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Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery. [ABSTRACT FROM AUTHOR]

Purpose: This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions. Design/methodology/approach: This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States. Findings: The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks. Practical implications: Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research. Originality/value: This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.

Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on "credibility" of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.

School and public libraries can play a fundamental and essential role in helping teens prepare for and move successfully into adulthood. Healthy adolescent development requires creating opportunities for teens to engage in year-round high-quality formal and informal learning experiences. While many public libraries ramp up teen services in the summer, or for special programs such as Teen Read Week™ and Teen Tech Week™, many do not provide intentional and sustained year-round teen programs and services. All teens have the capacity to learn, grow, and develop into knowledgeable, caring, and contributing adults, but to do this they must have access to the very best services and programs that school and public libraries can offer all year long. [ABSTRACT FROM AUTHOR]

The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.

Central Michigan University has hosted 11 Off-Campus Library Services Conferences since 1982. This paper studies the proceedings of the 11 conferences to identify patterns of research. The authors were interested in determining how the field of distance learning library services has changed over that 22 year period as evidenced by the topics presented and the types of papers included in the proceedings. The authors analyzed the contributed papers and assigned those papers to specific subject tracks. The authors also considered the sources used by the presenters in order to identify works that may be considered seminal in this field. Distance learning librarianship is a field that has grown and matured, but there has been little research to date into the core literature of the field. This paper attempts to identify some of those core works through an analysis of the citations used in these Sets of proceedings. [ABSTRACT FROM AUTHOR]

First Public Lecture sponsored by Teaching Public Administration (delivered at the Public Administration Conference, University of Northumbria 12 September 2018). The author provided views on why public administration is needed now more than ever, outlining how current events necessitate the need for research to inform our teaching and learning. She also discussed some of the barriers to this task, and her views of the future.

The paper describes the importance of graphicacy as a key communication tool in our everyday lives. The need to better understand the development of graphicacy and its use in the school curriculum is emphasised. The need for a new research tool is explained and the development of a new taxonomy of graphicacy is described. The use of this tool within a methodology researching the significance of graphicacy in the curriculum is introduced. An overview of prior research concerning how children deal with graphicacy is also provided. The paper then discusses the results reported in the context of this prior research. The paper illustrates how graphicacy can affect children's learning; identifies cross-curricular links involving different areas of graphicacy and consequential transfer opportunities; illustrates how the implementation of a curriculum policy for graphicacy could influence students' learning; demonstrates the magnitude of the research opportunities in relation to graphicacy within general education curricula and suggests the need for collaboration in order to effectively pursue these substantial research agendas.

Discusses the initiative that assesses the standards, assessment methods and learning outcomes of first-year English composition courses in public two-year and four-year colleges and universities in Maryland. Role in the development of the state's outcomes-based composition standards; Adoption of the C-grade standard. INSETS: STANDARDS FOR A "C" PAPER;AAC&U Joins New Alliance;AAC&U CALENDARS.

Computer programming education has practice-oriented as well as theory-oriented learning goals. Here, lab work plays an important role in students' learning. It is however widely reported that many students face great difficulties in learning theory as well as practice. This paper investigates the important but problematic relation between the learning of theory and the learning of practice for novice programming students. A phenomenographic and variation theoretical analysis on novice students' understanding of concepts is combined with a variation theoretical analysis on students' programming activities. It is shown that different levels of practical proficiency as well as different levels of conceptual understandings are related to dimensions of variation. The paper proposes a way to describe how students' learning of practice and concepts are related. In this way it extends traditional use of phenomenography and variation theory by discussing students' learning of practice as well as concepts, and specifically how these relate.

