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Patient history assists clinicians in determining the most appropriate tests to identify the symptoms' source and select appropriate interventions. Therefore, a subjective history is an essential component of patient management. When physical therapist practitioners transition into academia, they must understand how the history of the education system may affect learners. Health disparities are related to the lack of workforce diversity and skills in cultural responsiveness, and the education system is critical in addressing the impact of future providers on health disparities. Developing a doctor of physical therapy program to address health disparities requires an analysis of the historical context of the US educational and health care systems, along with traditional components of physical therapist education. This country's education system was built upon a 2-tiered system, where minoritized individuals struggled to overcome barriers imposed by legislation and societal beliefs. Jim Crow laws continued this unequal access to education, and the recent Supreme Court ruling to deny race-based affirmative action continues these inequities. This historical context informed the construction of the College of Saint Mary Doctor of Physical Therapy Program. The program's mission led to using less traditional educational approaches; thus, the pillars of practice took form. The 5 pillars evolved to include social determinants, inclusive faculty and student recruitment and retention practices, equitable grading, culturally responsive pedagogy, and community development. The purpose of this paper is to present a historical overview of the US education system and its influence on physical therapist education. Furthermore, it will illustrate how this historical context inspired the 5 Pillars of Community Practice from College of Saint Mary and discuss the challenges and interventions related to these pillars. There are tremendous disparities in educational outcomes and patient services in the United States. Disparities are most significant in those with historically marginalized identities. If those disparities are to improve, a change is required in the people providing care to patients. The best way to accomplish this is by transforming how future providers are educated. [ABSTRACT FROM AUTHOR]

This article presents information on the U.S. civil rights activist Martin Luther King Jr. Paper Project's Liberation Curriculum. The Liberation Curriculum has emphasized to change the way young people think about King, the modem African American freedom struggle, and the ongoing struggle for social justice. The Liberation Curriculum also explores King's ideological and political development, which in the popular mind has been frozen on the steps of the Lincoln Memorial, where he delivered his "I Have a Dream" speech. The Curriculum emphasizes King's broader concern for human rights, such as his opposition to the Vietnam War and his efforts to bring about economic justice. It also seeks to clarify King's place in history, presenting students with the inspiring message that ordinary people can make extraordinary contributions to the cause of social justice.

Focuses on teaching the legal history seminar at Davidson College in North Carolina. Cases from North Carolina's legal history which were taken up in the seminar; Discussion on the writing efforts for the group paper of the students; Information on the research component of the seminar.

This article describes the efforts of an intensive English programme to design a class that addressed the challenges of bringing authentic English into the curriculum. This class exposed students to a variety of authentic English language input, while providing support. Through this class, students volunteered with various community organizations. These placements were linked with the curriculum of our intensive English programme. This hybrid class consisted of class meetings, electronic discussions, the community placement, paper journals, a final reflection paper, and a capstone experience. [ABSTRACT FROM AUTHOR]

The article discusses a study which examined the extent to which social work PhD students are achieving the aspirational goals set forth by the Group for the Advancement of Doctoral Education in Social Work (GADE). Topics covered include the productivity rates of students on the job market with regards to publication, author order, presentations and teaching, and their productivity measures based on the ranking of the school of social work that are offering the PhD program.

Competence in healthcare is a recognized expectation by consumers. In 2018 following an extensive review and consensus-building process, burn nursing practice competencies were published. Clinical nurse leaders were called upon to use these published competencies in practice as a basis for the requisite knowledge and skills needed in the care of the burn-injured individual. In 2019 at the 51st Annual Meeting of the American Burn Association, nurses from four U.S. burn centers reported on their center's incorporation of the competencies within their educational nursing curriculums. This paper provides a forum for each of the lead authors from Rhode Island Hospital Burn Center, the University of Utah Health Burn Trauma Intensive Care Unit, Parkland Regional Burn Center, and the University of Chicago Medicine Burn Center to outline their current utilization of the new burn nurse competencies and plans for future use. [ABSTRACT FROM AUTHOR]

Focuses on the incorporation and evaluation of writing skills in animal science and dairy science courses in South Dakota State University in Brookings, South Dakota. Approaches in assessing the students' writing; Need for assignments to be content-specific and authentic; Tasks of teaching students effective communication; Transactional writing.

