professional Education: 
Pharmaceutical and Regulatory Writing Professional Certificate.
Board Certified Editor in the Life Sciences.
Healthcare Improvement Certificates (Leadership, Quality Improvement, Patient Safety).
HIPAA Business Associates Certification.
Healthcare Cost and Utilization Project Data Use Agreement Certificate.
CITI Certification of Human Research Subject Protection.
SAS Institute e-Learning (Enterprise Guide)
Grant Writing and Grant Writing Consultant.
Database Development and Microsoft Access.
Project Management and Microsoft Project.
Business Analysis Statistics.
Accounting. State Fair Community College.
Nonprofit Strategic Planning.
Not for Profit Grant writing.
Professional Suffix: 
PhD, ELS
Primary College or School: 
Areas of Research Interest: 
Members: 
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Mary "Mimi" Stout, EdD

Picture: 
Mimi Stout
First and Last Name: 
Mary "Mimi" Stout

History

Member for
7 years 10 months
Phone: 
(703) 973-0835
Current and Ongoing Research Interests: 
As part of the Center for Educational and Instructional Technology Research (CEITR) HUB, I worked with two other UoP faculty members (Team 5) to create quantitative research on Strengthening Cultural Competency of Graduate Students by Concomitantly Using Multiple Social Media Sites. We received UoP IRB approval (846864-4) on 04/04/2016 prior to beginning research. The article was accepted during Oct 2017 for publication in 2018 in Engaging Cultures & Voices: The Journal of Learning Through Media (in Cabell's).  
 
As part of the CEITR HUB, I was member of the Critical Thinking and Mediation Research (Team 2).  Research presentation was by team member and HUB director, Dr. Mansureh Kebritchi, at the Online Learning Consortium (OLC) Accelerate Conference in Orlando on Nov 16, 2016. Our team received IRB approval (890751-3) on 11/03/2016 prior to beginning research. 
 
As part of the CEITR HUB, I was a member of the Social Media and Diversity Group (Team 4). We received IRB approval (920211-1) on 12/02/2016 prior to beginning research.  Our team presented at the UoP Knowledge Without Boundaries Annual Conference on Jul 22, 2017 in Tempe, AZ and at the Association for Educational Communications & Technology (AECT) Conference in Jacksonville FL on Nov 8, 2017. Our article was accepted for publication by the Research on Education and Media Journal (in Cabell's). 
 
As part of the CEITR HUB, I was a member of the Augmented Instruction and Learning (Team 1). We received IRB approval (1119231-1) during Nov 2017 and conducted narrative inquiry research with the Troops to Teachers Program. Topic was presented at the UoP Knowledge Without Boundaries Annual Conference on Shindig. I presented a roundtable for our team at the Association for Education, Communication, & Technology (AECT) in Kansas City on Oct 23-27, 2018.  
 
After applying to UoP to teach more subjects in 2018, I gained RES729 Enthnomethodology and Study of Culture as a course I can teach. Because of this authorization on Aug 28, 2018, I was admitted as member and participate in the Research Faculty Cohort Advanced Qualitative, Quantitative, and Mixed Methos Research blog on Phoenix Connect.
 
As part of the CEITR HUB, I was a member of the Teaching & Learning With the Arts (Team 1). We received IRB approval (#1412912-1, May 23, 2019) and worked on conducting an Action Research project at a Secondary School in Minnesota. We presented our plans at the Knowledge Without Boundaries on Jun 11, 2019. 
 
