The document describes an initiative called EMERGE that promotes high-impact educational practices like faculty-undergraduate student research. It provides details of a research project conducted by an undergraduate student Claire Caillouet, mentored by Karla Caillouet and Dr. Bridges. Claire examined the relationship between linguistic isolation, overweight, and physical inactivity among Florida adolescents. She progressed through the research process guided by a rubric assessing critical thinking and communication skills, which are student learning outcomes for her health education program. Claire presented her findings at several conferences, providing benefits for her future success.

1. EMERGE Initiative: Faculty-Undergraduate Student
Research
Karla A. Caillouet, MS (Physical Education & Health Doctoral Student Mentor)
F. Stephen Bridges, Ed.D. (Faculty Mentor)
“Linguistic Isolation,
Overweight, and
Physical Inactivity
among Florida
Adolescents”
Claire A. Caillouet
(Researcher)

2. Goal of the EMERGE Initiative
• Promote the use of innovative models of
instruction emphasizing the use of high-impact
educational practices (HIPs) and engaged
student learning.
• Support for students comes as a result of
participating in experiential learning activities.
• Such learning activities provide structured
opportunities to become deeply engaged in
meaningful student learning.
• Sequential provision of feedback and time to
reflect upon learning experiences as they unfold.

3. EMERGE Initiative Activities
• Faculty-undergraduate student research
• Study abroad/study away
• Service learning
• Community-based learning
• Diversity/Global Experiences
• Capstone projects/courses
• Collaborative assignments/projects

4. HIP Benefits for Students, Faculty,
Community Members
• Increased student engagement in the
learning process: develop more effective
oral & written skills in health promotion &
health education (critical thinking and
communication)
• Bolster student self-esteem, persistence,
GPA
• Increase rates of student-faculty
interaction
• Greater appreciation for diversity
• More deeply involved in
learning/“compensatory effects”
• Support student research success for the
future

5. Faculty-Undergraduate Student
Research
• “Faculty-undergraduate student research” is a
specific example of a high-impact practice (HIP)
involving experiential learning activities reported
to be associated with deep learning, and self-
reported gains (Table 1; Kuh, 2008).
• “Faculty-facilitated research is a transformative
learning experience because it employs in part a
trickle-down means for learning and
communicating, i.e., from faculty → PEH doctoral
mentor → undergraduate student.”

6. Faculty-Undergraduate Student
Research con’t.
The project aligned faculty-undergraduate research
with two program student learning outcome (SLOs)
from the Health Education program ALC. The first SLO
is to “Assess community needs for health education.”
This falls under the SLO heading of Critical Thinking.
The second SLO is to “Develop effective oral and
writing skills in areas related to health promotion and
health education.” This falls under the SLO heading of
Communication. In sum, there are 2 program SLOs
addressed by this type of learning activity: critical
thinking & communication (oral and written forms).

7. Linguistic Isolation, Overweight, and Physical Inactivity
among Florida Adolescents
Claire Caillouet,
Undergraduate Student
Researcher and Exercise
Science major
Karla Caillouet, MS
Physical Education &
Health doctoral student
mentor

8. Overview of the Project
• Claire A. Caillouet, a UWF undergraduate student, enrolled in a DIS for the
purpose of conducting an investigative research study during the fall 2013
semester. Claire continued her research in the spring 2014 semester.
• A health topic and research questions were selected by Claire with
mentoring given, as needed, by the doctoral mentor & faculty member.
• Then, Claire engaged in a sequence of experiential learning activities
which form the 7 steps in the research process (next slide). Each step
involved a face-to-face meeting(s) with Claire, Karla, & myself. Reflection
was ongoing & time was given at each meeting for Claire to reflect upon
past & current research steps.
• A rubric entitled "The Guide to Rating Critical & Integrative Thinking" was
employed for assessing Claire’s performance as she progressed through
the various 7 steps of the research process & at the end of the project
(formative & summative evaluations).
• The rubric served as a self-assessment tool and as a basis for reflection for
Claire progressed through each step of the research process.

9. Assessment Rubric & Deliverables
A rubric entitled "The Guide to Rating Critical & Integrative Thinking" contains 7
evaluative criteria useful for guiding the student researcher, doctoral & faculty
mentors through the seven steps of the research process:
• Identify problem or question, or issue (critical thinking knowledge & skills)
• Consider context and assumptions (critical thinking)
• Developing hypotheses (critical thinking)
• Acquire and analyze data (critical thinking)
• Discuss the value of the findings, implications (critical thinking)
• Identify conclusions and implications (critical thinking)
• Communicate findings effectively (communication: oral & written
dissemination of the research results)
– Deliverables: Claire Caillouet participated or will participate in the following:
2014 Scholar’s Week, i.e., Women’s Studies Conference on April 16 & Student
Scholars Symposium on April 24 where she delivered an oral and poster
presentations, respectively. She will also be participating in the COPS Annual
Showcase on April 29. Providing these presentations can’t help but bolster self-
esteem & serve as a basis for future student research.

10. Rubric for
Assessing Student
Performance
Related to the
Learning
Experience and
Program SLOs