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Multicultural Millennials Respond Positively to Health ‘Edutainment,’ Baylor Marketing Research Says
One-on-one interviews reveal which health issues concern millennials and their longing for optimal health Storytelling that educates and entertains – aka “edutainment” – is a powerful communications tool that can lead to positive health-related changes among multicultural millennials, according to a new marketing study from Baylor University. Tyrha Lindsey-Warren, Ph.D., clinical assistant professor of marketing in Baylor University’s Hankamer School of Business, led the study, “Making multicultural millennials healthy: The influence of health ‘edutainment’ and other drivers on health-oriented diet change,” which is published in the Journal of Cultural Marketing Strategy. Charlene A. Dadzie, Ph.D., assistant professor of marketing at the University of South Alabama, coauthored the research. The research sought to determine which health issues most concerned multicultural millennials and to gauge how effective media can be as a tool to address those issues and drive change. “This study finds that by bolstering self-identity and employing health ‘edutainment,’ it is possible to have a positive impact on the health intentions and behaviors of the millennial generation,” the researchers wrote. There are more than 92 million millennials (ages 20-34) in the United States today, the researchers observed. More than 9 million of those are identified as being overweight, and much of that can be attributed to a sedentary lifestyle and media consumption. White Americans watch an average of 140 hours of television per month (35 hours per week); African Americans watch 213 hours of television per month; and Latino Americans watch 33 hours of television per week and stream more than six hours of video per month. “Millennials are tech-savvy, they love social media, they’re actually more health conscious than previous generations, and they have significant economic power,” Lindsey-Warren said. “With so many millennials – in the scope of this study, multicultural millennials – watching so many screens, there is great opportunity to generate information and increase products and services geared towards health-oriented behavior.” But to take advantage of this opportunity, public and private organizations need to understand what drives millennials’ health choices and communicate accordingly, the researchers wrote. A total of 265 people participated in two components of the study – a health survey of 245 undergraduate students and one-on-one, in-depth interviews of 20 multicultural millennials. ‘I’m old-young and it’s getting real.’ For the second part of the study, the researchers interviewed 20 people – 10 women and 10 men – from two organizations, a large northeastern U.S. university and a mid-sized nonprofit organization in Harlem, New York. The subjects represented cultural, socioeconomic and educational diversity. The interviews were used to better understand the health status of these millennials as well as their relation to storytelling in the media, the researchers said. Participants answered health and wellness questions regarding their own health and personal network (example: “What is your ideal health?”) and questions about their personal media usage (example: “What are the top five health and wellness issues you see regularly portrayed in the media?”). One of the strongest themes to emerge from those interviews was that multicultural millennials “long to be healthy in mind, body and spirit” and are open to “seeing authentic and relevant storytelling regarding health issues in the media that is meaningful.” “They would definitely respond to health messages when they truly see themselves in storytelling that meets them where they are in life,” the researchers wrote. Some of the health-related topics addressed by those being interviewed included healthy eating, asthma, sexual health, mental health and fitness. One interviewee, a 21-year-old woman said she gets “out of breath” when she runs up the stairs and her knees “crack and hurt.” “I would love to have ideal health again. I really would. I would love it. I’m old-young, and it’s getting real,” she said. ‘More involved in the narrative’ In addition to the one-on-one interviews, each of the 20 interviewees watched media clips from two television programs – ABC’s “Private Practice” and the nationally syndicated health show, “The Doctors.” Each show highlighted the accurate health information concerning attention deficit hyperactivity disorder (ADHD). “Private Practice” told its story via fictional characters in an episodic dramatic storytelling format. In this format, health issues were not directly promoted and there was no direct-to-camera discussion of those issues. “The Doctors,” on the other hand, utilized the format of real doctors conveying accurate health information in real-life situations, directly to the camera and in front of a studio audience. “From the interviews, it was apparent that the storytelling in the health edutainment stimuli worked because the participants enjoyed and were more involved in the narrative conveyed in ‘Private Practice’ versus ‘The Doctors,’” the researchers wrote. “For example, the ‘Private Practice’ segment told the story of a young boy and his parents who desperately asked their doctor to give them a prescription for ADHD medicine for their son, even though the son did not want the medicine and the doctor felt that the prescription might not have been needed.” The “Private Practice” story resonated better with those watching and scored high across