@article{lewinski_shapiro_crowley_whitfield_jones_jeffreys_coffman_howard_mcconnell_tanabe_et al._2024, title={Diabetes distress in Veterans with type 2 diabetes mellitus: Qualitative descriptive study}, ISSN={["1461-7277"]}, DOI={10.1177/13591053241233387}, abstractNote={ Diabetes distress (DD) is a negative psychosocial response to living with type 2 diabetes mellitus (T2DM). We sought insight into Veterans’ experiences with DD in the context of T2DM self-management. The four domains in the Diabetes Distress Scale (i.e. regimen, emotional, interpersonal, healthcare provider) informed the interview guide and analysis (structural coding using thematic analysis). The mean age of the cohort ( n = 36) was 59.1 years (SD 10.4); 8.3% of patients were female and 63.9% were Black or Mixed Race; mean A1C was 8.8% (SD 2.0); and mean DDS score was 2.4 (SD 1.1), indicating moderate distress. Veterans described DD and challenges to T2DM self-management across the four domains in the Diabetes Distress Scale. We found that (1) Veterans’ challenges with their T2DM self-management routines influenced DD and (2) Veterans experienced DD across a wide range of domains, indicating that clinical interventions should take a “whole-person” approach. }, journal={JOURNAL OF HEALTH PSYCHOLOGY}, author={Lewinski, Allison A. and Shapiro, Abigail and Crowley, Matthew J. and Whitfield, Chelsea and Jones, Joanne Roman and Jeffreys, Amy S. and Coffman, Cynthia J. and Howard, Teresa and Mcconnell, Eleanor and Tanabe, Paula and et al.}, year={2024}, month={Feb} }
 @article{barcinas_fleener_2023, title={Adult Education, Futures Literacy, and Deep Democracy: Engaging Democratic Visioning and Anticipatory Futures For More Sustainable Futures}, volume={34}, ISSN={["2162-4070"]}, DOI={10.1177/10451595231166726}, abstractNote={ Adult education has historically played a role in modern democracies in support of civic participation and democratic engagement. In the context of a relatively stable and unchanging society, learning “about” and participating “in” the democratic process allow for tweaking the mechanisms of democracy. In present times, taken for granted democratic practices inadequately address the spirit of democracy as social and environmental changes undergo rapid and unanticipated changes. In the context of a past, present, and futures, democracy’s future/s is a vast, complex system that offers practical and inspirational hope to communal living. Anticipatory futures perspectives explore our relationships with the future beyond that of prediction to understand and develop human capacities to enact necessary and important changes for unknown and unanticipated futures. This paper explores the role of adult education in supporting a deep democracy approach for creating more sustainable, ecological, and just futures by developing our relationship with the broad spectrum of anticipatory futures. }, number={3}, journal={ADULT LEARNING}, author={Barcinas, Susan J. and Fleener, M. Jayne}, year={2023}, month={Aug}, pages={131–141} }
 @article{fleener_barcinas_2022, title={Democracy's Relationship With the Future: Transforming Society's Promise}, volume={6}, ISSN={["1552-7840"]}, DOI={10.1177/15413446221103174}, abstractNote={ This essay introduces a juxtaposition of adult education, futures perspectives, transformative learning theory, and democratic engagement. Within adult education, the promise of education, and the possibilities of transformative learning (TL) are often linked to democracy and human freedoms, yet that democratic promise is often left unfulfilled or incomplete. At the same time, futures perspectives coalesce around the strengthening of capacity for adults to change their conceptualizations of and relationships to the future and facilitate skills in navigating discontinuity, complexity, and ambiguity. The inclusion of futures work potentially shifts the TL discourse and may change the ways that we study and support how adults learn, change, and grow through shared human experiences. Futures literacy may become a new dimension for democracies. }, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Fleener, M. Jayne and Barcinas, Susan J.}, year={2022}, month={Jun} }
 @article{barcinas_braithwaite_2022, title={Experienced paramedics' navigation of and learning about ethical dilemmas in the field}, ISSN={["1470-126X"]}, DOI={10.1080/0158037X.2022.2051473}, abstractNote={ABSTRACT This case study investigated how experienced paramedics learn to navigate ethical decision-making in the field. This research is aligned with workplace experiential learning and with evolving international discussions of the changing roles, professional identity, and educational and policy needs of paramedics. Twenty-five experienced paramedics were interviewed, and the data analysis applied situational mapping and thematic and guided framework coding techniques. The findings indicate that during emergent situations, paramedics do not rely on formal