Talks about teaching the History 443 course at the University of Pennsylvania in Philadelphia. Information on the student presentations of their class syllabus; Description of the components of the students' final papers; Project which sent the students into the schools of West Philadelphia.

The article presents information on the appointment of several executives in the field of biosciences, and also offers information on several awards, educational courses, and publications in biosciences in the U.S. Eliezer Huberman has been appointed as senior biologist at Argonne National Laboratory. Research chemist Reen Wu of North Carolina is the first recipient of the new research development awards of the W. Alton Jones Cell Science Center Inc. Rochester Institute of Technology (RIT) in New York is offering a baccalaureate degree program in biotechnology. The Raptor Management Information System (RMIS) is a collection of published and unpublished papers, reports, and other works on raptor management and human impact on raptors and their habitats.

In an attempt to meet the goal of internationalizing the curriculum and equipping students for the twenty-first century and beyond, schools have engaged themselves in a myriad of study abroad programs. These programs, in keeping with many of these schools' missions, are intended to encircle students with a more critical global awareness. While study abroad programs are promoted as self-identity discovery tools, through which students can construct new national identities that transcend national borders, this paper, based on interviews conducted with College of Charleston students who studied in Cuba during spring 2007 and 2009 semesters, explores the relationship between the study abroad experience and identity formation. We argue that these encounters not only allow students to interrogate what it means to 'be American' beyond the emotional, physical, and intellectual bounds of the United States, but also how their previous conceptions of self and nation can strengthen, not contradict, a global context. [ABSTRACT FROM AUTHOR]

The article discusses the paper from the Commission on Undergraduate Education in the Biological Sciences (CUEBS) Symposium held in the U.S. The paper focuses on the relationship between research participation and good teaching. The publication of CUEBS, "Biology for the Non-Major," has raised questions about the structure of a biology course intended for the nonmajor. It cites that the replies on the questions have been edited into a book to present several perceptions represented in the letters of respondents. The author also stresses that the same technique was applied to address the problem of the assumed relationship that exists between research participation and good teaching.

Why aren't there more women in science? This paper begins to shed light on this question by exploiting data from the U.S. Air Force Academy, where students are randomly assigned to professors for a wide variety of mandatory standardized courses. We focus on the role of professor gender. Our results suggest that although professor gender has little impact on male students, it has a powerful effect on female students' performance in math and science classes, and high-performing female students' likelihood of taking future math and science courses, and graduating with a STEM degree. The estimates are largest for students whose SAT math scores are in the top 5% of the national distribution. The gender gap in course grades and STEM majors is eradicated when high-performing female students are assigned to female professors in mandatory introductory math and science coursework. [ABSTRACT FROM AUTHOR]

The article focuses on the strategy in teaching snapshot history in the U.S. The high school teachers are working to embed literacy skills, broaden snapshot understandings of students with diverse needs and maintain the rigorous clip demanded by a standard-based curriculum. The paper also explores the flapper stereotype and serves to broaden student understanding from a quick-fact snapshot to a critical analysis of the complexity of women's changing roles and behaviors. It presents the primary sources for the discussions including films, images and songs.

This paper examines factors associated with the adoption of evidence-based substance use prevention curricula (EBC) in a national sample of school districts. Substance abuse prevention coordinators in public school districts (n = 1593), which were affiliated with a random sample of schools that served students in Grades 5-8, completed a written survey in 1999. Results indicated that 47.5% of districts used at least one EBC in their schools with middle school grades. Substance use prevention coordinators reported they had the greatest input in decisions about curricula. In a multivariate analysis of factors positively associated with district-level decisions to adopt evidence-based programs, significant factors included input from a state substance use prevention group, use of information disseminated by the National Institute on Drug Abuse or Center for Substance Abuse Prevention, use of local needs assessment data, consideration of research showing which curricula are effective and allocation of a greater proportion of the coordinator's time to substance use prevention activities. State and federal agencies should increase their efforts to disseminate information about evidence-based programs, targeting in particular the district substance use prevention coordinator. [ABSTRACT FROM AUTHOR]

Focuses on the experience of teaching women's history at the Valdosta State University in Georgia. Scope of the U.S. women's history courses; Information on the service component of teaching the course; Information on the semester topic on women activists.

