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Although well established in developed countries, Ethics review boards in the academia, and specifically for social and behavioral sciences (SBS) research, is a relatively new, and still a controversy inducing endeavor. This study explores the establishment and functioning of ERBs in Israeli academia, serving as a case study for the challenges and progress made in ensuring ethical research practices in non-medical related spheres. A purposeful sample of 46 participants was selected, comprising ERB current or past members and SBS researchers, who each interacted extensively with ERB's evaluation processes. The participants came from all eight research universities of Israel, as well as seven large public and private academic colleges. Open, semi structured In-depth interviews were conducted in order to facilitate a critical reflective stance among the various participants, exploring their experiences, behaviors and the meanings they assign to ERB processes. Our research revealed two major themes. The first is the developmental trajectories in the construction processes of ERBs in Israel, comprised of the following stages: Initiation, expansion, opposition, and acceptance and assimilation. The second was a typology of participation throughout the ERBs' construction process. Inspired by Merton's strain theory, this typology includes conformists, ritualists, ideologists, control-freaks, and insurgents. The findings expose a unique perspective into the initiation, establishment, and development of ERBs, which can shed light on the role of ERBs in general, as well as point out how resistance to ERBs, as well as the different reasons for championing them, affected not only ERBs form and their legitimacy, but also their interaction with researchers.

This study examined how science identity and positive educational outcomes relate to student trainees' decision to pursue a research career in health-related sciences, within the context of a two-year research training program that prepares diverse undergraduate students for a research career. In analyses using the evaluation data, science identity and one of the positive educational outcomes significantly predicted trainees' decision to pursue a research career in biomedical and behavioral sciences. In general, students with stronger science identity and interest in pursuing research in academia exhibited a firmer decision to pursue a research career in sciences. In a separate analysis that examined the associations between the trainees' decision to pursue a health-related research career and their underrepresented minority identities, gender, and disciplinary track, results revealed that: (1) the interaction between trainees' disciplinary track (i.e., biomedical vs. behavioral sciences) and their total number of underrepresented minority status was associated with their decision to pursue a research career, but (2) the gender x disciplinary track interaction was not. Emphasizing the need for supporting diverse undergraduate trainees to solidify their science identity and prepare them for a research career in academia, we discuss implications of our findings for research training programs with similar aims.

Introduction: Team-based learning and Problem-Based Learning can be integrated for in person and online psychology or behavioral health related courses in higher education. Statement of the Problem: Historically, team-based learning and problem-based learning have been considered separate (and seemingly competing) activities and not often conducted concurrently during a course. Literature Review: A review of the literature on team-based learning, however, has uncovered some cases where team-based learning and problem-based learning were integrated together in a course. Teaching Implications: The purpose of this article is to present a case example in which team-based learning and problem-based learning were integrated together in two master's level sex therapy courses: one in the U.S. and one in Austria. The article describes how this integration was achieved through outlining the activities of the class and the possible benefits seen based on self-report. Conclusion: Integrating team-based learning and problem-based learning was an effective method for teaching two master's level sex therapy courses and may have relevant application to psychology classes and/or treatment-oriented topics in behavioral health.

This action research aims to develop the scientific explanation of grade 10 students using sociobiological case-based learning on the topic "immune system". The target group consisted of 2 1students who are studying in biology course. The research instruments were: plan of instrument using sociobiological case-based learning, scientific explanation test, student behavior observation, semi-structure interviews, and student journal writing. The data were analyzed by percentage, mean, and standard deviation. The results showed in the first cycle, 18 students received an average scientific explanation score of 9.62 out of a total 12 points, representing 80.16%, and three students did not meet the good level criterion. In the second cycle, 21 students received an average scientific explanation score of 10.90 out of a total of 12 points, representing 90.87% of those who met the good criteria.

