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Plastic pollution is distributed patchily around the worlds oceans. Likewise, marine organisms that are vulnerable to plastic ingestion or entanglement have uneven distributions. Understanding where wildlife encounters plastic is crucial for targeting research and mitigation. Oceanic seabirds, particularly petrels, frequently ingest plastic, are highly threatened, and cover vast distances during foraging and migration. However, the spatial overlap between petrels and plastics is poorly understood. Here we combine marine plastic density estimates with individual movement data for 7137 birds of 77 petrel species to estimate relative exposure risk. We identify high exposure risk areas in the Mediterranean and Black seas, and the northeast Pacific, northwest Pacific, South Atlantic and southwest Indian oceans. Plastic exposure risk varies greatly among species and populations, and between breeding and non-breeding seasons. Exposure risk is disproportionately high for Threatened species. Outside the Mediterranean and Black seas, exposure risk is highest in the high seas and Exclusive Economic Zones (EEZs) of the USA, Japan, and the UK. Birds generally had higher plastic exposure risk outside the EEZ of the country where they breed. We identify conservation and research priorities, and highlight that international collaboration is key to addressing the impacts of marine plastic on wide-ranging species.

Postdoctoral scholars constitute a sizeable population within the academic workforce. Given the intended role of a postdoc position as a time of advanced training and professional development for a future academic career, particularly in science, technology, engineering, and math (STEM) fields, it is important to understand whether and how well the career-related needs of postdocs are being met. The purpose of this research was to understand STEM postdoctoral scholars' career trajectories, with particular attention to the influences on their career-related decision making, by applying the Life Experiences and Role Negotiations (LEARN) model to qualitative data from interviews with 19 STEM postdocs. Findings reveal the multiple influences on postdocs' career-related decisions and how these shape postdocs' career trajectories. Based on our findings, we offer three suggestions for how institutional and national policies and programs can best support the career development of postdocs.

Using statewide, local-level, and institutional data, presidents identify an area of opportunity to serve their communities using strategies that increase college access, enrollment, retention, transfer, and program alignment to the labor market. This article reveals how data informed specific actions to improve student success of a diverse set of community colleges signaling key strategies that practitioners can emulate.

This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders. The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts. The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students. The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.

Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students looking to complete a bachelor's degree. Designed to increase transfer efficiency, articulation agreements between community colleges and 4-year institutions provide structured pathways for students to transition between colleges while minimizing excess credits earned and time to degree. This study examines the early effects of North Carolina's statewide credit articulation agreement on students' credit-earning behaviors. Using difference-in-differences and event study analyses, we use administrative data from the 16 University of North Carolina (UNC) System institutions to examine how the implementation of the Comprehensive Articulation Agreement (CAA) impacts credit accumulation for students transferring from North Carolina Community College System (NCCCS) institutions into the UNC system. We find that, in the first 4 years after implementation, the CAA decreased credit accumulation upon graduation by two to five credits for some students who were enrolled in CAA-eligible degree programs. Additionally, we found that the policy had a delayed effect with no discernable reduction in credit accumulation until 1-2 years after policy implementation.

In the interest of building a larger and more diverse science, technology, engineering, and math (STEM) workforce, many K-12 STEM programs have proliferated in recent years, yet the long-term effects of participation in these programs remain underexplored. This mixed methods study focuses on an established program, Science Olympiad, and uses administrative, survey, and focus group data to investigate characteristics of former Science Olympiad participants at one postsecondary institution and participants' perceived influence of the program on their postsecondary trajectories. Using social cognitive career theory, we identify themes in the ways in which Science Olympiad influenced academic and career decisions among participants, especially focusing on college and major choices. Among former participants who indicated that the program influenced their college decisions, participation in a state tournament hosted by the site institution was especially impactful. Half of the study participants indicated that the program influenced their major choice at this institution, largely through providing opportunities for exposure to and exploration of new subject areas with limited risk. Data suggest that Science Olympiad can influence participants' academic and career interests and trajectories, highlighting implications for K-12 STEM out-of-school programs and opportunities for enhanced partnerships between K-12 and postsecondary STEM educational settings.