This article focuses on several courses on public relations offered by various universities in the U.S. In the present paper, it is proposed to summarize course offerings in this field in the thirty-four universities with 5,000 and more students, in the thirty four colleges and universities which are members of the American Association of Schools and Departments of Journalism, and in seven other schools now offering "public relations" courses. Then, an effort is made to bring together what looks like the "best thinking" of teachers and practitioners on the construction of general and special courses in public relations and on the development of curricular recommendations for those looking forward to becoming public relations specialists. Even though the courses in "public relations" still frequently stress publicity and "opinion management" techniques to the exclusion of other aspects of a well-rounded perspective, the growing body of literature on public opinion, mass communication, and social action brings more and more emphasis to bear upon the subject as an applied social science course.

American Indian (AI) communities experience persistent diabetes-related disparities, yet few nutrition interventions are designed for AI with type 2 diabetes or address socio-contextual barriers to healthy eating. We describe our process of adapting the evidence-based Cooking Matters® program for use by AI adults with type 2 diabetes in a rural and resource-limited setting in the North-Central United States. We conducted three focus groups with AI adults with diabetes to (i) identify Cooking Matters® adaptations and (ii) gather feedback on appropriateness of the adapted intervention using Barrera and Castro's cultural adaptation framework. Transcripts were coded using an inductive, constant comparison approach. Queries of codes were reviewed to identify themes. Contextual considerations included limited access to grocery stores and transportation barriers, reliance on government food assistance and the intergenerational burden of diabetes. Adaptations to content and delivery included incorporating traditional and locally available foods; appealing to children or others in multigenerational households and prioritizing visual over written content. Our use of Barrera and Castro's framework adds rigor and structure to the cultural adaptation process and increases the likelihood of future intervention success. Other researchers may benefit from using this framework to guide the adaptation of evidence-based interventions in AI communities. [ABSTRACT FROM AUTHOR]

A human rights perspective must be embedded in the institutions, organisations or agencies where social work students find themselves. This paper will focus on one particular strategy that could be helpful to the process of solidifying a commitment to human rights for our students. Using a pedagogical tool from a school of social work in the USA originally developed to combat the social injustice of racism, the example transcends the academic institution and offers a solid link in connecting human rights, social justice and social work. Using the construct of critical realism, we argue that, for social work programmes to take steps towards an explicit commitment to human rights, not only must human rights be infused throughout the curriculum, but educators must provide opportunities for making more overt the links between human rights principles, social justice and social work. By addressing behaviours, tendencies and attitudes, students then acquire not only the skills and deeper understanding, but they internalise the motivation and commitment to broaden their human rights frame. In the process of developing a more firm commitment to human rights, we must not be limited to the walls of the academy, but rather extend beyond to our field agencies, organisations and communities. [ABSTRACT FROM AUTHOR]

The article presents developments related to education in the U.S. It reports on the announcement by the School of Public Relations and Communications of Boston University in Massachusetts, towards the establishment of a Communication Research program leading to the degree of Master of Science in communication research. The program is open to students with a bachelor's degree from an accredited college, upon approval by the faculty of the new division. The curriculum will embrace both course instruction and participation in communication research at the school's Communications Research Center. In yet another development, the Bureau of Applied Social Research, Columbia University has announced the completion of a study entitled "Evaluating Programs and Personnel Overseas: A Review of Methods and Practices." While, the University of Illinois has announced the establishment within the Marketing Department of the College of Commerce and Business Administration of the W. Burton Lord Memorial Fund, which will provide fellowships and grants for graduate students in advertising and marketing. The fund has been provided by the Midwest Pharmaceutical Advertising Council.

