Faculty and Staff

There is substantial controversy over the extent to which social science should be used in jury selection. Underlying the debate are two competing interests in the make-up of a jury: a privilege to strike prospective jurors on subjective grounds, which supports scientific jury selection, and a collective interest of citizens to be free from exclusion from jury service, which does not. While the incommensurability of the interests precludes resolution of the controversy in the abstract, specific solutions are possible. Using the example of selection of jurors based upon their respective levels of extraversion, we describe how the competing interests frequently do not apply to concrete cases. In the subsequent analysis, we show that, rhetoric notwithstanding, a normative preference for adhering to tradition and institutional inertia are the primary instrumental considerations for determining whether peremptory challenges based upon personality traits like extraversion ought to be allowed. Consistent with this analysis, we conclude that the practice of striking jurors based upon estimates of such personality traits is appropriate.

The question as to whether the assessment of adaptive behavior (AB) for evaluations of intellectual disability (ID) in the community meet the level of rigor necessary for admissibility in legal cases is addressed. Adaptive behavior measures have made their way into the forensic domain where scientific evidence is put under great scrutiny. Assessment of ID in capital murder proceedings has garnished a lot of attention, but assessments of ID in adult populations also occur with some frequency in the context of other criminal proceedings (e.g., competence to stand trial; competence to waive Miranda rights), as well as eligibility for social security disability, social security insurance, Medicaid/Medicare, government housing, and post-secondary transition services. As will be demonstrated, markedly disparate findings between raters can occur on measures of AB even when the assessment is conducted in accordance with standard procedures (i.e., the person was assessed in a community setting, in real time, with multiple appropriate raters, when the person was younger than 18 years of age) and similar disparities can be found in the context of the unorthodox and untested retrospective assessment used in capital proceedings. With full recognition that some level of disparity is to be expected, the level of disparity that can arise when these measures are administered retrospectively calls into question the validity of the results and consequently, their probative value.

We investigated the role of moral disengagement in a legally‐relevant judgment in this theoretically‐driven empirical analysis. Moral disengagement is a social‐cognitive phenomenon through which people reason their way toward harming others, presenting a useful framework for investigating legal judgments that often result in harming individuals for the good of society. We tested the role of moral disengagement in forensic psychologists’ willingness to conduct the most ethically questionable clinical task in the criminal justice system: competence for execution evaluations. Our hypothesis that moral disengagement would function as mediator of participants’ existing attitudes and their judgments—a theoretical “bridge” between attitudes and judgments—was robustly supported. Moral disengagement was key to understanding how psychologists decide to engage in competence for execution evaluations. We describe in detail the moral disengagement measure we used, including exploratory and confirmatory factor analyses across two separate samples. The four‐factor measure accounted for a total of 52.18 percent of the variance in the sample of forensic psychologists, and the model adequately fit the data in the entirely different sample of jurors in a confirmatory factor analysis. Despite the psychometric strengths of this moral disengagement measure, we describe the pros and cons of existing measures of moral disengagement. We outline future directions for moral disengagement research, especially in legal contexts.

The majority of trust research has focused on the benefits trust can have for individual actors, institutions, and organizations. This “optimistic bias” is particularly evident in work focused on institutional trust, where concepts such as procedural justice, shared values, and moral responsibility have gained prominence. But trust in institutions may not be exclusively good. We reveal implications for the “dark side” of institutional trust by reviewing relevant theories and empirical research that can contribute to a more holistic understanding. We frame our discussion by suggesting there may be a “Goldilocks principle” of institutional trust, where trust that is too low (typically the focus) or too high (not usually considered by trust researchers) may be problematic. The chapter focuses on the issue of too-high trust and processes through which such too-high trust might emerge. Specifically, excessive trust might result from external, internal, and intersecting external-internal processes. External processes refer to the actions institutions take that affect public trust, while internal processes refer to intrapersonal factors affecting a trustor’s level of trust. We describe how the beneficial psychological and behavioral outcomes of trust can be mitigated or circumvented through these processes and highlight the implications of a “darkest” side of trust when they intersect. We draw upon research on organizations and legal, governmental, and political systems to demonstrate the dark side of trust in different contexts. The conclusion outlines directions for future research and encourages researchers to consider the ethical nuances of studying how to increase institutional trust.

