RESUMO
Our university course for non-majors (Biology 100) on the neurobiology of drug addiction was recently retooled for delivery at high schools around the state of Washington in order to engage younger students in the study of psychoactive drugs. Many of these students are earning both high school and university credits (dual-enrollment). This paper outlines the course design principles we used to ensure that high school students are earning valid college credits. We present an analysis of learning gains experienced by both university and high school students as measured by before and after course knowledge surveys. We also describe how assessment strategies used for on-campus students have been transferred to our high school partner teachers and how generous interchange and observation ensure that the high school students are engaging deeply in their study of neuroscience. Indeed, many have had a transformative experience that inspires them to contemplate the field of neuroscience as they transition into university study.
RESUMO
PURPOSE: Findings from this mixed methods descriptive study include a definition of happiness for young adults with schizophrenia (SCZ). METHODS: Thirteen men and women, ages 23 to 35, completed a series of three individual 1-hour interviews over 6 weeks. RESULTS: This definition included themes of material happiness, relational happiness, and health happiness. Although these themes correspond to those for young adults without SCZ, four barriers to happiness were identified for this vulnerable population: 1) fear, 2) isolation, 3) medication, 4) not being considered "normal." CONCLUSIONS: Implications of these findings include designing interventions to support recovery by overcoming barriers to happiness.