The article offers information on the feedback of two students on a society-oriented biology course in the U.S. Mathematics major Richard A. Hosley II reveals that after their careful examination, their main positive feedback of the course include better social conditions, medicines and food. He reveals that the negative feedback include slum, disease, starvation, emigration, and birth control. Moreover, education major Sherran Franze asserts that the most serious nutrition problem is protein deficiency which is suffered by 30% to 40% of the world's population.

Objective The purpose of this study was to characterize the extent to which orthopedic and sports-related continuing education course descriptions approved for physical therapists in the United States taught interventions supported by evidence. Methods A review was conducted of courses available on CEU Locker from January through December 2020, estimated to represent most courses nationally available to physical therapists. This review focused specifically on courses teaching interventions for musculoskeletal conditions in adults. Specifically, courses for orthopedic and sports populations were identified. All course information was extracted, including the intervention name, course description, and target audience. Finally, clinical practice guidelines (CPGs) and systematic reviews with at least moderate-level evidence published through May 1, 2021, were searched to determine if treatments were recommended or not recommended, or if no evidence existed. Results The review identified 2406 available courses extracted from the database. After excluding courses that did not meet inclusion criteria, duplicates, and those with incomplete or inadequate information, the final number was 319. Most courses (52.7%, n = 168) taught interventions not supported by a CPG or systematic review. Approximately one-third of courses (34.2%, n = 109) taught interventions that were recommended by a CPG. Many courses were targeted to multiple disciplines (38.9%, n = 124), whereas 89 (27.9%) were specifically for physical therapists, physical therapist assistants, or both. The specific target was unclear for 106 (33.2%) courses. Courses usually focused on multiple body regions, and exercise was the most included intervention. Soft-skill courses were the most supported by evidence (82.9%, n = 29), whereas those teaching modalities were the least supported (30.5%, n = 29). Conclusion Fewer than one-half of courses that focused on management of musculoskeletal disorders taught interventions supported by a CPG or systematic review, and course descriptions often misrepresented the current state of evidence. Courses required for licensure renewal might not be meeting the intended goal of keeping clinicians current with new and emerging research. Impact Relatively few continuing education courses on orthopedic and sports-related physical therapist interventions are based on evidence provided by CPGs or systematic reviews, and some continuing education options required for physical therapists to meet annual licensure renewal requirements might not be keeping therapists current with the latest evidence. This study provides data that can facilitate candid dialog within the profession about potential solutions. [ABSTRACT FROM AUTHOR]

This article provides a comparative view about the current state of social work education in China and the USA. Social work was established in the USA in 1898 and 1920 in China. In the USA, social work has been revolving in the last 122 years while in China, after the founding of the People's Republic of China in 1949, social work was abolished from all higher education institutions. The official year that the Master of Social Work programme was reinstituted in China was 2009; and the first graduate cohort began in 2010. In this globalised twenty-first century, this article also includes how the USA and China can make social work education and its practices as art and science. [ABSTRACT FROM AUTHOR]

Focuses on the cultural history distance course on the 2000 Sydney Olympics and African-American athletes offered at the Plattsburgh State University in New York. Information on the designated assignment called Olympic Viewing Assignment; Dynamics of the online classroom; Results of research undertaken by the students.

Focuses on the experience of teaching the Floyd County Oral History Project at Indiana University Southeast which demonstrates how service learning benefits pedagogy. Role of supplementary instructors; Effectiveness of two-member student teams established as interviewing partnerships; Functions of student assistants, advanced history majors trained in oral history.

Focuses on teaching the undergraduate seminar for history majors at the State University of New York in Binghamton which rewarded students' efforts with publication of their term projects on the course Web site. Use of Web-based technology in the seminar; Features of the model employed for the 1997 seminar; Project guides.

Focuses on the La Casta ñ a historical research course offered at Texas A & M University in Kingsville, Texas. Project on locating information about the Mexican and Mexican American communities; Project requirements; Categories in which the students were asked to seek documents.