A thematic content analysis of the seven issues (35 papers and two editorials) of the "International Research in Early Childhood Education" ("IRECE") journal published by Monash University in Melbourne, Victoria was conducted to explore the themes over its five years of publication. Publications were grouped into defined data chunks by year and Leximancer was used to discover concepts and themes. Five dominant themes emerged: children/s; childhood; learning; parent/s and teacher/s. Pathway analyses were then conducted to more fully understand and describe each theme. Data were used to visually represent the most frequently appearing terms to form a tag cloud, which in turn contributes to the development of a "folksonomy" for the journal. Finally, mentions of geographic regions were also explored which positively reflected on international focus of the journal.

Purpose: The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation. Design/methodology/approach: This study used a case study approach to gain a contextualized understanding of successful leadership across seven nations. Data sources primarily featured interviews with principals, teachers, staff members, parents, and students. Cases were analyzed within and then across nations with regards to organizational learning (OL), instructional leadership (IL), and culturally responsive practices (CRP). Findings: The cross-national analysis of successful leaders indicated emerging policy trends, demographic changes, similarities and differences among leaders, and recommendations for leadership preparation. Originality/value: This paper draws from successful practices in OL, IL and CRP in seven nations to make recommendations for improving leadership preparation. (Contains 1 table, 1 figure and 1 note.)

This paper covers six interrelated issues in formative assessment (aka, "assessment for learning"). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under-representation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and the impact of the larger educational system. The paper concludes that the term, "formative assessment", does not yet represent a well-defined set of artefacts or practices. Although research suggests that the general practices associated with formative assessment can facilitate learning, existing definitions admit such a wide variety of implementations that effects should be expected to vary widely from one implementation and student population to the next. In addition, the magnitude of commonly made quantitative claims for effectiveness is suspect, deriving from untraceable, flawed, dated, or unpublished sources. To realise maximum benefit from formative assessment, new development should focus on conceptualising well-specified approaches built around process and methodology rooted within specific content domains. Those conceptualisations should incorporate fundamental measurement principles that encourage teachers and students to recognise the inferential nature of assessment. The conceptualisations should also allow for the substantial time and professional support needed if the vast majority of teachers are to become proficient users of formative assessment. Finally, for greatest benefit, formative approaches should be conceptualised as part of a comprehensive system in which all components work together to facilitate learning. (Contains 11 notes, 1 table, and 1 figure.)

Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping of our academic identities. We have struggled to define the value, purpose, outcomes, and meanings of being a disciplined SoTL scholar, sometimes in addition to and sometimes in opposition to being a disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity

The scholarship of teaching and learning represents an important movement within higher education. Through this work, the profession of teaching is able to build upon itself through sustained inquiry and an evidence-based culture. However, for the scholarship of teaching and learning to take hold on a campus, a culture shift often needs to occur, during which time actions by campus leaders, change agents and facilitators lay the groundwork for, and effect, institutional change. This paper uses an organizational theory approach to sketch out a model by which this culture change can occur. It then uses our experiences at a regional comprehensive university in the Midwestern United States to elaborate on culture change models. Our experiences teach valuable lessons about how the scholarship of teaching and learning can become an important element within a campus culture. (Contains 7 footnotes and 2 tables.)

Schooling in the U.S. is increasingly understood through the lenses of science and accountability. From the National Research Council's Scientific Research in Education (SRE) to the No Child Left Behind Act (NCLB), colleges and schools have faced a marked increase (or steady reinforcement) in practices which conform to principles of scientific management and accountancy. One way to understand such a focus is to view policy and practice as having, promoting, authorizing, and being supported by particular ways of knowing. What appears to matter most in current U.S. schools is that students adopt already assumed norms for classroom interaction and provide what are already deemed correct answers to already accepted questions. In place of assumed and restrictive epistemological structures, this article argues that ecological thinking and standpoints for knowing should be primary elements in a general theory of knowledge for reconstructing schools and schooling as sites for agentic knowing. This article aims to chart a facet Lorraine Code briefly touches on in her work, childhood development and learning. It also bridges epistemology and education in order to reveal epistemological assumptions already present in school where these assumptions do not take into account the varied, contextual standpoints of students and teachers. (Contains 38 notes.)

