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Using the metaphor of a publication "pipeline," this article offers practical tips for early-career scholars to take their ideas from concept to publication. Too often, conference presentations do not continue to publication, limiting the potential for dissemination of research work throughout the field and impeding professional scholarly growth. Here, experienced scholars share what they have found helpful to maximize publication productivity.

Abstract The southeastern United States Coastal Plain ecosystem contains baldcypress (Taxodium distichum) swamps and grass‐dominated marshes. These ecosystems also occurred on the exposed continental shelf during lower sea levels but are rarely preserved due to the mechanically erosive nature of transgression and regression. Two presently marine sites on the northeastern Gulf of Mexico's continental shelf contain well‐preserved woody terrestrial sediments that were the subject of previous studies. This study continues the investigation using geochemical (δ13C, δ15N, δ34S) and palynological characteristics of these formerly terrestrial sediments to determine if swamps and/or marshes existed at the time of deposition. The first site is located ∼20 km southeast of Horn Island, Mississippi (MS) and the core has terrestrial sediments radiocarbon dated to 11,066–10,228 (2σ) calibrated years BP (early Holocene). The second site is the “Alabama Underwater Forest” located ∼13 km south of Gulf Shores, Alabama (AL) and the cores have terrestrial sediments optically stimulated luminescence dated to 63 ka (±10 ka, 2σ) to 72 ka (±16 ka, 2σ) (late Pleistocene). Geochemical results for the MS sediments indicate a swamp‐to‐freshwater marsh transitional series, whereas the AL sediments indicate a swamp‐to‐saltwater marsh transitional series, both supported by palynological results. Further exploration of the geochemical results using linear discriminant analysis, trained with published geochemical data, supports the swamp and marsh interpretations. We conclude that the near‐pristine preservation of these woody deposits is not solely due to physical mechanisms, such as rapid burial, but is also coupled with anoxia‐ and euxinia‐driven biogeochemical reactions promoting wood and woody debris preservation in swamp and marsh environments.

This article introduces formation as an organizing model for lifelong learning and places existing lifelong learning theory into this larger context. Further, in order to demonstrate how this framework might be applied, we suggest a lifelong learning agenda based on formation, which includes intentionality, meta-learning skills, and meta-practices. Meta-learning skills are strategic tools for facilitating lifelong, profound formation, while meta-practices are the strategic implementation of those meta-learning skills. Lifelong learning as continual formation has substructures such as deformation, reformation, and transformation. Profound learning practices lead toward profound living, more broadly described as human flourishing.

Abstract Most of the US Gulf Coast is composed of barrier islands, peninsulas, chenier plains, and mainland beaches that are the main line of defense for wetlands, estuaries, and urban and industrial centers from rising sea level and severe storms. These wave‐dominated shorelines are currently experiencing widespread erosion. Using newly acquired and existing results from 13 sites spanning south Florida to south Texas, we compare shoreline migration rates during the late Holocene (∼−4000 to 1850 CE) with historical changes since the mid‐19th century. The records show an overall trend of seaward growth during the late Holocene followed by landward migration or a decrease in the rate of growth during historical time. Diminishing offshore sand supply, human alteration of rivers and coastal sand transport, and severe storms have contributed to this change in shoreline trajectory, but their influence has been mostly limited in extent. The most likely cause of this reversal from coastal stability and growth to widespread shoreline retreat is the dramatic historical increase in the rate of sea‐level rise over the past century.