Changing environmental and social forestry contexts present new challenges for forestry graduates. In contrast with previous generations, forestry students today must be prepared to handle the impacts of climate change and increasing fire severity and frequency, as well as critical human dimensions, including the need to collaborate with Native American nations. To explore the extent to which social and fire science is taught in forestry programs and how it has changed over time, we conducted a content analysis of prominent forestry course textbooks used in graduate programs in the United States. We found little change between texts published before and after 2000, except for an increase in discussion of climate change. Of the currently used textbooks, we found a significant variation in whether they included discussion of traditional ecological knowledge, prescribed burning, combined economic factors, logging, and whether they recommended prescribed burning and logging. Given that not all programs offer or require courses that specialize in these topics, many forestry students may be missing relevant interdisciplinary social-fire education that is necessary to handle contemporary and changing forestry issues. [ABSTRACT FROM AUTHOR]

The article presents information on the appointment of several researchers and educationists in the field of life sciences in the U.S., and discusses several educational courses and grants offered in the U.S. Eli Lilly & Co. appointed Donald H. Ford as research adviser. Ronald W. Hart was appointed as the director of the National Center for Toxicological Research. Three short courses on digital electronics and microcomputers for scientists and chemical engineers will be offered at Virginia Polytechnic Institute and State University in June 1980. The American Chemical Society (ACS) is offering grants ranging from $1500 to $4000 per year to assist small colleges in buying Chemical Abstracts and other ACS Abstracts Service publications.

The article presents information on various recent developments including personnel changes, awards, educational courses and research grants in the U.S. Edward E. David has been elected president of the American association for the Advancement of Science (AAAS). It is reported that students interested in conducting research on mollusks may apply for a $500 research grant from the Western Society of Malacologists. University of North Carolina has initiated a new bachelor of science program in public health.

The paper presents the data gathered in three studies made of the curriculum in sociology in white and Negro colleges and universities, teachers' colleges and junior colleges in the States east of the Mississippi River and south of the Ohio and Potomac Rivers. The first part is based on a study of the catalogues of 102 colleges and universities, slightly more than one-half of the accredited institutions in this area. An analysis is made of the colleges offering a major in sociology, the catalogue hours listed in sociology, and the educational background of the sociological faculty. The second part is based on a study of 60 catalogues of four-year colleges in the same region and summarizes data with respect to the college year in which the courses are offered and the prerequisites which must be met before they can be taken. The third part analyzes the replies of 39 heads of sociology departments in the south-eastern States' to questionnaires sent out in November, 1944. The college catalogues analyzed were those for the school year 1940-41, which was considered to be the last normal year prior to the war.

The persistent and systemic inequities within the U.S. public education system have grave implications for children's and youth's outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues that intersect across families, schools, and communities, but the profession has had little engagement in the recent educational justice movement. As educational scholars advance a movement to address educational inequities, it will be increasingly important for social work researchers to provide valuable insight into the multiple components that make up youth development and support positive well-being for all individuals within a democratic society. This article encourages social work researchers to extend lines of inquiry that investigate educational justice issues by situating social work practice and research within educational justice and suggesting an agenda for future social work research that will advance equity for all students. [ABSTRACT FROM AUTHOR]

Narratives of decline dominate histories of classical education. Changes or developments in the way classics have been taught are commonly understood in terms of the supposedly inexorable decline of classical learning. The American colleges at the end of the eighteenth century are subject to the same interpretation. After the Revolution, the colleges and their classics-oriented curriculum were subject to new pressures to reform the education they offered to better reflect the values of the new nation. These calls for reform are commonly understood as attacks on the classics that sought to diminish their role in, or even remove them from, the college curriculum. This essay will subject materials such as entrance requirements, curricula, and reformist literature to a critical re-reading. Rather than examining the extent to which the position of the classics diminished relative to other subjects during this period, it will show how the content of the classical curriculum was reformed and refined to better realize its pedagogical potential and ensure its relevance to the changing needs of students. [ABSTRACT FROM AUTHOR]