Education is of vital importance for the development and growth of a society. Due to the advancement in educational technologies, there have been significant changes in teaching and learning processes. The digital divide has impacted significantly on teaching and learning, at present, especially after the COVID-19 pandemic. Considering this transformation, a scientometric analysis of the global literature on the digital divide in education was conducted in this study. The bibliographic data was gathered through the Scopus database for the period 2001-2021, and a total of 1865 publications were retrieved. VOSviewer and Gephi visualization software were used to analyze data and create network maps. The findings revealed that the average number of citations per paper (ACPP) for the study period is 15.51, and the relative citation impact (RCI) ranges from 0.21 in 2003 to 19.81 in 2021. Among published articles, the contribution of co-authors is greater than that of single authors. Furthermore, the United States was the leading country, with 613 publications on the digital divide. With 11 publications on the digital divide in education, Pick, J.B., from the School of Business, University of Redlands, United States, was the most prolific author. It is believed that these findings would benefit researchers worldwide, as scientometric mapping is an exciting method that provides a comprehensive overview of a scientific issue and insights for future research. [ABSTRACT FROM AUTHOR]

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students’ lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion—which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this qualitative research study was to explore the requirements of leading in a global environment as perceived by the leaders participating in this study as well as the way these leaders learn and develop their global mindset. Design/methodology/approach: The research methodology informed by social constructivism included in-depth interviews with 24 global leaders that were analyzed using constant comparative and content analysis. The findings presented in this paper are part of a larger study on the meaning of global leadership and mindset. The framework for this research was guided by the Global Leadership Mindset (GLM) model developed by the authors and their colleagues. Findings: Transcendence, plasticity of the mind (flexibility, thinking differently, rebalancing, openness, having multiple frames of reference), mindfulness, curiosity, and humility emerged as requirements of leading in the global environment. The global leaders' learning journeys were characterized by informal learning during everyday work and life experiences including learning from mistakes, and from and with others. Self-reflection leading to the "self-awareness of otherness" as well as reflection with others were at the core of learning and developing the global mindset of these leaders. Practical implications: The findings of this study highlight the role of human resource development (HRD) professionals in facilitating self-reflection and reflection with others--core processes for the learning and development of global mindset. HRD professionals are called to address both the "you don't know what you don't know" phenomenon by offering cross-cultural training programs and experiential learning opportunities and the "you know what you don't know" daily challenges of global leaders and their team members. Initiatives that will incorporate self-reflective and reflective processes will allow the participants to make meaning of their learning. Originality/value: This is an initial attempt to explore the development of a global leadership mindset as informed by the GLM model with a focus on its learning component. The findings of this study could inform leaders preparing to work in global environments and HRD professionals called to develop learning environments and a learning culture in global workplaces. (Contains 1 figure.)

This paper seeks to provide a perspective on environmental education in Aotearoa New Zealand. To contextualise this perspective, it illustrates how environmental, socio-cultural and political imperatives have shaped the development of environmental education in this land. These imperatives illuminate the natural history of the country, the connectedness within the worldviews of the indigenous Maori people, the pioneering views of some enlightened European settlers, and tensions between development and conservation. We connect this context with an overview of research in Aotearoa New Zealand into one aspect of environmental education--student learning in schools. Examples from recent research in this area are provided to show how these approaches are contributing to the Aotearoa New Zealand-ness of environmental education.

In this paper, we address the challenge of translating the concept of resilience into effective educational strategies. Three different cognitive dimensions ("ontological," "epistemological" and "axiological") that underpin assumptions held about the nature of nature, the nature of knowing and the nature of human nature are identified. Four case studies from higher education in the USA, The Netherlands, Sweden and the UK are presented, which illustrate how learners can be encouraged to confront their ontological, epistemic and axiological positions and appreciate the positions of others. The cases all emphasize experience as the source of learning and explore how learning experiences can be designed to facilitate transformations at the individual level that might foster resilience at the social-ecological system levels. We argue that the epistemic dimension deserves greater attention among educators and that epistemic development is crucial for those working with social-ecological systems as a foundation for building resilience. (Contains 1 table.)

Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often complicated, and time and labour consuming. Hence, a challenge in measuring teachers' pedagogical content knowledge is to construct an instrument that is time and labour-efficient, and makes it possible to investigate large sample sizes. This paper illustrates how a multiple-choice test to measure teachers' pedagogical content knowledge in primary technology education was designed and validated. The procedure of test construction and the first results are presented. It is concluded that the systematic procedure that was followed is effective for the construction of a valid test. In addition, statistical analyses showed that test/re-test reliability is moderate. Data collection with larger samples is needed in order to find more statistical support for the psychometric properties of the test. (Contains 1 table and 1 figure.)

The article discusses the role of research in improving science education in the U.S. The understanding of the process of teaching, learning, and schooling has improved. Thus, rapid societal changes has an impact on the image of the process of schooling in general, and the process of teaching and learning science in particular. With this regard, teachers must engage in constructing a curriculum to enhance the development of all students. Lastly, research should guide and inform policy formation and decision making regarding science teaching, preschool through college.

Focuses on the experiment made by Cornelia Bargmann in studying the nematode worm Caenorhabditis elegans in her bid to gain insight into the complex relationship between learning and behavior in the U.S. Implementation of conditioning, a form of learning; Performance of simple experiments exposing worms to a good strain of bacteria and a bad one; Emphasis on the plan of Bargmann to find out how the worms make the associations with good and bad bacteria.

Quality thinking and quality teaching are desirable but difficult to achieve. Although lectures are necessary to teach information, one cannot rely on them to promote critical and constructive thinking skills. Nevertheless, didacticism remains the dominant teaching strategy in secondary education and in university, perhaps because it is viewed as the most efficient way of imparting large quantities of information. In this comment, research and theory in psychology are used to argue the case that the development of critical and constructive thinking skills necessarily involves the cultivation of dialectic, flexible attitudes toward thinking and teaching in context. (Contains 6 footnotes.)

Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has accelerated acceptance of learning from other countries, especially for high-income countries to learn from low- and middle-income countries, a practice known as global learning. COVID-19’s rapid disease transmission underscored how connected the globe is as well as revealed stark health inequities which facilitated looking outside of one’s borders for solutions. The Global Learning for Health Equity (GL4HE) Network, supported by Robert Wood Johnson Foundation, held a 3-part webinar series in December 2021 to understand the current state of global learning and explore how global learning can advance health equity in the post-COVID-19 era. This paper reflects on these cutting-edge discussions about the current state of global learning, drawing upon the highlights, perspectives, and conclusions that emerged from these webinars. The paper also comments on best practices for global learning, including adapting for context, addressing biases, funding considerations, ensuring bidirectional partnerships, community engagement, and adopting a multidisciplinary approach. [ABSTRACT FROM AUTHOR]

Examines the implementation of educational assessment policy in the United States, England, and Wales from the perspectives of power, what educators need to learn, and legitimacy. Findings suggest that assessment policy is useful for promoting easily observable changes, but not for deep modifications of teaching practice. (SLD)

The conception of knowledge was studied for 213 14- and 15-year-old students in Singapore and their 37 teachers and 96 students in the United States, with their 10 teachers. Cultural differences, including those in epistemological frameworks, are discussed, and their implications for education considered. (SLD)

Discusses the education system in the United States. History of the education system of the U.S.; Purpose of schools in the U.S.; Emphasis on learning rather than teaching; Promotion of skills checklist form of report card; Alienation of people of the U.S. from teaching institutions.