educational knowledge to develop judgment in navigating ethical dilemmas beyond applying and honing technical skills. Instead, they rely on a combination of workplace experience, self-directed learning including personal reflection, and their immediate environmental context. Participants conveyed the importance of supervisors and trusted partners in maintaining an alternative to consult or debrief during emergent situations or shortly after ethical dilemmas occur. Participants discussed the use of integrated principles of empathy, beneficence, and accountability. Those participants who maintained an open awareness related to stress and trauma and toward integrating reflection and intentional practice into their work exhibited more nuanced expertise in handling ethical dilemmas and in their commitment to the professional growth.}, journal={STUDIES IN CONTINUING EDUCATION}, author={Barcinas, Susan J. and Braithwaite, Susan S.}, year={2022}, month={Mar} }
 @article{fleener_barcinas_2020, title={Futurists' relationships with the future: a study of anticipatory meaning-making of ecosystem builders}, volume={22}, ISSN={["1465-9832"]}, DOI={10.1108/FS-04-2020-0039}, abstractNote={PurposeThis study aims to provide insights into ecosystem builder futurists’ work and their orientations toward creating more connected communities of the future.}, number={5-6}, journal={FORESIGHT}, author={Fleener, M. Jayne and Barcinas, Susan}, year={2020}, month={Dec}, pages={633–642} }
 @misc{bracken_2015, title={From Books to Bezoars: Sir Hans Sloane and His Collections. Alison Walker, Arthur MacGreger, and Michael Hunter, eds. London: British Library, 2013. x + 310 pp. $60.}, volume={68}, ISSN={0034-4338 1935-0236}, url={http://dx.doi.org/10.1086/682465}, DOI={10.1086/682465}, abstractNote={An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.}, number={2}, journal={Renaissance Quarterly}, publisher={Cambridge University Press (CUP)}, author={Bracken, Susan}, year={2015}, pages={656–658} }
 @article{akroyd_patton_bracken_2013, title={Factors that Predict Full-Time Community College Faculty Engagement in Online Instruction}, volume={37}, ISSN={1066-8926 1521-0413}, url={http://dx.doi.org/10.1080/10668926.2013.739512}, DOI={10.1080/10668926.2013.739512}, abstractNote={This study is a secondary quantitative analysis of the 2004 National Study of Postsecondary Faculty (NSOPF) data. It examines the ability of human capital, intrinsic rewards, extrinsic rewards, and gender/race demographics to predict full-time community college faculty teaching on-line courses. Findings indicate that those faculty with higher degree attainment were three times more likely to teach online. Faculty members who felt the institution supported teaching were 8% more likely to teach online, and faculty who taught general education courses were 25% less likely to teach online than their occupational/vocational counterparts. This data offers an important baseline for future work. Online course offerings trend upwards, with 50% of all online enrollments at two year institutions (Allen & Seaman, 2008).}, number={3}, journal={Community College Journal of Research and Practice}, publisher={Informa UK Limited}, author={Akroyd, Duane and Patton, Bess and Bracken, Susan}, year={2013}, month={Jan}, pages={185–195} }
 @article{bracken_2011, title={Understanding Program Planning Theory and Practice in a Feminist Community-Based Organization}, volume={61}, ISSN={["1552-3047"]}, DOI={10.1177/0741713610380446}, abstractNote={The purpose of this article is to discuss feminist-program-planning issues, drawing from a critical ethnographic study of a Latin American feminist community-based organization. The research findings discuss the centrality of feminist identity to understanding and analyzing day-to-day program-planning process issues within a feminist community-based organization.}, number={2}, journal={ADULT EDUCATION QUARTERLY}, author={Bracken, Susan J.}, year={2011}, month={May}, pages={121–138} }
 @article{bracken_2008, title={Defining rural community(ies): Future considerations for informal and nonformal adult education in rural communities}, volume={2008}, ISSN={1052-2891 1536-0717}, url={http://dx.doi.org/10.1002/ace.288}, DOI={10.1002/ace.288}, abstractNote={Abstract}, number={117}, journal={New Directions for Adult and Continuing Education}, publisher={Wiley}, author={Bracken, Susan J.}, year={2008}, pages={83–92} }
 @article{bracken_2007, title={The importance of language, context, and communication as components of successful partnership}, volume={2007}, ISSN={0194-3081 1536-0733}, url={http://dx.doi.org/10.1002/cc.291}, DOI={10.1002/cc.291}, abstractNote={Abstract}, number={139}, journal={New Directions for Community Colleges}, publisher={Wiley}, author={Bracken, Susan J.}, year={2007}, pages={41–47} }
 @book{the balancing act : gendered perspectives in faculty roles and work lives_2006, ISBN={1579221483}, publisher={Sterling, Va.: Stylus Pub.}, year={2006} }