Educational attainment is often considered the most important protective factor against cognitive impairment and dementia, yet significant variation in early educational experiences exists among midlife and older US adults. We used prospective data from the Health and Retirement Study (HRS) along with information on respondents' early educational experiences collected in the 2015 and 2017 HRS Life History Mail Survey to examine whether school context, educational content, and academic ability were associated with trajectories of cognitive functioning and whether educational attainment explains this relationship. We restricted our sample to age-eligible HRS Life History Mail Survey respondents who provided data on cognitive functioning at least once during 1998–2014 and attended primary school or higher (n  = 9,565 respondents providing 62,037 person-period observations). Estimates from linear mixed models revealed that school context, educational content, and academic ability were significantly associated with level of cognitive functioning but not rate of cognitive decline. Educational attainment explained 9%–55% of the association between these early educational experiences and level of cognitive functioning; however, all relationships remained statistically significant. Our results suggest that educational experiences that span childhood and adolescence are independently related to level of cognitive functioning decades later. [ABSTRACT FROM AUTHOR]

The article offers news briefs related to the life sciences in the U.S. Robert K. Johnson has been appointed as the chairman of the Department of Zoology at Chicago's Field Museum of Natural History, Chicago, Illinois. Roger Warnke, professor of pathology had won the Benjamin Castleman Award of the Massachusetts General Hospital. The Mountain Research Station at the University of Colorado, Boulder, Colorado has offered a course for graduate and undergraduate students in alpine ecology.

The article presents information about the special uses of biology in elementary school curricula in the U.S. Science motivates and clarifies mathematical ideas for the small child. At the same time, mathematics quantitates the science subject matter. The use of biology in sorting into sets includes the selection of appropriate organisms and the setting up of appropriate criteria used in classification. Studies show that children develop enough manual skills in second grade to measure accurately, write measurements in a table and draw graphs. Unfrotunately, the use of living materials in schools is limited since many modern classrooms are not designed to accommodate living things.

Purpose: Most residency programmes do not have a formal high value care curriculum. Our goal was to design and implement a multidisciplinary high value care curriculum specifically targeted at interns.Design: Our curriculum was designed with multidisciplinary input from attendings, fellows and residents at Stanford. Curricular topics were inspired by the American Board of Internal Medicine's Choosing Wisely campaign, Alliance for Academic Internal Medicine, American College of Physicians and Society of Hospital Medicine. Our topics were as follows: introduction to value-based care; telemetry utilisation; lab ordering; optimal approach to thrombophilia work-ups and fresh frozen plasma use; optimal approach to palliative care referrals; antibiotic stewardship; and optimal approach to imaging for low back pain. Our curriculum was implemented at the Stanford Internal Medicine residency programme over the course of two academic years (2014 and 2015), during which 100 interns participated in our high value care curriculum. After each high value care session, interns were offered the opportunity to complete surveys regarding feedback on the curriculum, self-reported improvements in knowledge, skills and attitudinal module objectives, and quiz-based knowledge assessments.Results: The overall survey response rate was 67.1%. Overall, the material was rated as highly useful on a 5-point Likert scale (mean 4.4, SD 0.6). On average, interns reported a significant improvement in their self-rated knowledge, skills and attitudes after the six seminars (mean improvement 1.6 points, SD 0.4 (95% CI 1.5 to 1.7), p<0.001).Conclusions: We successfully implemented a novel high value care curriculum that specifically targets intern physicians. [ABSTRACT FROM AUTHOR]

Background: General surgery (GS) residents are often required to provide immediate preliminary interpretations of radiological images, especially in critical situations. It is unclear whether residents in Accreditation Council for Graduate Medical Education-accredited GS programmes receive sufficient radiological training to deliver adequate patient care.Objectives: Determine the utilisation of radiology rotations (RR) during GS residency.Methods: Between February and March 2015, a pilot voluntary 19-item survey was electronically distributed to GS programme directors (PDs) regarding the availability and value of a RR during GS training.Results: A total of 234 PDs received the questionnaire and the response rate was 36.8% (n=86). Sixty-five (77.4%) PDs expected their trainees to interpret imaging studies in the acute setting; however, only 8.3% of programmes had a dedicated RR. RRs are more prevalent among community-based than university-based programmes (71.4% vs 27.9% p=0.003). The implementation of a RR may be limited due to insufficient number of GS residents in the department (p=0.002). 75.4% of PDs expect GS residents to confirm their findings with a radiologist. In those programmes with RR, most PDs (85.7%) believed that a dedicated rotation improved GS residents' understanding of radiological imaging.Conclusion: The majority of PDs are currently not confident that GS residents are capable of interpreting radiological imaging independently; however, the implementation of a mandatory RR in GS residency curriculum yet seems to be controversial. Given the expectation of PDs and the continued need to improve patient care, the integration of a dedicated RR in GS training should be encouraged. [ABSTRACT FROM AUTHOR]

