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ItemAddressing Diverse Needs: Differentiation in Distance Learning(2009) Lamb, Annette; Johnson, Larry ItemKey Words in Instruction: Online Learning and Virtual Schools(2005-05) Lamb, Annette; Callison, Daniel ItemLeveraging Technology to Enhance Doctor of Nursing Practice Student Health Policy Engagement(Lippincott, 2019-07) Garritano, Nicole; Stec, Melissa; School of NursingBackground Doctor of nursing practice (DNP) students need to develop health policy competencies. The American Association of Colleges of Nursing formed the Faculty Policy Think Tank (FPTT) in 2015, which developed recommendations about health policy curriculum at all levels of nursing education including the DNP. Problem Prior to the FPTT recommendations, there were no standardized examples of health policy competencies and their evaluation. Approach A DNP health policy course was redesigned based on the FPTT recommendations. Technological capabilities were leveraged to provide an active and experiential learning environment integrating the concepts of cultural competence, health equity, and social awareness. Outcomes At the conclusion of the course, DNP students are actively engaged in health policy and have increased confidence in their advocacy abilities. Conclusions Providing DNP students with an experiential, technologically driven learning platform gives students practical tools and applications they can use beyond the classroom to influence health policy. ItemStudent and Faculty Perceptions on Feedback in a Graduate Social Work Distance Education Program(Taylor and Francis, 2022-09-04) McCarthy, Katherine M.; Wilkerson, David; Ashirifi, GiftyOnline social work educators are responsible for fostering high quality academic growth experiences for their students. Feedback instructors provide to students aims to further this goal. The purpose of this study is to understand how social work instructors and students in an entirely online MSW program value instructional feedback. Open-ended survey questions were used to gather instructor and student perspectives. Qualitative analyses revealed similar themes. Faculty felt the main purpose of feedback was to facilitate learning, improve effectiveness of learning, enhance student social work capability, and foster engagement and connection. MSW students felt the main importance of feedback was that it fostered student development, assessed student progress, facilitated interaction and communication with instructor, and clarified misunderstanding. Contrary to the traditional role of feedback in on-the-ground programs, both MSW faculty and students felt that feedback in the online modality not only increased content comprehension but also influenced the student and instructor relationship. This study highlights the need to train faculty to deliver feedback that is consonant with distance education students' desire to experience connection and support as a part of their online education.