When reasoning about science studies, people often make "causal theory errors" by inferring or accepting a causal claim based on correlational evidence. While humans naturally think in terms of causal relationships, reasoning about science findings requires understanding how evidence supports--or fails to support--a causal claim. This study investigated college students' thinking about causal claims presented in brief media reports describing behavioral science findings. How do science students reason about causal claims from correlational evidence? And can their reasoning be improved through instruction clarifying the nature of causal theory error? We examined these questions through a series of written reasoning exercises given to advanced college students over three weeks within a psychology methods course. In a pretest session, students critiqued study quality and support for a causal claim from a brief media report suggesting an association between two variables. Then, they created diagrams depicting possible alternative causal theories. At the beginning of the second session, an instructional intervention introduced students to an extended example of a causal theory error through guided questions about possible alternative causes. Then, they completed the same two tasks with new science reports immediately and again 1 week later. The results show students' reasoning included fewer causal theory errors after the intervention, and this improvement was maintained a week later. Our findings suggest that interventions aimed at addressing reasoning about causal claims in correlational studies are needed even for advanced science students, and that training on considering alternative causal theories may be successful in reducing casual theory error. [This article was published in "Cognitive Research: Principles and Implications" (EJ1322131).]

Behavior, social, psychological, and biological factors affect health and disease. It is widely recognized that behavioral and social sciences should become an integral part of medical training. Integrating behavioral and social science into the curriculum is a key issue emphasized in many research. Despite the critical role of behavior and social science in health-care performance, these have not been effectively incorporated in the medical and allied health sciences curriculum. This article emphasizes the role, purpose, and importance of social and behavioral science in the medical curriculum. It also discusses how effectively these domains can be integrated into the medical school curriculum to train future doctors in social and behavioral sciences relevant to medical practice. Such medical education and training will help future doctors to practice with a fully informed medical system.

Among the various systems taught in the preclinical phases, the nervous system is more challenging to learn than other systems. In this report, a novel teaching methodology, "real-life scenario (RLS) blended teaching," is described and its effectiveness in facilitating inquisitive learning in undergraduate medical students is evaluated. This mixed-method study was conducted among three groups ("group 1," n = 83; "group 2," n = 85; and "group 3;" n = 79) of undergraduate medical students (18--20 yr) in the neurology and behavioral sciences module. RLS was presented to students in the form of demonstrations, role-plays, videos, and group activities. "Group 1" students underwent traditional teaching-learning sessions. "Group 2" students underwent RLS blended sessions and were provided with multiple miniassignments in a vignette format. "Group 3" students received RLS blended sessions, multiple miniassignments, peer discussions, multiple formative assessments, and facilitator feedback sessions. The student performances on different exams were compared in terms of their group, and their perceptions of RLS were documented. Students exposed to RLS sessions blended with multiple assignments, peer discussions, multiple formative assignments, and facilitator feedback sessions performed well in the final summative assessments (67.87%) compared with those exposed to RLS sessions and assignments (50.21%) or exposed to traditional teaching alone (50.34%). RLS sessions increased students' curiosity and motivated them to learn the subject well. RLS sessions stimulated student interest and facilitated their learning. RLS along with effective use of multiple assignments, formative assessments, and/or feedback sessions significantly improved student learning. This demonstrates the effectiveness of this active method in teaching various subjects with appropriate modifications.

In today's complex world, the acquisition of research skills is considered an important goal in education. Consequently, there is a growing body of literature that recognizes the value of well-designed learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking, and the design processes underlying the learning environments aiming to foster students' research skills are not always clearly outlined. Furthermore, interventions aiming to foster these skills are often implemented in the domains of physics, biology, and chemistry, while other domains (such as behavioral and social sciences domains) remain understudied. In addition, current approaches to foster research skills often refer to only a few epistemic activities (Fischer et al., 2014) related to research skills. Inspired by a design-based research approach, this design effort case seeks to clearly explain the design considerations for, and the development of an online learning environment aiming to foster upper secondary school students' research skills in a behavioral sciences context. The online learning environment (RISSC or Research In Social SCiences) consists of a lesson series designed based on a systematic approach to four-component instructional design (van Merriënboer & Kirschner, 2018), and was piloted with two different cohorts in upper secondary education and in first year of university.

Allan N. Schore has served on the clinical faculty of the Department of Psychiatry and Biobehavioral Sciences at UCLA's David Geffen School of Medicine since 1996 and has maintained a private clinical practice for more than four decades. He has contributed significant research to the disciplines of interpersonal neurobiology, affective neuroscience, psychiatry, psychoanalysis, psychotherapy and clinical social work, and infant mental health and trauma theory. He is best known for his integration of neuroscience and attachment theory, his idea of attunement between mothers and infants, his investigation of right-brain regulation of emotion, and his applications of neuroscience in psychoanalysis and models of psychotherapy. Given the Scientific Award from the Division of Psychoanalysis of the American Psychological Association in 2008, he is a prolific writer whose works include "The Science of the Art of Psychotherapy," "Affect Regulation and the Origin of the Self," "Affect Dysregulation and Disorders of the Self," and "Affect Regulation and the Repair of the Self." In this interview, he discusses his scholarly and clinical career in neuroscience and neuropsychoanalysis and the breakthroughs in brain science that have changed our understanding of lived experience.