In 2013, a national survey of forestry employers was conducted to assess the extent to which forestry degree programs at US universities and colleges are providing students with the knowledge and skills needed for contemporary professional practice in forestry. Results were compared with similar surveys dating as far back as 1911, with particular reference to a comprehensive survey conducted in 1998. The 2013 survey also queried recent forestry graduates, faculty members, and deans to compare their perspectives on performance relative to importance using a comprehensive list of general skills and technical competencies based on the Society of American Foresters (SAF) accreditation standards, the SAF certified forester standards, and social skills identified through previous research. Results highlight the continued shortcomings of social science education in forestry degree programs. Employers consider today's graduates generally well prepared (relative to importance) in technical forestry competencies. The greatest discrepancies between importance and preparedness were in the human dimensions of natural resource management, especially managing conflict, communicating effectively in the workplace, and communicating effectively with clients and the public. Deans and directors of programs reported particular consistent challenges, including low enrollments, lack of diversity, and curriculum pressures. Diversity continues to be weak among forestry students (and faculty); 97% of surveyed employers indicated they had difficulty in recruiting non-Caucasian employees for professional forestry positions. [ABSTRACT FROM AUTHOR]

An essay is presented which discusses the use of digital technology in U.S. history education at universities, so as to teach historical digital literacy to students. The author references her use of digital technology in her history courses, including her history methods course and the use of historical source material from online locations.

The article cites the paper presented at the Commission on Undergraduate Education in the Biological Sciences in the U.S. The author stresses that there are outstanding researchers who are regarded outstanding lecturers in introductory biology courses, which suggests that good teaching follows good research. It is also elucidated that researchers are provided with salary for conducting research, publishing his findings, and bringing honor to himself and the institution. The author likewise emphasizes that teachers should be committed and responsible in making science relevant to students.

The article discusses sociological research and curriculum. Researcher Robert I. Kutak has made a very sympathetic analysis of the sociology curricula of southeastern colleges and universities. The conclusions he reaches are presented as questions for further analysis and experimentation. He has shed light without heat upon the content of a conceptually accepted field of knowledge called sociology, turned into a shambles because of the defects indicated in his conclusions. In the author's mind, however, the analyst created a Dali-like picture of two or three hundred Academic Men called Sociologists, each pirouetting in fiendish glee on quicksands labeled Courses, while on the nearby solid ground, other Academic Men called Scientists, Humanitarians and Philosophers gaze in wonderment at theft efforts to keep from sinking down. This problem, however, is not a regional one; it is characteristic of the whole field of sociology. The peculiar regional aspects are reflected in the papers by Professors Beard and Brooks, each of which has import for the curriculum analysis.

The author discusses the highlights of the 2017 Asian Conference on Social Work Education hosted by the Department of Social Work at National Taipei University in Taiwan. Topics covered include parallels with research and practice confronting researchers and practitioners in the U.S., the need for practice-engaged scholarship that connects to the community and interdisciplinary scholarship, and the ability to use knowledge selectively from other professions and disciplines.

An essay is presented on a public history project conducted by students in the Senior Seminar in American History at Michigan State University (MSU) on busing and desegregation in Lansing, Michigan schools. It notes collaboration with the Capital Area District Library (CADL) in Lansing, as well as collaboration between the instructor and students. The author considers the project as an engagement with local history and explores students' experiences writing blogs and handling primary sources.