As part of the CEITR HUB, I was a scholar member of the Exploring Remote Work Skills, Mini-Certificates, Short Burst Learning, and Badges for Engaging Faculty Professional Development Study that received IRB approval (#1749411-2, May 26, 2021).  My team (Team 8) worked to gather information on faculty use of mini-certificates for the mixed method study and hope to present and publish this information as the research is still ongoing. 
Publications: 
Achieving Competence: Army-VOTEC School Partnership Pilot Studies
Joint Computer Based Instruction System (JCBIS)
Alternate Training Strategies: Army-VOTEC Partnership Pilot studies
Increasing Graduate Students’ Cultural Competency by Using Many Social Media Sites
What Educational Leaders Should Know about Social Media, Collaboration, and Doctoral Learning.
University of Phoenix Courses: 
DOC/722
DOC/733
DOC/734
DOC/736A
DOC/737
DOC/738A
DOC/740R
DOC/742
Professional Bio: 
Dr. Stout's professional career has been in the field of education, but she worked for UoP as chair of fields ranging from education, to business, to health sciences, to information management. Mimi entered Federal Service with the Department of Defense (DoD) in Italy and worked for the government in various locations as teacher, education counselor, education center administrator, test developer, manager of transcript services, training developer, staff officer, technology chief, and program manager. Locations of these jobs included Italy, Kansas, and Virginia. She worked for the Army, for the Marine Corps, and in the Office of the Secretary of Defense. In her role as trainer, she worked in the Futures Training Division for the Army Training and Doctrine Command (TRADOC) that investigated proof-of-principle for distance learning. She presented sessions at conferences including those on distance learning at the US-UK staff talks in Great Britain and for the Argentine economic delegation in Washington, DC. She served on the DoD Advanced Distributed Learning Committee and completed a Master’s of Multimedia Development Certificate (MMDC) after her doctorate to learn more about effective distance learning and website development. She worked on developing quality standards for approximately 25 DoD schools that educate and train military and civilian employees. She was responsible for curriculum, accreditation, budget, and personnel management, while fulfilling the position of Deputy Director-Academic Dean of the U.S. Marine Corps War College. She led a team that set up the Army-American Council of Education Registry Transcript System (AARTS) and was on a team that set up the Army Civilian University. She has been an online faculty with the University of Phoenix, teaching in the undergraduate, master's, and doctorate programs. Her hobbies include taking courses, traveling, and visiting friends and family.
Degrees Completed: 
Doctoral Degree
Higher Education
College of William & Mary
1995
Masters Degree
Counselor Education
University of Virginia
1972
Bachelors Degree
History
University of Mary Washington
1970
Academic Appointments: 
University of Phoenix Associate Professor
University of Phoenix
Honors and Awards: 
Who's Who in American Education; Who's Who in America; Who’s Who in the World; Who's Who of American Women
Marquis Publications, New Providence, NJ
Year Awarded: 
2010
Who's Who in International Distance Learning.
International WHERE+HOW Publications, Bonn, Germany
Year Awarded: 
1998
Academic Recognition: Induction to Kappa Delta Pi Academic Fraternity.
College of William and Mary Kappa Delta Pi
Year Awarded: 
1993
College of William and Mary, School of Education Development Advisory Board Emerita.
Year Awarded: 
2008
HQ Department of Army Staff Badge.
HQ Department of the Army, 200 Pentagon, Washington, DC
Year Awarded: 
2008
University of Phoenix Incentive Award.
School of Advanced Studies, University of Phoenix
Year Awarded: 
2008
Albert Nelson Marquis Lifetime Achievement Award
The Marquis Who's Who Publications Board
Year Awarded: 
2017
Additional Details: 
For Marquis Biographees who achieved career longevity of over 20 years in Who's Who, exhibited one or more of your creative works, and demonstrated unwavering excellence in their chosen fields
Dissertation Included in ScholarWorks
College of William & Mary
Year Awarded: 
2018
Project Name (Optional): 
ScholarWorks Addition of Dissertation
Professional Education: 
Multimedia Development Certificate (Graduate Level)
Year Awarded: 
2003
Organizational Transformation Certificate (Graduate Level)
Year Awarded: 
2007
Professional Suffix: 
EdD
Primary College or School: 

Higher education has begun to use social media for instruction, making social media effects on cultural competency to be an important educational issue. The problem underlying the current study was that the relationship between graduate students’ areas of academic study, geographical region of origin, and use of social media sites and their cultural sensitivity aspects was unclear. This problem was important because the literature reflected inconsistent findings about the relationship between graduate students’ characteristics and their types of cultural sensitivity. The purpose of the current study was to identify whether differences in graduate students’ disciplines of study, geographical regions of origin, number of social media sites used, and frequency of social media site use resulted in strengthened cultural competency. Theoretically, the study was founded in Hofstede’s definition of cultural competency and applies Chen and Starosta’s Intercultural Sensitivity Scale to define types of cultural competency. The overall research question was relationship, if any, between graduate students’ areas of academic study, geographical region of origin, frequency of social media sites used, and number of social media sites used and their cultural sensitivity aspects. The quantitative design used parametric correlation and nonparametric ANOVA analyses. The number of social media sites used was positively correlated with increased interaction confidence and interaction effectiveness forms of cultural competency. Participants who concomitantly used Facebook, Pinterest, and blogging demonstrated statistically significantly increased cultural competency on the interaction engagement, interaction confidence, and interaction effectiveness subscales of the Intercultural Sensitivity Scale. These results suggested that education interventions that encourage use of multiple social media sites during learning will increase graduate students’ cultural competency.

Boyer's Domain: 
Social Media Lab

Comments

Mary "Mimi" Stout's picture Mary "Mimi" Stout | September 27, 2017 6:46 am MST

As of July 31, 2017, article was submitted to Engaging Cultures and Voices: The Journal of Learning Through Media. Journal is in Cabells. 

 

Mary "Mimi" Stout's picture Mary "Mimi" Stout | October 4, 2017 9:17 am MST

Journal Article accepted Oct 4, 2017 by Engaging Cultures and Voices: The Journal of Learning Through Media. Journal is in Cabell's Directory.