Introduction: This paper problematises how children are categorised as a specific user group within information behaviour research and discusses the implications of this categorisation. Methods: Two edited collections of papers on children's information behaviour are analysed. Analysis: The analysis is influenced by previous discourse analytic studies of users within information science and by the sociology of childhood and the discourse analytic concept of subject positions guides the analysis. Results: In the children-focussed discourse of information behaviour research, children are described as being characterised by distinctive child-typical features, which means that similarities between children and other groups, as well as differences within the group, are downplayed. Children are also characterised by deficiencies: by not being adults, by not being mature and by not being competent information seekers. The discourse creates a position of power for adults, and for children a position as those in need of expert help. Children are also ascribed a subject position as users of technologies that affect the group in various ways. Conclusions: It is suggested that information behaviour research would benefit from shifting the focus from trying to explain how children innately are and therefore behave with information, to creating understandings of various information practices which involve people of a young age. [Note: The citation information (v20 n1 March 2015) shown on the PDF is incorrect. The correct citation is v21 n3 September 2016.]

Across a wide range of studies, researchers often conclude that the home environment and children's outcomes are causally linked. In contrast, behavioral genetic studies show that parents influence their children by providing them with both environment and genes, meaning the environment that parents provide should not be considered in the absence of genetic influences, because that can lead to erroneous conclusions on causation. This article seeks to provide behavioral scientists with a synopsis of numerous methods to estimate the direct effect of the environment, controlling for the potential of genetic confounding. Ideally, using genetically sensitive designs can fully disentangle this genetic confound, but these require specialized samples. In the near future, researchers will likely have access to measured DNA variants (summarized in a polygenic scores), which could serve as a partial genetic control, but that is currently not an option that is ideal or widely available. We also propose a work around for when genetically sensitive data are not readily available: the Familial Control Method. In this method, one measures the same trait in the parents as the child, and the parents' trait is then used as a covariate (e.g., a genetic proxy). When these options are all not possible, we plead with our colleagues to clearly mention genetic confound as a limitation, and to be cautious with any environmental causal statements which could lead to unnecessary parent blaming.

Text recycling (hereafter TR), sometimes problematically called "self-plagiarism," involves the verbatim reuse of text from one's own existing documents in a newly created text -- such as the duplication of a paragraph or section from a published article in a new article. Although plagiarism is widely eschewed across academia and the publishing industry, the ethics of TR are not agreed upon and are currently being vigorously debated. As part of a federally funded (US) National Science Foundation grant, we have been studying TR patterns using several methodologies, including interviews with editors about TR values and practices (Pemberton, Hall, Moskovitz, & Anson, 2019) and digitally mediated text-analytic processes to determine the extent of TR in academic publications in the biological sciences, engineering, mathematical and physical sciences, and social, behavioral, and economic sciences (Anson, Moskovitz, & Anson, 2019). In this article, we first describe and illustrate TR in the context of academic writing. We then explain and document several themes that emerged from interviews with publishers of peer-reviewed academic journals. These themes demonstrate the vexed and unsettled nature of TR as a discursive phenomenon in academic writing and publishing. In doing so, we focus on the complex relationships between personal (role-based) and social (norm-based) aspects of scientific publication, complicating conventional models of the writing process that have inadequately accounted for authorial decisions about accuracy, efficiency, self-representation, adherence to existing or imagined rules and norms, perceptions of ownership and copyright, and fears of impropriety.

How can universities be more successful in recruiting and promoting the professional success of women in their science-related departments? This study examines selected pieces of the puzzle by examining actual salary and space allocations to 282 faculty members in the science, technology, engineering and mathematics (STEM) and the social and behavioral science (SBS) departments of a research-active university. It also examines the perceived satisfaction of the faculty members related to equity and procedural justice for allocations of salary and space. The analyses of data collected suggest that the university studied is successfully reducing gender-based inequality. Other results suggest that perceived equity is an important influence on satisfaction, that the point at which procedural justice is emphasized may need to be re-examined, and that differing reactions by men and women can be difficult to predict. While the study shows that female and male faculty members tend to receive similar compensation and similar office and research space, and females even indicated a higher satisfaction with their space allocations, it points out that universities must go beyond equalizing the distribution of resources by paying careful attention to perceptions of equity and procedural justice and by striving to improve multiple aspects of their overall climate if they wish to recruit, retain and promote female faculty members.