genders, according to the study. One 21-year-old male university student said he was diagnosed with ADHD as a child and saw himself and his parents in the “Private Practice” clip. He said he took ADHD medicine for a while. “I didn’t like it and I stopped taking it, and that was it. My parents were, ‘OK – if you don’t like it, that’s the way it is – you’re going to study harder, though. And, that was it,” he told the interviewers. A 28-year-old female from the nonprofit program said she saw the “Private Practice” clip and could relate to the situation as a parent. “I felt I could relate because I felt that my son had ADHD, and I really, I kind of diagnosed him myself, and said that, so I was really interested in this topic,” she told the researchers. Marketing and advertising implications Given the constant barrage of media in the lives of millennials, it is only reasonable to question the effect of this environment on their health and well-being, Lindsey-Warren said. The findings of the study are useful for practitioners in marketing, advertising, public relations, digital and branded entertainment. “Ultimately, the key to making a difference in the lives of multicultural millennials and their health, both now and into the future, may be achieving the right balance of educating and entertaining them,” the researchers wrote. “For millennials, Gen Z and alpha – the newest generation – ‘edutainment’ is and will continue to be a primary way to educate them,” Lindsey-Warren said. “It’s through the stories we tell on digital, on streaming, on gaming – that’s the way those generations are learning.” ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT HANKAMER SCHOOL OF BUSINESS AT BAYLOR UNIVERSITY At Baylor University’s Hankamer School of Business, integrity stands shoulder-to-shoulder with analytic and strategic strengths. The School’s top-ranked programs combine rigorous classroom learning, hands-on experience in the real world, a solid foundation in Christian values and a global outlook. Making up approximately 25 percent of the University’s total enrollment, undergraduate students choose from 16 major areas of study. Graduate students choose from full-time, executive or online MBA or other specialized master’s programs, and Ph.D. programs in Information Systems, Entrepreneurship or Health Services Research. The Business School also has campuses located in Austin and Dallas, Texas. Visit www.baylor.edu/business and follow on Twitter at twitter.com/Baylor_Business.
Fair Play: Sexual Violence and College Athletes
Since the 1990s, we have seen multiple high-profile, even fatal, cases of violence against women at the hands of male intercollegiate athletes. These events and others prompted the Office of Civil Rights to call upon universities to more appropriately investigate and sanction perpetrators of sexual assault. In April 2011, using Title IX as an imperative, the Office for Civil Rights issued a “Dear Colleague Letter” (DCL) as a call for universities to more swiftly and adequately address incidences of sexual violence by students. As universities started implementing or revamping programs to reduce sexual violence on campus, it became obvious there was a lack of current research on college athletics to inform their decisions. This led me to conduct my own research on sexual assault within intercollegiate athletics. I wanted to understand the ways in which former college athletes understand sexual assault, as well as their perceptions of their athletic department’s response to occurrences and prevention. My research on sexual violence was first published in 2015 and again in 2018. Based on this research, in 2017-2018, I implemented a sexual violence prevention program with athletes from a variety of sports: men’s and women’s basketball, wrestling, softball, football, and women’s golf and tennis. That program, Fair Play: Sexual Violence Prevention for Athletes, was created because many athletes are leaders on their campuses and in their communities. While some research shows that some male athletes may be at higher rates for perpetrating sexual assault, we know that the vast majority of athletes are good students who want to help keep their fellow teammates, students, and community members safe. Fair Play teaches athletes about sexual assault, consent, and rape culture in sports, helps them re-examine traditional gender norms and roles, and gives them tools and skills to intervene and stop sexual violence before it happens. With grant funding from the Ohio Department of Higher Education, we collaborated with Sexual Assault Response Network of Central Ohio (SARNCO) to facilitate Fair Play. Research done to assess the efficacy of the program is forthcoming in two journals. However, data indicates that, after participating in Fair Play, athletes are less likely to believe in rape myths, have a better understand of consent, and are able to identify and stop the spread of rape culture. In addition, Fair Play participants reported increased knowledge and ability to engage in bystander intervention, which is aimed at preventing violence before it happens. Fair Play is effective in its depth and breadth – participants attend 10 hours of programming – as well as the unique and active learning environment targeted specifically for athletes. Kristy McCray, Ph.D., is an Otterbein assistant professor in sport management and a former rape crisis center executive director. McCray’s program focuses on college athletes as some research indicates that male intercollegiate athletes are more likely to hold sexually aggressive attitudes and behaviors. Click on her icon at the top to get in touch with Kristy.
