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The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it can also serve as a powerful tool for guiding both teaching and learning if it is artfully incorporated into the teaching/learning process; the authors refer to this as "integrated assessment." This integrated assessment/constructivist learning approach is described within the context of a flipped classroom environment and is consistent with student-centered teaching, less reliance on direct instruction, and the attainment of higher-level or deep learning.

There are many barriers to using science to inform conservation policy and practice. Conservation scientists wishing to produce management-relevant science must balance this goal with the imperative of demonstrating novelty and rigor in their science. Decision makers seeking to make evidence-based decisions must balance a desire for knowledge with the need to act despite uncertainty. Generating science that will effectively inform management decisions requires that the production of information (the components of knowledge) be salient (relevant and timely), credible (authoritative, believable, and trusted), and legitimate (developed via a process that considers the values and perspectives of all relevant actors) in the eyes of both researchers and decision makers. We perceive 3 key challenges for those hoping to generate conservation science that achieves all 3 of these information characteristics. First, scientific and management audiences can have contrasting perceptions about the salience of research. Second, the pursuit of scientific credibility can come at the cost of salience and legitimacy in the eyes of decision makers, and, third, different actors can have conflicting views about what constitutes legitimate information. We highlight 4 institutional frameworks that can facilitate science that will inform management: boundary organizations (environmental organizations that span the boundary between science and management), research scientists embedded in resource management agencies, formal links between decision makers and scientists at research-focused institutions, and training programs for conservation professionals. Although these are not the only approaches to generating boundary-spanning science, nor are they mutually exclusive, they provide mechanisms for promoting communication, translation, and mediation across the knowledge-action boundary. We believe that despite the challenges, conservation science should strive to be a boundary science, which both advances scientific understanding and contributes to decision making.

Citizen science plays a crucial role in helping monitor biodiversity and inform conservation. With the widespread use of smartphones, many people share biodiversity information on social media, but this information is still not widely used in conservation. Focusing on Bangladesh, a tropical megadiverse and mega‐populated country, we examined the importance of social media records in conservation decision‐making. We collated species distribution records for birds and butterflies from Facebook and Global Biodiversity Information Facility (GBIF), grouped them into GBIF‐only and combined GBIF and Facebook data, and investigated the differences in identifying critical conservation areas. Adding Facebook data to GBIF data improved the accuracy of systematic conservation planning assessments by identifying additional important conservation areas in the northwest, southeast, and central parts of Bangladesh, extending priority conservation areas by 4,000–10,000 km2. Community efforts are needed to drive the implementation of the ambitious Kunming–Montreal Global Biodiversity Framework targets, especially in megadiverse tropical countries with a lack of reliable and up‐to‐date species distribution data. We highlight that conservation planning can be enhanced by including available data gathered from social media platforms. [ABSTRACT FROM AUTHOR]

As keystone structures in urban ecosystems, trees are critical to addressing many of the current livability, health, and environmental challenges facing cities. Every day, trees are removed from urban landscapes as part of routine management. These tree removals are an opportunity for implementing manipulative experiments to directly measure the social and ecological functions of trees. Here we review the kinds of tree removals that commonly occur in cities, assess the relevant opportunities that arise for research–practice partnerships, and discuss the challenges posed when implementing experiments of this nature. We argue that experimental studies on the routine removal of urban trees will improve and expand the mechanistic understanding of how trees support biodiversity and human well‐being in cities beyond current knowledge, which is largely based on correlative studies. Finally, we highlight the opportunity for experiments to be co‐designed by scientists and urban land managers, and how "learning while doing" can generate tangible research impacts and improve urban forest decision making. [ABSTRACT FROM AUTHOR]

Continued changes to healthcare delivery in the UK, and an increasing focus on patient safety and quality improvement, require a radical rethink on how we enable graduates to begin work in challenging, complex environments. Professional regulatory bodies now require undergraduate medical schools to implement an "assistantship" period in the final year of study, where senior medical students "shadow" the work of junior doctors, with an expectation that they will be better "prepared" for work. However, there is little guidance about what an "assistantship" entails and the current emphasis on preparedness of students arguably underplays the importance of contextualised learning within the workplace environment. This paper will describe a modified Development Work Research (DWR) (Engeström in Developmental work research: activity theory in practice. Lehmanns Media, Berlin, 2005) approach to organisational change, enabling academic, clinical and administrative partners to develop assistantship placements in different hospitals. Our findings indicate that a modified DWR approach can reveal factors indicating organisational readiness to support change within a locally contextualised framework. The process has significant practical applications across a range of healthcare disciplines, as all professions seek to engage with the challenge of enabling successful transitions of graduates to the workplace.

From the contexts of current social, educational and health policy, there appears to be an increasingly inevitable "mobilisation" of resources in medicine and health as the use mobile technology devices and applications becomes widespread and culturally "normed" in workplaces. Over the past 8 years, students from the University of Leeds Medical School have been loaned mobile devices and smartphones and been given access to mobile-based resources to assist them with learning and assessments as part of clinical activity in placement settings. Our experiences lead us to suggest that educators should be focusing less on whether mobile learning "should" be implemented and more on developing mobile learning in curricula that is comprehensive, sustainable, meaningful and compulsory, in order to prepare students for accessing and using such resources in their working lives.