Analyzing a conference, especially one as young and focused as LAK, provides the opportunity to observe the structure and contributions of the scientific community around it. This work will perform a Scientometric analysis, coupled with a more in-depth manual content analysis, to extract this insight from the proceedings and program of LAK 2013. Authorship analysis reveals an open and international community, while internal citation analysis provides evidence of the construction of a body of knowledge central to Learning Analytics. The analysis of the content of the papers found five main topics: visualization, behaviour analysis, social learning analytics, learning analytics for MOOCs, and learning analytics issues (ethical, scalability, etc.), as well as papers reflecting on the field itself. We discuss representative papers presented at the conference, highlighting trends and new developments. Learning analytics is a diverse multidisciplinary field with an emerging interdisciplinary core, well situated to benefit from productive dialogue concerning its scope and purpose and to reflect on the pedagogies and epistemologies implied by its methods.

Little is known about what inspires students to be involved in their doctoral process and stay persistent when facing challenges. This study explored the nature of students' engagement in the doctoral work. Altogether, 21 behavioural sciences doctoral students from one top-level research community were interviewed. The interview data were qualitatively content analysed. The doctoral students described their engagement in terms of experiences of dedication and efficiency. They rarely reported experiences of absorption. The primary sources of their engagement in their thesis work were increased sense of competence and relatedness. In addition, three qualitatively different forms of engagement in doctoral work including adaptive engagement, agentic engagement and work-life inspired engagement were identified from the doctoral students' descriptions. Further, there was a variation among the students in terms of what forms of engagement they emphasised in different phases of their doctoral studies. This study contributed to the literature on doctoral student engagement by opening the nature of engagement at the interfaces of studying and working by shedding light on the dual role of doctoral students as both students and professional researchers. Moreover, this study broke down the complexity of engagement by identifying qualitatively different experiences and sources of engagement. The results encourage designing such engaging learning environments for doctoral students that promote their experiences of being competent researchers and integrated into their scholarly community.

The literature emphasizes the importance of integrating doctoral students into scholarly communities and practices at the very beginning of their studies. Although the importance of student participation in a scholarly community has been recognized empirical evidence concerning the quality of participation that promotes such engagement is scarce. This study focuses on exploring doctoral students' sense of relational agency in terms of their scholarly communities and how this is related to study persistence and experienced socio-psychological well-being. Altogether 669 doctoral candidates from three faculties (humanities, medicine, and behavioural sciences) from a large research-intensive Finnish University completed a doctoral student survey. The results showed that a minority of the students perceived themselves as active relational agents in terms of their scholarly communities. However, students who perceived themselves as active relational agents experienced less lack of interest in their studies, less negative emotions, and less often considered abandoning their studies than students who perceived themselves as passive objects in their communities.

Using data collected in spring 2009 from students at a southern research university enrolled in either of 2 sections of a general education course that fulfilled a social/behavioral sciences graduation requirement, the present study examined whether participating in online assignments enhanced students' satisfaction with those assignments and with their learning. Online assignments included chapter exams, video questions, and survey questions; they were due weekly. Additional online assignments were 2 threaded discussions over the semester. The study used subjective and objective measures of student learning. Overall results confirmed that having students participate in online assignments can promote student satisfaction and foster critical thinking and deep learning. Practice implications are briefly discussed. (Contains 3 tables.)

The professional field of Disability Services in Higher Education and the academic discipline of Disability Studies share a perspective on disability that considers disability as a socially constructed phenomenon. Despite this common underpinning, there has been little effort or inquiry into the ways that disability services and Disability Studies can and should inform each other. At the University of Arizona, a model Center on Disability is taking shape that will explore the gaps between disability studies and services. Specifically, the Center will unite current and needed resources to advance theory and practice in disability-related research, teaching, and service that contribute to social change. The Center will be a catalyst for innovative, collaborative inquiry that will illuminate the intersections among education, the humanities, the arts, social and behavioral sciences, and the professional schools. The Center's research will address education, policy, and practice.

