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In 2015-2016, the Levine Museum of the New South in Charlotte, North Carolina, featured "¡Nuevolution! Latinx and the New South," an interactive exhibit that explored the bidirectional ways Latinx and the US South influence one another. To strengthen the exhibit's impact, LMNS launched a dialogue program aimed at enhancing attendees' cultural competence, as measured through relevant gains in knowledge, acceptance, appreciation, and skills. Sixty-six group dialogs took place with 863 individuals. Results demonstrate evidence of increased knowledge of Latinx in the US South, some appreciation of different cultures, yet fewer proficiencies further along the cultural competence spectrum. Data show a need for additional cultural competence skill building. We see great potential for museums and other cultural institutions to offer carefully constructed programming that pairs exhibits and community dialogue as a tool to build a foundation upon which deeper cultural awareness and competency can grow.

Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n = 104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of higher education curricula. Even though inquiry pedagogies are emphasized in teacher education, many prospective teacher candidates have limited experience with inquiry as a constructivist practice from their K-12 settings. This study investigates the effects and first-semester undergraduates' perceptions of an inquiry-based learning project. The research is grounded in Knowledge Building Theory (Scardamalia & Bereiter, 2006), which posits that knowledge building is comprised of three components: 1) inquiry driven questions, 2) epistemic artifacts, and 3) collective spaces for collaboration. The study found that inquiry projects had positive effects on participants' understanding of: the complexity of educational issues; the overall inquiry process; and a future career in teaching. Using Knowledge Building Theory, the findings are discussed and analyzed to posit a conceptual model of the entire inquiry process, called the Inquiry Processing Cycle.

Undergraduate research (UR) experiences continue to proliferate across all higher education settings. Yet community-based research (CBR) experiences account for a small percentage of UR opportunities. This paper describes the pilot study results of a summer program that is intentionally expanding the paradigm for UR at a public research university to include CBR as an equally valued form of scholarship. Results indicate that CBR opportunities expand participation by underrepresented students in UR. Dedicated program administration by CBR faculty and unique recruitment, design, and programs contributed to program success.

Background and Objective: Approximately 16,000 new cases of lung cancer are diagnosed each year in Australia and Aotearoa New Zealand, and it is the leading cause of cancer death in the region. Unwarranted variation in lung cancer care and outcomes has been described for many years, although clinical quality indicators to facilitate benchmarking across Australasia have not been established. The purpose of this study was to establish clinical quality indicators applicable to lung and other thoracic cancers across Australia and Aotearoa New Zealand. Methods: Following a literature review, a modified three round eDelphi consensus process was completed between October 2022 and June 2023. Participants included clinicians from all relevant disciplines, patient advocates, researchers and other stakeholders, with representatives from all Australian states and territories and Aotearoa New Zealand. Consensus was set at a threshold of 70%, with the first two rounds conducted as online surveys, and the final round held as a hybrid in person and virtual consensus meeting. Results: The literature review identified 422 international thoracic oncology indicators, and a total of 71 indicators were evaluated over the course of the Delphi consensus. Ultimately, 27 clinical quality indicators reached consensus, covering the continuum of thoracic oncologic care from diagnosis to first line treatment. Indicators benchmarking supportive care were poorly represented. Attendant numeric quality standards were developed to facilitate benchmarking. Conclusion: Twenty‐seven clinical quality indicators relevant to thoracic oncology care in Australasia were developed. Real world implementation will now be explored utilizing a prospective dataset collected across Australia. A three‐round Delphi consensus process developed 27 contemporary clinical quality indicators, spanning the continuum of lung cancer care from diagnosis to treatment at the end of life. Systematic benchmarking utilizing these indicators will enable the identification of unwarranted variation and promote equitable access to best practice care. [ABSTRACT FROM AUTHOR]

In 2008, the University of North Carolina at Charlotte (UNC Charlotte) joined in a community initiative with the Urban Ministry Center to provide shelter to the homeless during the winter months. A student organization was formed to sustain university support. The author created a service-learning project as part of a Citizenship and Service Practicum course. Three semesters of end-of-course student evaluations indicate that the service-learning experience had an impact on the students in three ways. It raised awareness of homelessness; helped dispel negative stereotypes and foster more positive attitudes; and promoted positive civic attitudes and desire to "make a difference." (Contains 2 tables and 1 figure.)