Privilege Creates a Different Starting Line in “Race to the Jobs”
College is a unique microcosm of society where students from a variety of backgrounds come together in one place. Many times, students have not been exposed to people from backgrounds that differ from their own. I consider this an opportunity to teach my students at Otterbein University about social inequality and privilege. In my Sociology of Sport course, I illustrate to students that the societal “playing field” isn’t always equal for everyone in visible or obvious ways. I use athletics as an entry point to teach them about the different privileges – or disadvantages – each of us have. I take students to the football field, where everyone starts at the 25 yard line facing the end zone. Standing in the end zone, I represent each student’s dream job or career path. Then I proceed to read statements out loud – and if that statement applies to them, students take a step forward or step back, depending on the directions given. My statements range from “if you have immediate family members who are doctors, lawyers, or other professionals, take one step forward” to “if you were ever called names or ridiculed because of your race, ethnicity, or social class background, take one step backward.” Each of the statements read are beyond the students’ control. Once I’m through reading all of the statements, I ask students to look around, noticing who is in front of them, who is behind them. Then they sprint to my position, and the first one to reach me is the winner of the race, representing the competition to the dream job.. However, through this activity, it’s clearly seen that not everyone had the same advantages as the others. Before they begin the race to me in the end zone, ready to run toward their dream job, students are already noticing the advantages some have over others. It really begins to sink in once they look around and see how everyone is staggered across the field. There is no even starting line – we all start from positions on the field. This Race to the Jobs activity, originally conceived by social justice activist Paul Kivel, becomes a springboard in our class for a better understanding of our own privilege and how we can all help create more opportunities for those who need help to overcome an obstacle. Doing this active learning makes it that much more impactful and poignant. Taking a different approach to showing these issues can make a big difference in student’s perceptions. They open their minds up to new – and sometimes difficult or challenging concepts of privilege and oppression – becoming more self-aware. The students begin to see that, just as in our classroom discussions and course readings, not everyone can be a LeBron James, born into a relatively difficult situation, and rise to his level of success on luck or talent alone. We need to examine our own privilege because if we don’t know who we are, we will never see our blind spots. Kristy McCray, Ph.D., is an Otterbein assistant professor in sport management. Contact her if you have any questions or wish to arrange an interview by clicking on her icon at the top.
Couples Who Tailgate Together Stay Together, Says New Baylor Research
Marketing researcher and husband team up to study tailgating’s impact on relationships For millions of football fans across the United States, fall is the time to break out the grills, load vehicles with coolers and food and games, and gather with friends for the time-honored tradition of tailgating. It’s a tradition that Baylor University’s Meredith David, Ph.D., assistant professor of marketing, and her husband, Luke Lorick, have been enjoying since their undergraduate years at the University of South Carolina. The couple partnered on a recent research project to better understand tailgating’s impact on relationships and well-being. David is known nationally for her studies of phone snubbing – “phubbing” – and smartphone addiction. Lorick owns and operates Tailgating Challenge, a website devoted to testing and reviewing tailgating equipment, and he launched National Tailgating Day, which is celebrated annually on the first Saturday of September. “I noticed how at tailgates people actually interact with each other and are not glued to their phones like we see in restaurants and many other settings,” David said. “This led us to combine our expertise to study the impact of tailgating together on well-being.” The researchers surveyed 143 tailgating adults (44 percent were female) who answered questions about their partners and their respect toward that person. The results show that individuals who tailgate with their significant other report higher levels of respect and relationship satisfaction, David said. The results