At North Carolina State University (NC State), first-year master's students in the Higher Education Administration program enroll in the Foundations of Higher Education & Student Affairs (EAC 540) course that provides an introduction to the field of higher education and student affairs administration, including the historical and philosophical foundations of the field, changes and trends in the college student population over time, challenges that face practitioners, and professional ethics and standards. EAC 540's critical service-learning project places an emphasis on social justice concerns regarding inequitable access to higher education. This focus presented a unique opportunity to develop a partnership with a nationally recognized program that provides support, care, and concern for students who are underserved and underrepresented. In this article, the authors describe a 6-year partnership between the Higher Education graduate students at a land-grant university and the federally funded TRIO program housed at the university. Through this partnership and course, critical service-learning becomes a vehicle to meet two primary learning outcomes: (1) enact social justice values in professional contexts, including a specific functional area within higher education and student affairs; and (2) engage in service in higher education and student affairs with the intent to increase access for and inclusion of diverse college student populations.

Purpose: This conceptual piece applies what we know about student success to introduce a faculty model of success called the Faculty Pathway to Excellence. The model elevates faculty voices in the conversation of student success in community colleges. Method: We collected qualitative data from interviews with faculty at two community colleges and focus groups with faculty from six community colleges to help inform a faculty-focused framework. Proposed model: By changing the conversation to a more comprehensive perspective of faculty success, the model emphasizes the connections, establishment, navigation and leadership, and teaching and learning excellence of faculty members throughout their career trajectories. We define faculty success as faculty retention, faculty satisfaction/sense of belonging, faculty productivity, and ultimately student success (e.g., learning, retention, completion, transfer). Contributions: The development of this Faculty Pathway to Excellence suggests a wider variety of strategies by administration to attract, support, and retain faculty. It also has the potential to help faculty members envision and prepare for the multiple and non-linear pathways in academia. Understanding faculty and their career progression is critical to advance student success conversations. Finding ways to enhance faculty growth and development across all career stages helps students and faculty succeed. [ABSTRACT FROM AUTHOR]

In this article the authors reflect on KerryAnn O'Meara and Audrey Jaeger's 2006 article, "Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations" (EJ1092909) reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." Ten years ago, O'Meara and Jaeger examined the evolving landscape for community engagement in graduate programs, from its historical underpinnings to the recent "renaissance… in higher education community engagement" (O'Meara & Jaeger, 2006, p. 3). The article culminated with a set of recommendations for individuals--leaders of service-learning and outreach organizations, as well as faculty and administrators within academia--seeking opportunities to strengthen the scope and impact of community engagement in graduate higher education. In the decade since this article was published, there has been a sustained interest in graduate-level community engagement reflected in higher education scholarship and practice. The advent of Carnegie's Community Engagement classification (the foundation's first-ever elective classification) in 2006, as well as its present influence on higher education nationally, also emphasizes the continued relevance of conversations about community engagement within this field. Therefore, herein the authors briefly highlight the progress that has been made in the realm of graduate education, since their prior research was published, and comment on areas of potential future growth for community engagement in this domain. [For "Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations" (2016), see EJ1097224.]

This article considers the historical and current national context for integrating community engagement into graduate education. While it might be argued that most graduate education contributes generally to society by advancing knowledge, we are referring here to community engagement that involves some reciprocal interaction between graduate education (through students and faculty) and the public, an interaction that betters both the discipline and the public or set of stakeholders for whom the work is most relevant. The authors survey and synthesize the literature on the history of graduate education in the United States and assess current barriers to and facilitators of integrating community engagement into doctoral programs. The authors consider what models already exist that might be replicated. Finally, the article concludes with a set of recommendations for national service-learning and outreach organizations, graduate deans, department chairs, and faculty interested in integrating community engagement into their doctoral programs. [This article was originally published in "Journal of Higher Education Outreach and Engagement" v11 n4 p3-26 2006 (EJ1092909). For a 2016 commentary on this article, "The State of Community Engagement in Graduate Education: Reflecting on 10 Years of Progress," see EJ1097226.]

Industries across the United States are facing a shortage of skilled technical workers. This qualitative case study investigated how participation in SkillsUSA, a career and technical student organization, "influenced community college students' preparedness for the workforce" and their connection to campus. Data were gathered from interest questionnaires, interviews, resumes, and observations. Using the psychology of working theory to frame the study, findings revealed "participation in SkillsUSA influenced students' work choices, initiative, and confidence" in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The study provided an extension of the psychology of working theory to community college populations and has implications for practitioners and policymakers.