The article focuses on the U.S. study that addresses how the introduction of an assessment instrument or rubrics can alter college students' success in learning as it looks at writing as an assessment of critical thinking. As a guideline for rating student performance, the study proves that the use of rubrics can improve critical thinking. The study imparts to the holistic appraisal of critical thinking as well as to the use of constructive assessment data for curriculum revision, instruction improvement, and student learning enhancement.

This non-refereed contribution to Human Resource Development International represents the reflections of three US delegates who attended the 6th International Conference on HRD Research and Practice across Europe in Leeds, England, in May 2005. We begin by providing an overview of the conference programme, examine the conference theme as reflected in the scholarship presented at the conference and share our impressions of the conference atmosphere. We conclude with some final thoughts. [ABSTRACT FROM AUTHOR]

The Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) was developed to briefly measure a broad range of cognitive abilities, but it initially lacked a scale to evaluate executive functioning. Robert Spencer and colleagues recently created an Executive Errors scale (RBANS-EE) that quantified executive functioning (EF) errors committed during four RBANS subtests: List Learning, Semantic Fluency, Coding, and List Recall. In the present paper we cross-validated the RBANS-EE with a sample of 234 U.S. military veterans (M AGE = 67.2, SD = 11.5 years; M EDUCATION = 13.3, SD = 2.4 years) who completed the RBANS and various EF criterion measures as part of neuropsychological assessments they underwent during their clinical care. We found the RBANS-EE to be significantly correlated with most of the criterion EF measures. The RBANS-EE scale demonstrated modest ability to classify EF impairment at mild and severe levels; and, similarly, the RBANS-EE was modestly capable of accurately classifying those veteran respondents who were determined to have or to not have a neurocognitive disorder. Overall, the RBANS-EE can be quickly calculated, adds no administration time to an RBANS assessment, and yields useful scores to screen for EF dysfunction without replacing standalone EF tests. [ABSTRACT FROM AUTHOR]

This paper describes the authors' exploration of an arts-based practice, called imagined dialogue, as a means for engaging in reflective discourse in the current, global context of political polarization. We introduce the practice of imagined dialogue, taking the readers along on our continued learning journey of the implications of this practice for educational contexts. We highlight the connections of imagined dialogue to the theory and practice of transformative learning. This paper suggests that writing and embodying imagined dialogue can prepare people for real dialogue, allowing them to more deeply understand their own positions, as well as to empathize with and respect the positions of others. In addition to introducing the theoretical background and steps to engaging in the imagined dialogue process, we share several examples; including our own experiences using imagined dialogue in personal contexts, and group processing of a dialogue about an issue of national political significance. Using imagined dialogue is a skill that can be learned and strengthened, enabling learners to engage in and model the practice of critical, reflective discourse over time – even in the emotionally charged political sphere. [ABSTRACT FROM AUTHOR]

This paper investigates the dynamics of motivation in learning Chinese, prompted by the paradoxical trend of increasing interest in Chinese language study in the United States juxtaposed with low enrollment and retention rates. Incorporating the Complex Dynamic Systems Theory (CDST) (Larsen-Freeman & Cameron, 2008), this research delves into the motivational trajectories of students across various learning phases, considering their learning experiences and contexts within and beyond a Chinese summer program. Data analysis indicates an increased learning motivation during the program, attributed to (1) effective instructional methods, (2) skilled instructors, and (3) a conducive learning environment. A decline in motivation is observed a semester after the program, mainly because of diminished language exposure and limited chances for learning. This study provides insights into the temporal and dynamic dimensions of motivation. Implications for sustaining Chinese learning motivation within and beyond a program are also presented. [ABSTRACT FROM AUTHOR]

