implemented in R.

An abbreviated form of the Statistics Anxiety Rating Scale (STARS) was administered to online and face-to-face introductory statistics students. Subscale scores were used to predict final exam grades and successful course completion. In predicting final exam scores, self-concept, and worth of statistics were found to be statistically significant with no significant difference by campus (online versus face-to-face). Logistic regression and random forests were used to predict successful course completion, with campus being the only significant predictor in the logistic model and face-to-face students being more likely to successfully complete the course. The random forest model indicated that self-concept and test anxiety were overall the best predictors, whereas separately test anxiety was the best predictor in the online group and self-concept was the best predictor in the face-to-face group. First published November 2018 at Statistics Education Research Journal Archives

Date Presented 04/04/19 Literature from community-based advocacy programs show positive social outcomes, including increased self-advocacy among participants. Toward this end, a partnership among an OT program and a Center for Independent Living has formed an advocacy workshop for community members. The purpose of this presentation is to discuss the outcomes of this workshop. Participants will learn about the importance of evidence for the use of advocacy-building within OT practice. Primary Author and Speaker: Audrey Tarbutton Additional Authors and Speakers: Rachel Bendewald, Stefanie Austin Contributing Authors: Jennifer Summers, Hayley Monforte