Faculty members experience a gap between how they would prefer to spend their work time and how they actually do so. In this article we report results from a four-week workshop called "The Terrapin Time Initiative." It was guided by theories of behavioral economics and behavioral design, which suggest that small changes to the context, or "choice architecture," in which individuals make choices can enhance decision-making. Results indicate that the workshop was effective in changing the "choice architecture" in which faculty made decisions about their time-use, thereby helping them to develop new strategies for managing their time.

In this article, the authors report on a tested workload intervention, faculty work activity dashboards, to enhance transparency and reduce ambiguity. This intervention is part of the Faculty Workload and Rewards Project (FWRP), a National Science Foundation-funded, action-research project designed to improve equity in how faculty workload is taken up, assigned, and/or rewarded. From 2016 to 2019, the authors worked with 50 academic departments and other academic units to put in place policies and practices that promoted faculty workload transparency. The FWRP focus was on departments because they are the critical place where academic labor is divided, where faculty are rewarded, and where most faculty express the greatest workload dissatisfaction. However, the issues and strategies discussed could also apply to colleges or other academic units. The authors describe the nature of faculty work activity dashboards, describe the dashboard creation process, and explain how dashboards help departments diagnose workload inequities and promote equity-minded workload reforms. The authors share feedback from FWRP departments that created faculty work activity dashboards and the outcomes they reported as a result. Finally, recommendations are offered for creating dashboards based on the experiences of those leading the project.

This study explored the extent to which doctoral students are conducting community-engaged scholarship and investigated the characteristics of their degree-granting institutions. The research utilized the most immediate work of doctoral students by examining completed dissertations. Analysis showed which graduate students are pursuing community engagement through their scholarship, whether they are increasing in number, and the fields of study and institution types with which they are affiliated. By identifying who is producing engaged scholars, best practices can be identified in the future. In addition, the findings revealed which disciplines and institution types have room to increase their output of community-engaged research.

With the expansion of service-learning has come a concomitant growth in research related to all the stakeholders involved with this pedagogy--students, faculty, community, and higher education institutions. However, no studies have examined the use of service-learning by a strong segment of college instructors--graduate students. To address the dearth of research on the topic, we draw on self-determination theory and organismic integration theory and use qualitative case study analysis to examine the experiences of graduate student instructors teaching with service-learning at a large Southeastern university. The findings indicate that although their introduction to service-learning was serendipitous and initial use was mostly unintentional and often for extrinsically-motivated reasons, graduate students planned to continue to use service-learning in their teaching for more self-determined reasons as a result of the positive effects they observed on their pedagogy, students, and themselves. Graduate student instructors appear to be an untapped teaching population that can further institutional and national efforts to grow service-learning.

For decades, national surveys have shown faculty report high levels of dissatisfaction with the distribution of labor in their departments, especially women and underrepresented minority faculty. Research suggests this dissatisfaction is warranted, as these groups are often engaged in more service, mentoring, and institutional housekeeping than their peers. Despite the ample work revealing workload inequities and their consequences, few studies have examined the backdrop of conditions and practices within which workload is perceived as more or less fair, especially within departments. Drawing on survey data from 30 academic departments in Maryland, North Carolina, and Massachusetts, we empirically test three propositions about the conditions under which faculty experience their department workloads as equitable. We found departments where faculty reported equitable work conditions and practices (e.g., transparency, clarity, rotations of time-intensive roles) were significantly more likely than departments where faculty did not report these conditions and practices to report satisfaction with workload distribution, and satisfaction with teaching and service activities. Department work practices and conditions had a small or insignificant effect on faculty intent to leave. Interestingly, faculty confidence in the ability to enact these practices and conditions, which we termed action readiness, was not predictive of faculty satisfaction with workload distribution or teaching and service activities. We outline implications for academic leaders seeking to make academic workloads more transparent and equitable, and for future research.

This case study examines North Carolina State University's community-engaged scholarship faculty development program established in 2009-2010. Reflections by the program coordinators and participants reveal that the university's paradoxical identity as both a land-grant and a research institution has produced tensions in three areas: funding support; reappointment, promotion, and tenure policies; and faculty commitment. During the 2-year process of designing and implementing the program, the authors concluded that simultaneously holding an institutional identity as a land-grant university and as a research university creates a paradox that challenges the institutionalization of community-engaged scholarship on a campus. (Contains 2 tables.)