This study aimed to examine the concept of critical thinking, and implement and evaluate seminars to teach undergraduates critical appraisal skills. Participants were 140 undergraduate students on a Behavioural Medicine module. Four seminars were designed to teach and reinforce critical thinking with source material including research proposals and journal articles. Two assessments relying on critical thinking were linked to the seminars. Teaching method effectiveness was examined using questionnaire evaluations and comparison of current students' coursework grades with previous years'. Students reported finding the seminars helpful, and their self-ratings of critical appraisal skills improved from pre- to post-seminar. For the first piece of coursework, there was an improvement in the mean grade from the previous year, but no improvement on two years previously. There was no overall improvement in grade for the second coursework. The issues surrounding critical appraisal teaching and assessment are discussed. Future studies could investigate whether longer-term follow-up yields evidence of improvement in objectively measured critical ability. (Contains 2 tables and 2 figures.)

The purpose of the study was to explore instructors' knowledge, attitude and practice of differentiated instruction in the case of the College of Education and Behavioral Sciences of Bahir Dar University, Ethiopia. The study employed a qualitative research approach with case study design. The participants were the dean, department heads and instructors of the College of Education and Behavioral Sciences, Bahir Dar University. They were purposively selected on the basis of teaching experience and experience outside Ethiopia. Interview and FGD were used to collect data in this study. The data received were analyzed and interpreted through narration using data-driven categories formed within the scope of the three themes, i.e., instructors' knowledge, attitude and practice of DI. The results of the analysis showed that instructors had a positive attitude towards DI. But, they showed a moderate level of knowledge of DI and it was not properly practiced yet as expected for a number of reasons disclosed in the report. It was then concluded that the prevailing practice of DI was poor. In addition to this, the trend of using the lecture method and assessing students based on paper and pencil tests were emphasized at the College. To overcome this, it was suggested that the current mode of teaching which focused on the traditional lecture method should be minimized and complemented with the implementation of other indirect instructional strategies. It was further noted that the traditional paper-pencil assessments should be either supplemented or complemented with other authentic assessment techniques like portfolio evaluation, performance and product assessments.

The benefits of using virtual environments (VEs) in psychology arise from the fact that movements in virtual space, and accompanying perceptual changes, are treated by the brain in much the same way as those in equivalent real space. The research benefits of using VEs, in areas of psychology such as spatial learning and cognition, include interface flexibility, the reproducibility of virtual experience, and the opportunity for on-line monitoring of performance. Applications of VEs are many and varied, but are especially beneficial where experience can be tailored via augmentation, and where dangerous training situations can be avoided. The use of programmable agents has great future potential in relation to training and interpersonal skill development, also perhaps in clinical diagnosis and therapy. Progress in VE usage in psychological education is limited by cost and availability, though VEs are being used increasingly in classroom and laboratory teaching exercises. Virtual Reality was said to be "an answer waiting for a question", but questions are being recognized, so that applications of VEs within the behavioural sciences are likely to multiply.

There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly necessary for effective decision-making and evidence-based practice. This paper explains the historical context of, and rationale for reform-oriented teaching of introductory statistics (at the college level) in the health, social and behavioral sciences (evidence-based disciplines). A firm understanding and appreciation of the basis for change in pedagogical approach is important, in order to facilitate commitment to reform, consensus building on appropriate strategies, and adoption and maintenance of best practices. In essence, reform-oriented pedagogy, in this context, is a function of the interaction among content, pedagogy, technology, and assessment. The challenge is to create an appropriate balance among these domains.

In the biomedical and behavioral sciences, it is widely recognized that researchers conducting studies involving human participants must respect the autonomy of research subjects. There is significant debate in the clinical research ethics and bioethics literatures about what it means for an individual to be autonomous. According to proponents of the Liberal Conception of Autonomy (LCA), an autonomous person is an agent who has interests and opinions and the capacity to deliberate about them. In contrast, proponents of the Relational Conception of Autonomy (RCA) argue that because humans are social creatures, autonomy is a relational concept and ought to be recognized as such by medical professionals. In this article, I argue that the LCA/RCA debate is flawed, and that the notion of freedom as non-domination, rather than autonomy, ought to be adopted for biomedical research ethics policies regarding informed consent and research agenda-setting. I then argue that this view of freedom should also be adopted for research ethics policies for the behavioral social sciences.