Drawing on a theory of program coherence, the establishment of an educational third space, and intentional clinical experience, the authors created a unique entry point in a teacher education program. The authors developed the Onsite Secondary Education Project (OSSEP) to connect relevant educational theory and discipline-specific pedagogy through intentional clinical placements for first-semester preservice teachers. Results from this exploratory research demonstrate that program coherence and structured clinical experiences can help preservice teachers orient themselves to the teaching profession and connect educational theory and practice. However, unintentional experiences were identified, suggesting that increased exposure to the classroom helped shape participants' views toward the teaching profession. Findings offer evidence of a teacher education that balances the idealism of teacher education with the practicalities of the PK-12 classroom.

Background and Objective: Unwarranted variations in lung cancer care have been well described in both Australia and Aotearoa New Zealand, with shortfalls in hospital‐based workforce and infrastructure previously demonstrated. A survey of lung cancer clinicians was performed to gain an updated understanding of current workforce and infrastructure. Methods: An online Qualtrics survey included questions on institutional demographics, estimated lung cancer case load, multidisciplinary team (MDT) characteristics including workforce and local infrastructure. We sought to obtain one response from every institution treating lung cancer in Australia and Aotearoa New Zealand. Results: Responses were received from 89 institutions, estimated to include 85% centres treating lung cancer in Australia and 100% of public hospitals in Aotearoa New Zealand. Lung cancer nurse specialist and Nuclear Medicine are poorly represented in multidisciplinary teams (MDTs) with just 34/88 (38%) institutions fulfilling recommended core workforce for MDT meetings. Case presentation is low with 32/88 (36%) regularly discussing all lung cancer patients at MDT. Metropolitan institutions appear to have a more comprehensive range of services on site, compared to non‐metropolitan institutions. Few (4/88) institutions have embedded smoking cessation services. Compared to the previous 2021 Landscape Survey, thoracic surgery representation and core MDT workforce have improved, with modest change in specialist nurse numbers. Conclusion: This wide‐reaching survey has identified persistent deficiencies and variations in lung cancer workforce and gaps in infrastructure. Multidisciplinary collaboration and care coordination are needed to ensure all patients can access timely and equitable lung cancer care. [ABSTRACT FROM AUTHOR]

Moonlighting, an employment practice where individuals work outside of their primary job, is popular within the public education sector. Using data from the National Center for Education Statistics Schools and Staffing Survey, this study examined both the characteristics and motivations of public school teachers across moonlighting categories. Findings indicate that teacher characteristics, workplace perceptions, and professional outlook varied across moonlighting type. The likelihood of moonlighting outside of the education sector increased among single, male teachers with high reported burnout and lower salaries. Results have implications for how school leaders and policymakers should view moonlighting inside and outside the education sector.

Background: Wide variation exists globally in the treatment and outcomes of stage III patients with non–small cell lung cancer (NSCLC). We conducted an up-to-date patterns of care analysis in the state of Victoria, Australia, with a particular focus on the proportion of patients receiving treatment with radical intent, treatment trends over time, and survival. Materials and Methods: Stage III patients with NSCLC were identified in the Victorian Lung Cancer Registry and categorized by treatment received and treatment intent. Logistic regression was used to explore factors predictive of receipt of radical treatment and the treatment trends over time. Cox regression was used to explore variables associated with overall survival (OS). Covariates evaluated included age, sex, ECOG performance status, smoking status, year of diagnosis, Australian born, Aboriginal or Torres Strait Islander status, socioeconomic status, rurality, public/private status of notifying institution, and multidisciplinary meeting discussion. Results: A total of 1396 patients were diagnosed between 2012 and 2019 and received treatment with radical intent 67%, palliative intent 23%, unknown intent 5% and no treatment 5%. Radical intent treatment was less likely if patients were >75 years, ECOG ≥1, had T3-4 or N3 disease or resided rurally. Surgery use decreased over time, while concurrent chemoradiotherapy and immunotherapy use increased. Median OS was 38.0, 11.1, and 4.4 months following radical treatment, palliative treatment or no treatment, respectively. Conclusion: Almost a third of stage III patients with NSCLC still do not receive radical treatment. Strategies to facilitate radical treatment and better support decision making between increasing multimodality options are required. Variations exist in the treatment and outcomes for patients with stage III non–small cell lung cancer. This article reports an up-to-date patterns of care analysis focusing on the proportion of patients receiving treatment with radical intent, treatment trends over time, and survival. [ABSTRACT FROM AUTHOR]