This paper explores the role and history of systems theory and thinking in the fields of instructional/educational technology and design. The foundations of ID/ET as fields are rich in behavioral, systematic, and positivist notions of process, but we assert that it is weaker in the reflective, thoughtful, deep and meaningful orientations. Woven into the history of the role of systems in ID/ET are connections to constructivism, learning sciences, qualitative research, holistic ontological and epistemic philosophy as foundations to the impact of systems theories on our field. Understanding systems theory histories without the broader contexts of the other similarly focused and highly influential movements in educational change keeps the perceptions within the field as unidimensional. A more complete and textured analysis of the history of systems theory and thinking is offered through the interdisciplinary lens of intersective, but heretofore rarely integrated, perspectives on related disciplines and their force upon the implementation of systems thinking and theories in our field. The ultimate assertion here is to push the envelope of the history of our field toward interpretive or anti-positivist boundaries.Our purpose in this paper, however, goes beyond just history. While historical perspective is useful and important in and of itself, we are interested in a different kind of generativity. Specifically, we wish to begin to explore the edges of where we might go next. Ideally, the proper integration of systems theory within ID/ET can gradually move us toward anti-positivist approaches which we believe will then lead us out of the philosophical desert toward a form of ID/ET for human flourishing and profound living. With the foundations and backdrops of the history of systems theories including those mentioned above, we believe that the intellectual history can then feed a synthetic activity and a potential new direction. We believe that the recent work in profound learning can offer a new direction where we can see beyond our current milieu. We assert that Educational Technology, Instructional Design, Learning Sciences are all in a bit of a philosophical desert at present. A potential endpoint in profound learning and living can help to inform and expand the broader sense of systems thinking. This paper adds significantly to the theoretical discussions of systems theory and thinking.

This is an exploratory Delphi study investigating profound learning, the profound learner, and profound living. The strength of the Delphi technique is leveraging expertise to understand an amorphous problem,such as the concept of profundity explored in this study. The authors could find no evidence of a comprehensive research agenda being conducted to understand profound learning or the profound learner. Though there may be iterations of this topic being investigated, it seems safe to say that profound learning, per se, is understudied. The purpose of this exploratory study was to develop an initial conceptual and theoretical foundation for profundity specifically related to profound learning, the profound learner, and profound living. Seven themes were identified for qualities of profundity, six themes were identified for qualities of profound learning, eight themes were identified for qualities of a profound learner, and six themes were identified for qualities of profound living. An earlier version of this paper was presented at the Adult Education Research Conference, June 2018.

Incorporating technology into courses is becoming a common practice in universities. However, in the geosciences, it is difficult to find technology that can easily be transferred between classroom- and field-based settings. The iPad is ideally suited to bridge this gap. Here, we fully integrate the iPad as an educational tool into two graduate-level K-12 in-service teacher outreach classes, one classroom-based course and one field-based course. We describe our field and classroom course objectives, and the integration of iPads into both settings. We assess the impact of the iPad in these courses through the use of pre- and posttests and surveys. Most participants enthusiastically use iPads once the initial learning curve is overcome. They tend to spend roughly the same amount of time using technology, but they substitute iPad use for laptop use once they become proficient with the iPad. Additionally, when equipped with an iPad, there is a possible increase in overall productivity as the participants spend more time preparing both for their university outreach classes and the classes they teach. However, they do spend more time on certain noneducational activities (i.e., picture/music/movies), but they appear to be more efficient and spend less time browsing the internet and conducting research for their classes. Interestingly, having participants work with iPads appears to increase confidence in general technology use, including laptops, as well as increasing confidence in the iPad as a teaching tool for their own classrooms. Pre- and posttest data suggest that there is no link to increased content knowledge by integrating iPads versus traditional teaching methods.

This paper reports the results of a study of adult ethical development in Christian congregations. Using an empirical hermeneutic phenomenological methodology, this study examined how five pastors understand and encourage ethical development, creating an in-depth analysis and interpretation of their perceptions of the phenomenon of adult ethical development. Two primary themes emerged, with several significant sub-themes contributing to those primary themes: 1) the integrity of ethical and spiritual development; and 2) the relational nature of ethical development. Drawing on a theoretical background of neo-pragmatic appropriations of both value theory and cognitive science, the relational nature of adult ethical development that emerges from this study makes contributions to the field of adult education in its understanding of the richness of the concrete spiritual context, the importance of informal learning environments, and the breadth of intersubjective experience that serves to incubate adult ethical development.

Using several case studies drawn from Freire's cultural context and contemporary Canadian Indigenous resistance movements, this article questions whether a Freirean approach to critical literacy can work with Indigenous literacy needs without reproducing colonial power structures. It also seeks to examine current scholarship in the literacy education of Maritime Aboriginal people in Canada and to illustrate the need for critical pedagogies honoring multiple cultural literacies and ways of knowing among Indigenous youth.