Do state curricular standards and examinations constrain the behavior of public school teachers? More specifically, do they interfere with teachers’ responsiveness to local district preferences? We explore these questions in the highly contested arena of instruction in evolutionary biology. Drawing upon an original national survey of high school biology teachers, we find that their classroom practices conform to community preferences. This responsiveness occurs largely through a process of assortative employment. However, we show that teachers are less responsive to public opinion when state curricular standards are supported by high-stakes testing. We therefore offer a general model of how policy implementation can be influenced by local community sentiment and, more generally, how the architecture of public policy can attenuate responsiveness to local public opinion. [ABSTRACT FROM PUBLISHER]

A widely held belief is that only through interdisciplinarity can academics effectively address today's complex ecological problems, because these problems demand cross-disciplinary efforts and specialized knowledge from natural and social scientists. Innovative interdisciplinary research and curricula have been created to train a new generation of scientists to engage with complex issues. It seems critical that those most affected by interdisciplinary education--doctoral students--provide feedback about such innovations. Without understanding students' experiences in interdisciplinary programs, faculty will not know whether they are "getting it right" for future generations of interdisciplinarians. From our experiences as doctoral students, we provide reflections and perspectives on the National Science Foundation-funded Urban Ecology IGERT (Integrative Graduate Education and Research Traineeship) Program at the University of Washington. We discuss the aspects of the program that provided the most beneficial interdisciplinary experiences, as well as those aspects that could be improved. We identify three stages of intellectual development, present questions encountered during each stage, and develop six core recommendations for interdisciplinary research and training programs. [ABSTRACT FROM AUTHOR]

The article presents lesson plan regarding the social history of the gay liberation movement in the U.S. during the 1960's. The decade featured the sexual revolution which focuses on the question of equality for GLBT people. The author cites the various aspects and features of the lesson plan. GLBT people played a significant part in local and national student movement and the emergence of the New Left. The decade also featured the gay liberation movement. Finally, the author discusses the various exercises regard the subject matter.

The article discusses the standards of education in the U.S. based on the incidence of grade retention and the efficacy of test-based accountability policies. Elements of the No Child Left Behind Act of 2001 have been significant in putting up the goal of improved academic achievement and in providing information and options for parents. There is a downside to these required standards, although the goal of improving the quality of education is laudable. The irony is that many children are left behind through increased use of retention.

Scientists conducting kindergarten through twelfth-grade (K-12) outreach often use an expert-driven innovation-adoption model for the dissemination of ideas, similar to the model used in agricultural extension programs. However, social-learning approaches that emphasize the ongoing professional development of educators and the importance of learning from peers may be more appropriate for K-12 classrooms and nonformal educational settings. Building on the innovation-adoption and social-learning literature, I propose a model for K-12 program dissemination. How well a program reaches its dissemination goal depends on the interaction of educators and their context with factors reunited to program designers and their context, to dissemination strategy, and to the innovation being disseminated. Dissemination goals include the number of educators who either adopt a standard curriculum or adapt program principles and resources to meet their needs, and how well the educators' programs reflect the designers' educational philosophy. The proposed model can be used to inform program design and educational research. [ABSTRACT FROM AUTHOR]

Between 1830-1870, a number of influential texts promoting gymnastics deemed appropriate for U.S. women claimed that those exercise regimes would cultivate feminine rectitude along postural, moral, and procedural lines. In doing so, while promising at once to straighten women's spines, to increase their chest size as well as their lung capacities, and to foster beauty and grace, those discourses promoted a female figure that stood in direct opposition to contemporary representations of incapable housekeepers and useless invalids. Many gymnastics regimens thus functioned as disciplinary mechanisms that sought to forge docile bodies, to infuse those bodies with (disciplinary) temporally, to encourage habits of precision, system, and order, and to cultivate postures and sensibilities of feminine rectitude that would reconcile (true) women with conceptions of domesticity that required them to conceal the strains of their duties. Those gymnastics systems, then, encouraged U.S. women and girls to refigure their physiques and their identities as social subjects: to materially constitute themselves in clearly identifiable ways as healthy, pious, and thus authentically true women who had inherited crucial traits of Republican Motherhood. [ABSTRACT FROM AUTHOR]