Objectives: While PhD dissertations are typically accessible as part of a university library’s general collection, or as content within a proprietary database, many other terminal degree projects remain invisible and inaccessible to a greater audience. This poster will describe the development and creation of a digital repository collection containing doctor of nursing practice (DNP) student’s final projects.

Methods: The “Doctor of Nursing Practice (DNP) Final Projects Collection” was created over the course of one semester and included initial discussions with program faculty and administrators, the creation of a student consent form, the development of a process for adding student work to the repository collection, and a presentation to graduating students. This poster will describe the process in more detail, discuss benefits and challenges, as well as highlight the considerations to keep in mind when developing and creating a digital collection of student work. Additionally, best practices and lessons learned will also be described to provide valuable information to others considering creating this type of collection at their own institution.

Results: At the end of the first semester of implementation, twenty student projects existed in our public collection. On the whole, both faculty and students were pleased to have a collection highlighting the work being done in their program. Valuable lessons were learned that can be applied in the next semester of implementation. Specifically, metadata consistency was an issue during the initial uploading process. Gaining select faculty and student buy-in by allaying concerns related to some student’s wanting to publish in a peer-reviewed journal on the topic of their final project remains vital.

Conclusion: Creating open access collections of student applied final projects or capstone projects allows for greater visibility of this type of often overlooked student scholarship. Specifically, the final projects showcased can now be found and accessed by potential employers, researchers, other schools, and other DNP students. In many cases these final projects have applied real-world impact related to answering clinical questions or patient care that should be shared with the world.

Objective: to explore currently available Open Educational Resources related to Health Sciences programs to increase available options for free, high quality, online educational materials to support Health Sciences faculty, researchers, and students in online, hybrid, and in-person courses at Arizona State University.

Background/Methods: Following the successful Open Access movement, the Open Education movement is expanding free, online access to Open Educational Resources (OERs), beyond research published in scholarly journals. Similar to the Open Access movement, Open Educational resources are of high quality, available for free, online, with minimal or no licensing restrictions. They include, but are not limited to: syllabi and course modules, open textbooks, and massive open online courses (MOOCs). Arizona State University (ASU) has many fully online degree programs from undergraduate to graduate level, as well as supplemental and continuing education certificates. ASU also has many hybrid programs and in-person courses that include online components. Instructors are often searching for online videos or other high quality, online educational materials that they can incorporate in their courses. OERs may provide some useful options. ASU Libraries became involved in Open Education Week in March 2013. To expand on our involvement and increase resource options at ASU, the presenters decided to begin identifying useful OERs for health sciences. To do so, the presenters searched for and evaluated 2-3 sources for OERs each and noted the advantages and/or disadvantages of each, as well as any highly useful specific OERs.

Results: The presenters will discuss the advantages and/or disadvantages of evaluated sources for Open Educational Resources and any highly useful specific OERs identified. We will also provide a brief overview of open source tools related to citation management.

Conclusion: Come to this presentation to explore the Open Education movement: hear about one research university library system's start with Open Education Week, and get an overview of free, online options for high quality Open Educational Resources in the Health Sciences.

Background & Objective:
Over the past several decades, systematic reviews have become a major part of the biomedical research literature landscape. While systematic reviews were originally developed for medicine and its related fields, they are now published in other disciplines. Our initial goal was to broadly investigate and describe the non-health sciences subject areas and disciplines that are publishing systematic reviews. Specifically, our research questions were,“What disciplines outside of the health sciences are adopting systematic reviews as a research method?” and “What implications may this have for health sciences librarianship?” Based on our initial findings, we will propose avenues for future research.

Methods & Discussion:
We conducted a search in the Scopus database to serve as a representative sample of the research literature. We searched for the phrase “systematic review*” in the article title or abstract, and limited the results to review articles from journals. We filtered out articles published in health sciences disciplines using the Scopus subject categories, and examined the articles that remained. The resulting set of titles was screened by two independent reviewers in a stepwise fashion. First we read the titles, then the abstracts, then the full text of remaining articles to determine if each was a systematic review and addressed a topic outside of the health sciences. We reconciled any differences for citations on which there was not initial consensus between reviewers. Lastly, we examined each remaining article to categorize its subject area or discipline. Our initial search included a number of systematic reviews outside the health science disciplines, and will yield data that has implications for librarians in the health sciences and in disciplines outside the health sciences field.