In this study, the researchers used a classical Delphi method to re-examine the conceptual framework, definition, and knowledge base of the field. Seventeen engaged scholars, each representing the expert agricultural education community, reached consensus on defining the field of study, 10 knowledge domains, and 67 knowledge objects. The Delphi panel agreed, "Agricultural education-2010, as a field of study, integrates social and behavioral sciences with the natural and applied science of agriculture, renewable natural resources, and environment. The knowledge base for agricultural education-2010 includes planning and needs assessment; curriculum development; learning theory; instructional design; delivery strategies; evaluation; research methods and tools; scholarship and writing; history, philosophy, and ethics; and contextual applications, culture, and diversity--all effecting continual improvement. Agricultural education empowers people to think more critically, to perform more skillfully, to communicate more clearly, to plan and affect change more efficiently, to solve problems more creatively, and to act based on principles--all of which involves vital choices and consequences in a global society." The Delphi panel concurred on 10 knowledge domains composed of 67 core knowledge objects consisting of fundamental and powerful concepts, knowledge, paradigms, skills, and/or theories that are essential for building professional practice in agricultural education. (Contains 1 table.)

Early in his paper, Radford discusses the origins of Western universities and argues that they were designed to provide a "very practical preparation for life and particularly for the professions, specifically law, medicine and theology." Radford then mentions how a core part of such education was grammar, rhetoric, and dialectic. Radford's purpose is to emphasise the practical nature of university education from the start and to imply that this should be its aim now. Throughout much of the paper he discusses the putative benefits of psychology and in so doing he is commenting on the nature of the modern world and its demands. Radford espouses a strange relativism about the subject, arguing that people ought to take seriously the "psychologies" of other cultures and embrace allied disciplines. This author does not share Radford's anthropocentric vision of psychology, which is about all behaving creatures, but rather advocates organising psychology along Niko Tinbergen's lines, which have emerged from the production of knowledge in the behavioural sciences and from a recognition of the explanatory requirements. The author's advocacy of Tinbergen comes from scientific judgement. In effect, market forces have tested Tinbergen's framework and the market has decided that it has value. The author argues that this market has not fully included psychologists who make curriculum decisions and claims that psychologists should pay attention to those in the human evolutionary behavioural sciences. Dickins stresses that academic psychology must be allowed to pursue scientific methods, develop new theories and falsify old, change frameworks, and follow particular interests as the market of ideas dictates. (Contains 1 footnote.)

The field of behavioral science has been marked by the development of a plethora of empirically derived client-specific technologies for treating a wide range of human problems. In contrast, there has been a relative paucity of conceptual models regarding the application of these techniques to the more complex arena of human services. Thus, behavioral approaches, in an attempt to distance themselves from more traditional models, have avoided developing more complete and yet functional and empirical models to help us understand human service systems. This paper points the way toward a "broader and deeper" perspective on the delivery of human services, using examples drawn from research and practice with behavior-disordered adolescents and families. Behavioral systems analysis offers a starting point for examining the broad context of meticulously crafted technologies. This paper presents examples that highlight the multilevel nature of this model, and discusses the model's implications for understanding clients, programs, and organizations, as well as the sociopolitical context of these subsystems. Issues surrounding the development of the Teaching-Family Model as a means of treating adolescent behavior disorders are illustrated. The authors examine the implications of the Teaching-Family Model for understanding human service programs, organizations, and service delivery systems with the ultimate aim of suggesting that only a broader and deeper systems perspective can help narrow the gap between what is desired from our human services and what can actually be delivered. [This article originally appeared in R.J. McMahon and R. DeV. Peters (Eds.) (1990), "Behavior disorders of adolescence: Research, intervention and policy in clinical and school settings" (pp. 191-205). N.Y.: Plenum. It is reprinted here with the permission of Springer Science and Business Media.]

The Religious Pastoral Studies and Behavioral Sciences Departments of a Midwestern college have collaborated in offering academic courses in theology and anthropology that include service immersion experiences with people of diverse cultures in South Dakota, North Carolina, New Mexico, Kentucky, and Honduras. This paper explores the incarnational dimension of immersion experiences between native peoples and college students. Using a contextual theology model, students and faculty from various social science and religious studies disciplines reflect with native people on the historical and contemporary elements of their culture and spirituality. This paper discusses the historical development of the immersion courses, methodology, curriculum design, student learning objectives and outcomes, incarnational value formation in Sisters of Charity charisms, and future directions. (Contains 3 figures.)