The southeastern United States Coastal Plain ecosystem contains baldcypress (Taxodium distichum) swamps and grass‐dominated marshes. These ecosystems also occurred on the exposed continental shelf during lower sea levels but are rarely preserved due to the mechanically erosive nature of transgression and regression. Two presently marine sites on the northeastern Gulf of Mexico's continental shelf contain well‐preserved woody terrestrial sediments that were the subject of previous studies. This study continues the investigation using geochemical (δ13C, δ15N, δ34S) and palynological characteristics of these formerly terrestrial sediments to determine if swamps and/or marshes existed at the time of deposition. The first site is located ∼20 km southeast of Horn Island, Mississippi (MS) and the core has terrestrial sediments radiocarbon dated to 11,066–10,228 (2σ) calibrated years BP (early Holocene). The second site is the "Alabama Underwater Forest" located ∼13 km south of Gulf Shores, Alabama (AL) and the cores have terrestrial sediments optically stimulated luminescence dated to 63 ka (±10 ka, 2σ) to 72 ka (±16 ka, 2σ) (late Pleistocene). Geochemical results for the MS sediments indicate a swamp‐to‐freshwater marsh transitional series, whereas the AL sediments indicate a swamp‐to‐saltwater marsh transitional series, both supported by palynological results. Further exploration of the geochemical results using linear discriminant analysis, trained with published geochemical data, supports the swamp and marsh interpretations. We conclude that the near‐pristine preservation of these woody deposits is not solely due to physical mechanisms, such as rapid burial, but is also coupled with anoxia‐ and euxinia‐driven biogeochemical reactions promoting wood and woody debris preservation in swamp and marsh environments. Plain Language Summary: Scientists have studied unique sites offshore of Alabama and Mississippi that contain soils, peat, wood, and tree stumps. Scientists have determined that the trees from the Alabama site are between 42,000 and 72,000 years old and were alive during the last ice age when sea levels were much lower than today. The Mississippi site contains woody peat sediments about 11,000 years old and occurred when sea levels were rapidly rising globally. These types of formally land‐based sediments are eroded as the sea level rises at the end of the glacial periods. Furthermore, wood and plant matter decay after the plant dies and become part of the soil. We investigated the chemistry of the preserved soils to understand the conditions that lead to their preservation. Chemical and pollen analyses found that these deposits are past swamp and marsh ecosystems that occurred on land similar to those occurring along the United States Gulf Coast today. Swamps and marshes have still waters with little oxygen that stop decay leading to the preservation of the wood and tree stumps. Swamps occur in depressions where water can collect and over time they fill with sediments. These preserved swamp deposits are time capsules from the past. Key Points: Multiple paleo‐terrestrial deposits containing wood and peat are preserved offshore in the northeastern Gulf of MexicoGeochemical and microfossil analyses find that these deposits are past swamp and marsh ecosystemsSwamps and marshes that are anoxic and/or euxinic promote the biogeochemical preservation of woody and organic matter [ABSTRACT FROM AUTHOR]

Universal Design for Learning (UDL) is a framework for the teaching-learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners' needs more effectively. In this article, the history and philosophy of UDL are discussed and elaborated, followed by an explanation of how the principles of UDL were used to improve an existing online course offering for adult learners.

Spiritual disciplines are practices of transformation intentionally pursued through the day-to-day actions of deeper living. The spiritual disciplines are conceptualized here in their relationship to profound learning. The authors contend that profound learners exhibit certain dispositions, such as curiosity, that facilitate continual growth. These dispositions, when developed, become practices, habits, or routines which result in continual exploration, skill development, growth in understanding and, over time, transformation of the individual. Spiritual disciplines, such as prayer, fasting, and worship, which move the individual toward the divine, are experienced in all the traditional religious traditions. This is an intentional process of personal transformation, evolving over time, and not contingent on serendipitous circumstance. Transformational learning within this framework is a process of individual conversion from shallowness toward becoming an ever deeper, more authentic person.

Using the metaphor of a publication "pipeline," this article offers practical tips for early-career scholars to take their ideas from concept to publication. Too often, conference presentations do not continue to publication, limiting the potential for dissemination of research work throughout the field and impeding professional scholarly growth. Here, experienced scholars share what they have found helpful to maximize publication productivity. [ABSTRACT FROM AUTHOR]