of the study will be presented later this month at the Atlantic Marketing Association Conference. “Tailgating fosters the human-to-human, face-to-face interactions and connections that we as humans need but yet find hard to come by as a result of cellphones and ‘phubbing’ tendencies,” David said. With over 70 million people tailgating annually, spending on average $150 on each occasion, David said this research offers important guidance for marketers, particularly in terms of positioning strategies in marketing communications for tailgating-related products and events. “For example, in advertisements, marketers should focus on portraying couples, or even friends, tailgating together as this may resonate more and help build bonds with the products they sell and the markets they are reaching out to,” David said. David said she and her husband knew that tailgating strengthened their relationship, but they wanted to dig in to see if it was – or could be – helpful to others. “We have lived and experienced these effects ourselves, so we wanted to determine if this impacted others the same way,” she said. “We found that tailgating helps strengthen relationships, in part, by helping people escape the hustle and bustle of everyday life. They disconnect from their TVs, laptops and cellphones and make real connections with loved ones and friends.” ABOUT MEREDITH DAVID, PH.D. Meredith David, Ph.D., serves as assistant professor of marketing in Baylor University’s Hankamer School of Business. Her research focuses on marketing strategies with an emphasis on consumer behavior and well-being. Recently, her research has explored how new media technologies, including smartphones, impact personal and workplace relationships. She has also published research related to customized pricing tactics, interpersonal attachment styles and the pursuit of health goals. Her research appears in numerous professional and academic journals and she has been interviewed and quoted for her research in national and international news outlets, including ABC News, Fox News, Oprah.com, Redbook, Consumer Reports and Health magazine. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT HANKAMER SCHOOL OF BUSINESS AT BAYLOR UNIVERSITY At Baylor University’s Hankamer School of Business, integrity stands shoulder-to-shoulder with analytic and strategic strengths. The School’s top-ranked programs combine rigorous classroom learning, hands-on experience in the real world, a solid foundation in Christian values and a global outlook. Making up approximately 25 percent of the University’s total enrollment, undergraduate students choose from 16 major areas of study. Graduate students choose from full-time, executive or online MBA or other specialized master’s programs, and Ph.D. programs in Information Systems, Entrepreneurship or Health Services Research. The Business School also has campuses located in Austin and Dallas, Texas. Visit www.baylor.edu/business and follow on Twitter at twitter.com/Baylor_Business.
Meet Your Newest Job Recruiter, the Algorithm – let our experts explain
Equal employment opportunities may not be part of a computer’s calculations, but one engineer from is trying to change that. When you apply for a job, chances are your resume has been through numerous automated screening processes powered by hiring algorithms before it lands in a recruiter’s hands. These algorithms look at things like work history, job title progression and education to weed out resumes. There are pros and cons to this – employers are eager to harness the artificial intelligence (AI) and big data captured by the algorithms to speed up the hiring process. But depending on the data used, automated hiring decisions can be very biased. “Algorithms learn based on data sets, but the data is generated by humans who often exhibit implicit bias,” explains Swati Gupta, an industrial engineering researcher at Georgia Tech who’s work focuses on algorithmic fairness. “Our hope is that we can use machine learning with rigorous mathematical analysis to fix the bias in areas like hiring, lending and school admissions.” But as algorithms harness speed and efficiency – how can they be adjusted to include and consider race, gender and other human factors? It’s an area Dr. Gupta has been researching and refining. If you are a reporter or journalist looking to cover this topic – that’s where our experts can help. Dr. Swati Gupta is an Assistant Professor in the H. Milton Stewart School of Industrial and Systems Engineering at Georgia Tech. Dr. Gupta is an expert in the areas of optimization, machine learning, and bias and fairness within the AI sphere. She is available to speak with media regarding this topic - simply click on her icon to arrange an interview.