This study investigates faculty learning resulting from a faculty development program implemented at North Carolina State University to build capacity for community-engaged scholarship (CES). Previous work done under the auspices of Community Campus Partnerships for Health is extended by modifying an extant scale used to assess CES competencies and adding a retrospective pre-test to account for response-shift bias. This study also builds upon earlier work on assessment of student learning through the use of reflection by examining reflection products written by faculty at three points during the 12-month program. Quantitative analysis of responses to the CES competencies scale indicated a significant response-shift bias (participants overestimated their knowledge about CES at the start of the program). Qualitative investigation of participants' reflection products suggests they learned new language for CES, achieved new discoveries about their community-engaged work, and often redefined their scholarly identities through the lens of engaged scholarship. Implications of this study include the value-added by examining faculty learning through reflection products as well as self-report scales, the need to build faculty capacity for learning through reflection, and the proposal of new strategies for documenting faculty learning from faculty development programs. (Contains 2 tables.)

A critical dimension in the development of emerging community-engaged scholars is the advisor-advisee relationship during the student's doctoral degree program. A qualitative study of four doctoral students interested in doing community-engaged dissertation research, and their advisors, identified five characteristics of such relationships: (1) background and experience matter; (2) faculty advisors and advisees are co-learners; (3) the advisor-advisee relationship can approach a synergistic state; (4) faculty advisors often serve as interpreters and interveners; and (5) community-engaged dissertation studies often lack "structural" support. The findings suggest two practical steps for faculty advisors to take when mentoring doctoral students who are doing community-engaged dissertation studies: (1) be sensitive to, and learn from, the community experience of one's advisees, and (2) intentionally model mutuality and reciprocity. (Contains 1 figure.)

Reports abound about the challenges that first-generation, low-income students face on the path to higher education. Yet despite these barriers, millions of low-income, first-generation students persevere. What or who influences their motivation to "stay the course" to higher education? Using self-determination theory as a framework, this cross-case study highlighted the motivational experiences of seven low-income, first-generation students and their parents on the path to college. Specifically, the study explored how parents augmented--or at times, undermined--students' self-determination toward college, as evidenced by students' feelings of relatedness, competency, and autonomy. Results showed that students' self-determination was enhanced when parents were involved in college planning, served as positive examples, set high academic standards early, and fostered students' sense of career volition. Motivation was undermined when families limited students' choices, did not set clear expectations for college going, provided little feedback, or emphasized family obligations. The findings have the potential to facilitate deeper understanding of the impact of parents as motivational partners in the college access process.

This article considers the historical and current national context for integrating community engagement into graduate education. While it might be argued that most graduate education contributes generally to society by advancing knowledge, we are referring here to community engagement that involves some reciprocal interaction between graduate education (through students and faculty) and the public, an interaction that betters both the discipline and the public or set of stakeholders for whom the work is most relevant. The authors survey and synthesize the literature on the history of graduate education in the United States and assess current barriers to and facilitators of integrating community engagement into doctoral programs. The authors consider what models already exist that might be replicated. Finally, the article concludes with a set of recommendations for national service-learning and outreach organizations, graduate deans, department chairs, and faculty interested in integrating community engagement into their doctoral programs.

Research-extensive land-grant institutions face the unique challenge of asking faculty to fulfill a historic mission of public service in a time of scarce resources. This article discusses the parallel between the effects of resource dependency and academic capitalism on the research enterprise and on public service endeavors through the perceptions of faculty at a research-extensive land-grant institution. Results confirm that the nature of faculty public service work is shifting in scope, scale, process, and audience due to the scarcity of resources for public service and subsequent changes in faculty behavior. Perhaps the most difficult, as well as the most enduring, question of public service is the question of how we can afford it--or indeed whether we can afford not to do it ("P. H. Crosson, Public Service in Higher Education: Practices and Priorities").

This study examined and enriched our understanding of the career choice process for doctoral students of color in science, technology, engineering, and math (STEM) fields. In addition, it explored the challenges facing all doctoral students in STEM in understanding and making meaning of diversity as it relates to individual perspectives and actions. We used an agency theoretical framework to explore career-related decisions of doctoral students. This framework captured how students "navigate, negotiate, reframe, and act" during the career decision-making process of a doctoral program.