Acknowledging the extreme risk COVID-19 poses to humans, this paper attempted to analyze and compare case fatality rates, identify the existence of learning curves for COVID-19 medical treatments, and examine the impact of vaccination on fatality rate reduction. Confirmed cases and deaths were extracted from the "Daily Situation Report" provided by the World Health Organization. The results showed that low registration and low viral test rates resulted in low fatality rates, and the learning curve was significant for all countries except China. Treatment for COVID-19 can be improved through repeated experience. Vaccinations in the U.K. and U.S.A. are highly effective in reducing fatality rates, but not in other countries. The positive impact of vaccines may be attributed to higher vaccination rates. In addition to China, this study identified the existence of learning curves for the medical treatment of COVID-19 that can explain the effect of vaccination rates on fatalities. [ABSTRACT FROM AUTHOR]

Taking broadly sociocultural or sociolinguistic perspectives, the five contributions to this special issue investigate various aspects of the co-construction of knowledge, as this is manifested in K-16 classrooms in Canada, the United Kingdom, and the United States. While the authors of these papers address different educational settings, student populations, and curricular content, what unites them is their concern to better understand the cumulative, multidimensional nature of learning and teaching and the ways in which this is enacted in action and discourse across different spaces and over different scales of time. [ABSTRACT FROM AUTHOR]

In this paper, the author reflects on his 10 years' experience of using games and experiments and in the process develops a type of practitioner's guide. The existing quantitative and qualitative evidence on the impact of using games on student learning is reviewed. On balance, a positive effect, on measures of attainment, is found in the literature. Given these findings, it is surprising that there is also evidence in the UK and US that they are not widely used. Some factors are discussed that might deter tutors from employing them. Unsurprisingly, one of these is the additional cost, which might make the use of online games seem more attractive, given the way results can be automatically recorded. However, some relatively low-cost paperbased games were found to have significant advantages. In particular, they appear to facilitate social interaction which has a positive impact on student motivation and learning. One popular and effective paper-based game is discussed in some detail. A number of recommendations are provided on how to implement the game in order to maximise the learning benefits it can provide. Some ideas on how to maximise the learning benefits from using games more generally are also considered. [ABSTRACT FROM AUTHOR]

This article discusses matters concerning the U.S. periodical Academy of Management Learning & Education as of June 2005. Last year, the editorial board and the Academy of Management's board of governors approved a strategy for the periodical. The first challenge was to assemble an editorial board leadership team with the necessary breadth and experience, and an editorial board with increased practitioner and international representation. The second step was to implement an electronic submission and review process. In its short life, the periodical has stirred some healthy controversy and hopefully contributed to the dialogue about the life of professors and the management education endeavor. The periodical has palpable forward motion and notoriety upon which to capitalize. The first issue upheld the tradition of publishing watershed papers. In order to seed papers, the editorial board is exploring sponsoring an Academy of Management Doctoral Student and/or Junior Faculty Consortium designed to work through promising ideas with the assistance of a distinguished panel. Furthering this vein, the editorial board was asked to send a letter of introduction describing the periodical to at least ten colleagues, and to alert their school's librarians to the journal in the hopes of increased subscriptions.

Background: Valuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society. Objectives: The present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners. Methods: Students' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted. Results and Conclusions: In both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students. Takeaways: An evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction. Lay Description: What is already known?: Ongoing debates on the impact of the pandemic on students' learning shape decisions regarding future reliance on the online medium for instruction. What this paper adds: The extant literature is mixed concerning performance in the face‐to‐face and online mediums, including particular domains of knowledge critical to STEM learning.This study focused on physics learning in an understudied population of STEM students who were unaccustomed to online instruction.Performance was higher online than face‐to‐face, but gender differences emerged. Implications for practice: Lessons learned focused on the flexibility of online learning and on the need to develop materials to enhance learning in males enrolled in face‐to‐face or hybrid/blended classes. [ABSTRACT FROM AUTHOR]

Shares thoughts on the importance and benefits of continued learning in the U.S. paper industry. Assertion that continued learning allows everyone to better themselves, to be something and to be broader and more tolerant; Recognition of the Learning agenda of the Paper Industry Management Association (PIMA) during the industry's 2005 leadership conference in Nashville, Tennessee; Offer of the many opportunities by the PIMA for enhanced learning.