The Spencer Foundation recently awarded Baylor University’s Diana R. Garland School of Social Work a $50,000 grant to study if and how accredited Master of Social Work (M.S.W.) programs incorporate curricula around religion and spirituality (RS) into social work education as well as assessing faculty views around the topic and how universities’ religious affiliations impact M.S.W. education. The School of Social Work’s Edward C. Polson, Ph.D., assistant professor, and Holly Oxhandler, Ph.D., assistant professor and associate dean for research and faculty development, are co-principal investigators for the study, “Graduate Social Work Faculty Views on Preparing Students to Ethically Integrate Clients’ Religion/Spirituality in Practice: A National Survey.” As of spring 2019, there were 290 M.S.W. programs accredited by the Council on Social Work Education (CSWE), but little is known about how or if RS content is delivered within these colleges and universities. “Given that social workers provide the largest proportion of mental healthcare services in the U.S. [according to the Substance Abuse and Mental Health Administration], and clients have expressed a preference for integrating their RS in previous research, this is especially important to consider,” Oxhandler said. “In addition, no study has examined the potential impact religiously-affiliated colleges or universities have on M.S.W. education, including preparing students to ethically integrate clients' RS.” The research team, which will include a graduate assistant from the School of Social Work, will survey the approximately 5,000 full-time faculty across all of the CSWE-accredited M.S.W. programs to answer three questions: 1) How do M.S.W. programs prepare students to ethically integrate clients' RS in practice (if at all)? 2) What are M.S.W. faculty members' views and behaviors related to educating students on RS in social work? 3) In what ways, if any, do colleges' /universities' religious affiliation impact training on CSWE competencies in M.S.W. programs? Over the last few decades, research has shown a growing awareness that RS plays an important role in Americans' lives and the ethical integration of clients' RS in mental health treatment often contributes to positive outcomes. A previous study by Oxhandler revealed social workers held overwhelmingly positive attitudes toward integrating RS into treatment, but few were engaged in the practice. The study indicated only two practitioner characteristics that could predict their orientation toward integrating clients' RS into treatment: intrinsic religiosity (degree to which practitioners are internally motivated by RS) and prior training. This lack of training was reflected through surveys showing only 13 percent of social workers had taken a course in their M.S.W. program. Further, in another study by Oxhandler and Baylor alumna, Kelsey Moffatt, the team found a mere 78 of 257 programs mentioned a course on RS on their school websites in 2018. “We look forward to learning more about how M.S.W. faculty across the US integrate religion and spirituality content into their M.S.W. curricula as an element of clients’ culture and coping skills,” Oxhandler said. “Recognizing that clients tend to prefer their therapist assess and discuss the client’s spirituality as it relates to treatment, coupled with the fact that very few mental health care providers are trained in this area, we saw a need to better understand what's happening within M.S.W. programs.” The Spencer Foundation has been funding education research since 1971 and is the only national foundation focused exclusively on supporting education research. Their Small Research Grants on Education program supports research projects that will contribute to the improvement of education, and their goal is “to support rigorous, intellectually ambitious and technically sound research.” “I am truly grateful for the Spencer Foundation’s support for Dr. Polson and I to carry out this exciting project,” Oxhandler said. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT THE DIANA R. GARLAND SCHOOL OF SOCIAL WORK AT BAYLOR UNIVERSITY Baylor University’s Diana R. Garland School of Social Work is home to one of the leading graduate social work programs in the nation with a research agenda focused on the integration of faith and practice. Upholding its mission of preparing social workers in a Christian context for worldwide service and leadership, the School offers a baccalaureate degree (B.S.W.);a Master of Social Work (M.S.W.) degree available on the Waco or Houston campuses or online; three joint-degree options, M.S.W./M.B.A., M.S.W./M.Div. and M.S.W./M.T.S., through a partnership with Baylor’s Hankamer School of Business and George W. Truett Theological Seminary; and an online Ph.D. program. Visit www.baylor.edu/social_workto learn more.
Whether making the transition to college, starting a new job, ending a relationship or retiring, change can cause psychological stress, which in turn can make for wear and tear on the body. The good news is, we can develop coping mechanisms to reduce stress and live happier, healthier lives, say Baylor University psychologist Annie Ginty, Ph.D., and her University of California-Irvine collaborator, Sarah Pressman, Ph.D. Using a grant from AXA Research Fund — which supports projects in health, environment, new technology and socioeconomics — Ginty and Pressman produced three short videos to help students and the general public understand what stress is, what it does to our bodies and how to handle it. The videos stem from a two-year AXA postdoctoral research fellowship by Ginty, assistant professor of psychology and neuroscience in Baylor’s College of Arts & Sciences. She investigated