Nicceta Davis, PhD Associate Professor, Physical Therapy School of Allied Health Professions

Other LLU Classes Outside Of Schedule 

Lecture
	10/2010 - 12/2010 Scientific Inquiry I, PHTH 563 9/2007 - 12/0000 Scientific Inquiry I This 3 unit course is taught to approximately 75 students during fall quarter. In this course students are introduced to the topic of research and learn the methods of conducting scientific research. 8/2006 - Present Scientific Inquiry II PHTH 452 (2 units) 3/2006 - Present Applied Research II PHTH 596 (2 units) 3/2006 - 6/2006 Applied Research II PHTH 496 (2 units) Students enter and analyze research data that was collected. Once data analysis is complete, students begin preparing written, oral, and poster presentations. 3/2006 - 6/2006 Applied Research III PHTH 597 (1 unit) Preparation and presentation of a research report both in written and oral formats. Graphics, tables, Power-point presentations, poster, and abstract. 3/2006 - 6/2006 Scientific Inquiry II PHTH 452 (2 units)In this course students apply the research process to actual problems in specific allied health fields. Students critically evaluate research literature as they develop research proposals. 1/2006 - 3/2006 Research Applications I PHTH 581 (2 units) Students participate in critical evaluation of research literature. Students pilot test a research proposal in a practice setting; test procedures and data collection forms; and begin data collection for a research project. 1/2006 - 3/2006 Scientific Inquiry I PHTH 451 (3 units) Introduces the scientific method in health-science research. Focuses on the major steps of the research process: problem identification, literature review, conceptual framework, identification of variables, statement of hypothesis, experimental design and anlysis, and presentation of findings. Reviews statistical concepts as they relate to research methodology. Students begin learning how to critically evaluate research literature. 9/2005 - 11/2005 Applied Research I PHTH 595 (1 unit) Students pilot test a research proposal in a practice setting; test procedures and data collection forms; and begin data collection for the research project. 9/2005 - 12/2005 Scientific Inquiry I PHTH 451 (3 units) Introduces the scientific method in health-science research. Focuses on the major steps of the research process: problem identification, literature review, conceptual framework, identification of variables, statement of hypothesis, experimental design and anlysis, and presentation of findings. Reviews statistical concepts as they relate to research methodology. Students begin learning how to critically evaluate research literature. 9/2005 - 12/2005 Statistics for the Health Professions AHCJ 351 (3 units) Students are introduced to fundamental procedures in collecting, summarizing, analyzing, presenting, and interpreting data. Students are exposed to measures of central tendency and variation, probability, binomial and normal distributions, hypothesis testing, confidence intervals, t-tests, chi-square, correlation, and regression. Students learn how to use SPSS statistical package for computer data analysis. 8/2005 Applied Research I PHTH 595 (1 unit) Students pilot test a research proposal in a practice setting; test procedures and data collection forms; and begin data collection for the research project.
Interactive Teaching
	12/2005 - Present Research Mentoring Dr. Davis oversees approxiately 20 student research groups, 5 to 7 students per group. As the coordinator for the research curriculum in the progression Master of Physical Therapy and entry-level Doctor of Physical Therapy programs, she works with faculty research advisors and student groups to prepare research projects for IRB approval, data collection, data analysis, and presenting findings in written, oral, and poster formats. This process begins during the students' first year of PT education and continues through to the students' graduations. The ongoing nature of the process necessitates ongoing involvement and interaction with students as the coordinator for research. On average, three hours per week is spent in editing research proposals and written research reports; one hour in meetings with student groups; and 30 minutes with faculty research advisors. There are currently approximately 70 students in the second year of their research and 75 students beginning their research activities. These students are followed through to the week of graduation. 9/2005 - 12/2005 Small group teaching Approximately 4 hours per week is spent in small group interactions with students enrolled in the Statistics for Health Professions class. These small groups are designed to facilitate students' learning of statistics. The size of the groups vary from 3 to 5 students.
Administrative Teaching Roles
	9/2005 - Present Research Track There are five courses in the progression Master of Physical Therapy and entry-level Doctor of Physical Therapy programs. The research track begins the first year of a student's PT curriculum and continues through to the week of graduation. As coordinator of the research track, on an ongoing basis Dr. Davis maintains files for students' research projects to make certain IRB requirements and updates are current; monitor faculty research advisors' IRB training status; and monitor status of all research projects.
Instructional Prep of New Material
	7/2005 - Present Scientific Inquiry In an effort to make Scientific Inquiry more user friendly and to create a more positive learning environment, in Autumn 2005, Dr. Davis revised the syllabus and course materials to include visual illustrations for teaching various concepts. For instance, when teaching the concept of reliability, different types of blood pressure monitors--digital units and sphygmomanometers--were used to assess instrument reliability. Different students then used the instruments to assess inter-rater reliability. Realizing students are technologically savvy and are multi-senses learners, during Summer, 2006, Dr. Davis began revising the course materials for Scientific Inquiry I, Autumn 2006. Lecture format would then include the use of the Audience Response System (Turning Point) technology. Dr. Davis is interspersing multiple choice questions throughout the lecture so at various points in the lecture a question slide can be presented and students can answer the question by using the remotes from the ARS. The intent is to engage students in the learning process and allow them to assess their own understanding of course content. Immediate feedback is provided through the use of the interactive slides.