Aim/Purpose: The emergence of massive open online courses (MOOCs) has fostered the creation of co-located learning communities; however, there is limited research on the types of interactions unfolding in these spaces. Background: This study explores Peer 2 Peer University's Learning Circles, a project that allows individuals to take MOOCs together at the library. I investigated the patterns that emerged from the interactions between facilitators, learners, course materials, and digital media in the pilot round of these Learning Circles. Methodology: This study employs an ethnography of hybrid spaces (online/offline participant observations, in-depth interviews, and artifact collection) of face-to-face study groups taking place at library branches in a Midwest metropolitan area. Data analysis employs the constant comparison method. Contribution: Interactions taking place in the Learning Circles increased individuals' agency as learners and subverted the MOOC model through processes of technological appropriation. Findings: The findings reveal that interactions within Learning Circles created a dynamic negotiation of roles, produced tension points, enabled a distributed model of knowledge, and structured study routines. The pilot round of Learning Circles attracted diverse participants beyond the typical digitally literate MOOC student. Many of them had no previous experience taking online courses and, in some cases, no Internet connection at home. This paper argues that Learning Circles favored the appropriation of artifacts (technologies) and increased participants' agency as learners in the Internet age. Recommendations for Practitioners: Practitioners can use the Learning Circles model to benefit disenfranchised individuals by providing them with access to materials resources and a network of peers that can help increase their agency as learners. Recommendations for Researchers This study suggests that it is fundamental to pay attention to learning initiatives that are unfolding outside the scope of traditional and formal education. Impact on Society: Open educational resources and public libraries are opening new pathways for learning beyond traditional higher education institutions. Future Research: Future research can explore how the learning circles are adapted in cultural contexts outside the United States. [ABSTRACT FROM AUTHOR]

Assessing student learning in ways that offer students, institutions and systems with sound information is a considerable challenge for higher education. Despite demonstrable progress, a disconnect remains between methods used for assessing learning, improvement and accountability. This muddled situation is illustrated through a review of contemporary practice in the USA, Canada, Australia, the UK and New Zealand. To advance research and practice, this paper contributes a structured set of criteria that practitioners can use to evaluate whether an assessment functions effectively across different levels of practice. These technical and practical criteria touch on issues such as sampling, the viability of aggregation, reporting and cost-benefit considerations. The paper tests these criteria by considering their capacity to drive multi-level improvement in education quality. It is contended that the criteria provide perspective and structure for reconciling the quantitative assessment of higher education quality at different levels of practice. [ABSTRACT FROM AUTHOR]

Arts-based training programs can aid in building observational skills, communication, team building, and leadership through targeted analysis of works of art. Furthermore, arts-based training programs are unique in that they highlight non-technical skills (NTS). The goal of this study was to investigate the extent to which NTS were developed through an arts-based training program among entry-level occupational therapy doctorate (OTD) students. This study used a mixed methodological approach to analyze retrospective data. Quantitative analysis of the Kentucky Inventory of Mindfulness Skills (KIMS) assessment was conducted. Qualitative analysis was completed through analysis of the participants’ reflection papers. Quantitative results (n = 69) from the KIMS show significance (p = 0.011; 0.013), and qualitative analysis (n = 32) resulted in five central themes: evolution of thinking, holistic approach, diverse perspective, lived reality of context, and development of NTS (collaboration, self-awareness, mindful of others, creativity, and effective communication). Quantitative and qualitative findings suggest arts-based training programs can improve students’ ability to reduce their bias through implementation of a mindfulness lens. Results and recommendations from this study can be used as an example for occupational therapy academic programs to implement an evidence-based teaching methodology. [ABSTRACT FROM AUTHOR]