the relationship between biological responses to stress and adaptation during a stressful transition, particularly students’ adjustment to college. The videos, 1 to 3 minutes each, are housed on AXA’s YouTube channel and bear Baylor's new logo. “Psychological stress is bad for health; exercise stress is good,” said Ginty, who works with nonprofits to serve at-risk adolescents by providing high-intensity interval training workouts to reduce stress and improve health. “When we think about exercise, your heart rate and metabolic system increase, meaning you’re breathing harder. The rest of your muscle physiology is changing. Your body is working together to maintain homeostasis for balance. This is good stress,” she said. “But with psychological stress, the heart works much harder than the rest of the body. That metabolic imbalance can be hard on the heart and make the body more vulnerable to disease.” In the videos, Baylor students discuss the causes of psychological stress in their lives, how their bodies react and ways they handle stress. For them, a college education poses looming deadlines, fear of living up to expectations, anxiety about tests and adjusting to a new atmosphere. In the first video — "Stress and Your Health" — they describe such reactions as higher heart rate, restlessness, loss of sleep, skin breakouts, headaches and tense muscles. “If I fail at a test, I then in my mind see myself not getting into medical school, which is a pretty big domino effect,” said Devin Mangold of Wolfforth, Texas, a senior neuroscience major in the Honors College at Baylor. Such stressors can take a toll on moods and emotions, putting the physiological stress system into overdrive and possibly becoming a threat to long-term physical health — which in turn creates more stress. The second video — "Effects of Stress on Your Body" — explores how stress can affect emotions and the body. Stressed people may become anxious, sad, worried and angry. The stressors can interfere with sleep and can leave less time to exercise. People also tend to eat foods with higher fat and higher carbohydrates, said Pressman, associate professor of psychological science at UC-Irvine. That can lead to muscle tension, which can translate into injury. The third video — "Coping with Stress" — is about the importance of coping mechanisms so that minor stressors don’t turn into serious health issues. Social networking has been shown by research to reduce the effects of stress in such ways as lowering blood pressure. The best ways to cope are physical activity, a healthy diet and cognitive reappraisal. “Cognitive reappraisal” is “a fancy way of saying we’re changing how we interpret our situation,” said Danielle Young, Psy.D., clinical research coordinator of the Baylor Behavioral Medicine Laboratory in the department of psychology and neuroscience department. “It’s the difference between saying, ‘This is going to be the hardest test ever, and I’m going to fail’ and ‘This is going to be a hard test, but I’m going to do the best I can.’ Even that slight shift in thought can make you less stressed.” A recent study by Ginty of 230-plus Baylor students examined the effect of reappraising stress. “We found that if we gave brief instructions about how increases in heart rate during stress mean they were ‘ready’ and were not a ‘bad thing,’ people rated their levels of anxiety as more helpful to their performance,” Ginty said. The video encourages individuals to experiment with coping techniques that work for them. Students who appear in the video suggest methods from working out to cooking to reading to walking their dogs. “My natural demeanor is laid back, but internally, I stress myself,” said senior neuroscience major Simba Masando of Harare, Zimbabwe. Early in college, he “just went headfirst into the material” of a capstone course. “Now as a senior, I’m doing some preliminary courses I’m not necessarily interested in, but they’re required. I’ve alleviated some pressure in the major, but some of the requirements are a little more worrisome.” As a member of Baylor Behavioral Medicine Lab, what he’s learned about stress oping has been “greatly helpful” as he looks ahead to post-graduate school and his eventual goal of opening a school in Zimbabwe. “I’m an avid learner,” he said. “School is my job, as I see it, but my hobbies are learning, too. In basketball, there’s always a new move I want to learn; in piano, there’s a new technique. If you take the piano away from me, I’ll try guitar. And if you take basketball away from me, I’ll try tennis.” ABOUT ANNIE GINTY Research articles by Annie Ginty, Ph.D., include: “The behavioural, cognitive, and neural corollaries of blunted cardiovascular and cortisol reactions to acute psychological stress,” published in ; “Challenge and threat imagery manipulates heart rate and anxiety responses to stress,” published in ; and “Depression and anxiety are associated with a diagnosis of hypertension 5 years later in a cohort of late middle-aged men and women” published in ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. It provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among 12 nationally recognized academic divisions. ABOUT THE COLLEGE OF ARTS & SCIENCES AT BAYLOR UNIVERSITY The College of Arts & Sciences is Baylor University’s oldest and largest academic division, consisting of 25 academic departments and seven academic centers and institutes. The more than 5,000 courses taught in the College span topics from art and theatre to religion, philosophy, sociology and the natural sciences. Faculty conduct research around the world, and research on the undergraduate and graduate level is prevalent throughout all disciplines. Visit www.baylor.edu/artsandsciences.