Background: A growing body of research demonstrates that adapting the popular entertainment activity "escape rooms" for educational purposes as an innovative teaching method can improve the learning experience. Escape rooms promote teamwork, encourage analytical thinking, and improve problem solving. Despite the increasing development and use of escape rooms in health sciences programs and academic libraries, there is little literature on the use of this method in health sciences libraries with health professions students. Case Presentation: Staff at a health sciences library collaborated with faculty to incorporate escape rooms into library instruction in a variety of settings (in-person, hybrid, online) and formats (team, individual) with health professions students from various disciplines (optometry, pharmacy, medicine). The escape rooms described in this paper offered unique experiences for students through active learning. Discussion: Important considerations when planning escape rooms for health sciences library instruction include deciding on team-based or individual design, calculating potential costs in time and money, deciding on an in-person, hybrid, or online format, and determining whether grades should be assigned. Escape rooms can be an effective strategy for library instruction in the health sciences, working in multiple formats to bring game-based learning to a variety of health professions students. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to compare knowledge of business concepts acquired at the end of undergraduate studies of management in France and the USA. Design/methodology/approach – Mind maps were used to examine what knowledge students retained toward the end of their undergraduate studies in business and management. Data were collected from two groups of students, one in France and one in the USA and they analyzed on computer software. Findings – The results indicate that the learning process may be influenced not only by the structure and content of the program but also by the environment in which such content is assimilated. This study provides examples of how culture can influence the way we learn and represent core business knowledge. Research limitations/implications – The research was based on a number of undergraduate students and cannot therefore be generalized to other subjects or other levels of studies at the present time. Originality/value – The paper moves away from traditional manners of collecting data through questionnaires and surveys in order to study the impact of management education and what students learn at undergraduate level. [ABSTRACT FROM AUTHOR]

In this paper, I use a Markov chain Monte Carlo algorithm to estimate a model of private-sector behavior that does not feature private-sector knowledge of the monetary policymaking process and, instead, leaves firms and households uncertain about how monetary policy is set. The private sector entertains two competing views of monetary policymaking, which I estimate. Firms and households use Bayes' law on a rolling data sample to distinguish between those two models. I use this setup to study the evolution of beliefs about the Federal Reserve and the possible gains from transparency. [ABSTRACT FROM AUTHOR]

Drawing on sixty-one in-depth interviews conducted with commercial and noncommercial scientists at four universities in the United States, this paper examines why academic scientists embrace commercially oriented career paths in higher education. A central goal of this paper is to expand our descriptive and conceptual understanding of socialization in the academic profession by examining the explanatory power of differential association theory. Differential association theory emphasizes how patterns of behavior are learned through a process of interaction with different types of individuals with varying ideas about the acceptability of a particular course of action. The results demonstrate that socialization to commercialism is an interactive learning process in which scientists learn definitions that are favorable to commercial career trajectories. Such learning is often necessary because prior socialization can either lead to unfavorable views of commercialization or shelter doctoral students from techniques of and rationales for commercialization. [ABSTRACT FROM AUTHOR]

U.S. organizations seek to provide interns with positive socialization experiences such that their internships may lead to job offer acceptances. This study presents a process model examining how developmental relationships shape interns' experiences and outcomes. Utilizing a sample of 6,802 recent graduates from across 200 U.S. colleges and universities who completed an internship, the study found that supervisor support indirectly influences an intern's decision to accept a job offer through learning and intern satisfaction. Findings further show that interns benefit from developmental relationships such as mentors since mentor status buffered the decrements in learning when supervisor support was low. This study contributes to the growing internship literature that draws upon early socialization and newcomer adaptation by examining the critical role developmental relationships play in the experiences of interns. [ABSTRACT FROM AUTHOR]

One of the key components to the undergraduate research enterprise at Dartmouth is the recognition that learning to do research requires both directed instruction and learning by doing. The economics faculty have tailored a fruitful undergraduate research program based on this philosophy, and this article describes these efforts while also offering advice to other programs as they strive to involve undergraduates in research. [ABSTRACT FROM AUTHOR]