Education is a staple in our modern society. The path to success, security and stability often lies in one form or another of post-secondary training, education and higher learning. And though education may be an investment in one’s future – it’s an expensive investment and that has led to some scrutiny. Student debt is in the trillions. Completion rates hover at about 60 percent. Tuition is increasing at twice the rate of inflation. Now there are literally thousands of institutions in America offering higher education. Some are household names and others offer unmatched prestige, learning and success after graduation. But how can they deliver on those promises? At Western Governors University – that answer was one of its first priorities upon opening. “Since Western Governors University enrolled its first student 20 years ago, the university has been data-driven and student-obsessed. We track student progress, retention, completion and satisfaction, and we even poll employers of our graduates to get feedback on graduate preparedness and performance. These metrics help us identify needed innovations and improvements and inform new efforts -- and, while these data have proven useful, we wanted to know more. Gallup has established measures designed to gauge workforce and life outcomes, including employee engagement, wellbeing and emotional attachment to one's university. In addition, Gallup has identified five elements of wellbeing -- career, social, financial, community and physical -- and, based on a series of questions, can determine whether individuals are thriving, struggling or suffering in each element.” May 13 - Gallup Are you a reporter covering higher-ed who might be interested in how schools are delivering for their students after they graduate? If you have questions – let our experts help with your stories. Scott Pulsipher serves as the President of Western Governors University. He is an expert in the areas of higher learning, higher education access and innovation. Scott is available to speak with reporters about this topic – simply click on his icon to arrange an interview.
The World Needs More MBAs! Let an expert from WGU explain how partnerships can make it work.
Recently, much talk has centered on the closing of business school programs, and the extreme debt that many students take on to achieve a business degree. New data from Bloomberg Businessweek reported that nearly half of students polled from 126 universities across the world finance $100,000 or more for their MBAs. “Bloomberg Businessweek surveyed more than 10,000 2018 graduates of MBA programs from 126 schools about the amount of debt they piled on earning their degrees. The survey found that almost half of students at leading business schools around the world borrowed at least $100,000 to finance their MBA. According to the survey, at minimum 40% of MBA graduates from U.S. News & World Report’s top-ranking business programs — those at Duke, Dartmouth, University of Michigan, Cornell and University of Chicago — reported incurring at least $100,000 in debt.” July 09 – CNBC MBAs have been widely accepted by employers, and the return on investment for students has historically been high. Over the years, business programs have adapted to the needs of employers, and the basic design of the MBA, combining a broad scope of valuable business skills, has remained relevant despite massive changes in the business world. But with the rise of tuition costs, rapid changes in technology, and a higher value being placed on specialization, the long-standing value proposition of the MBA is changing. Cost, flexibility of delivery and open-loop, customized micro-learning are more likely to meet the needs of students and employers going forward. At WGU, we live and breathe the mission of supporting student academic success and expanding opportunities with affordable, valuable and relevant degree programs. Collaborations with companies which are equally committed to provide their employees the opportunity to sharpen their skills, advance in their careers, and better their lives, are one step in this evolution of business education. An evolution not in the future, it’s here. Dr. Rashmi Prasad is Dean and Academic Vice President of Western Governors University's College of Business. Dr. Prasad is available to speak with media regarding the need for higher education and how partnerships will bolster MBA programs and help graduates find success after they leave school – simply click on his icon to arrange an interview.
Are America’s teachers equipped to help kids coping with trauma – let our experts explain.
At a time when roughly half of all U.S. children experience at least one adverse experience during their schooling, only 40% of the nation’s teachers feel they possess adequate strategies to help students develop social and emotional skills to cope with trauma. A recent survey (see attached) shows that there are serious gaps when it comes to helping America’s children handle and overcome adverse childhood experiences. The survey also revealed: 78% of teachers feel that it is part of their job to help students develop strong social and emotional skills. Nearly 92% feel that the teaching of social-emotional skills will improve student safety. Only 29% had received mental health training. 43% found finding ways to help students who appear to be struggling with problems outside of school difficult. 23% said their most challenging task was finding ways to help students who appear to be experiencing emotional or psychological distress. Social and emotional learning is critical to student development and should be prioritized in teacher education. That’s where the experts from Western Governors University are approaching education differently. The school is integrating social and emotional learning into its curriculum for teachers, helping graduates and the next generation of teacher bring trauma-informed education into tomorrow’s classroom. Are you a journalist covering education and the state of America’s classrooms? That’s where our experts can help. Dr. Deborah Eldridge is an expert in program strategy, curriculum development, accreditation, and licensure for teacher education. Dr. Eldridge is available to speak with media regarding this topic – simply click on her icon to arrange an interview.