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The complex consequences of current consumption practices, such as climate change and ecosystem degradation, necessitate increased interdisciplinary exploration. In order to raise student awareness of these consumption-related issues, we designed a first-year team-taught seminar on sustainability. This innovative interdisciplinary course links geology and sociology in examining real-world problems through a variety of reflective, experiential, and collaborative activities. Our assessment of this course was based on a qualitative review of 18 students' reflective blog posts as a direct measure of student learning. While we continue to work on deepening the interconnections between geology and sociology and promoting student agency, students were successful in understanding the multifaceted complex nature of sustainability and recognizing the personal and social implications of consumption. Given these positive outcomes, we encourage the development of similar interdisciplinary collaborations.

Pinibarrenia chlamydospora, sp. nov. isolated from the roots of highbush blueberry in the New Jersey Pine Barrens, is described and illustrated. Based on multigene phylogenetic analysis, as well as morphological and ecological characteristics, Pinibarreniales and Pinibarreniaceae are established to accommodate this novel lineage in Sordariomycetidae, Sordariomycetes. Pinibarreniales, Tracyllalales, and Vermiculariopsiellales are proposed to be included in the subclass Sordariomycetidae. Pinibarreniales likely have a wide distribution and forms association with Ericaceae plants that live in acidic and oligotrophic environments because its DNA barcode matches with environmental sequences from other independent ecological studies. The plant-fungal interaction experiment revealed negative impacts on Arabidopsis, indicating its pathogenicity. This uncovered new fungal lineage will contribute to a better understanding of the diversity and systematics of Sordariomycetes. [ABSTRACT FROM AUTHOR]

The field of educational leadership has also come to recognize the central importance of improving the quality of leadership preparation across leaders' careers, including at the doctoral level, for strengthening equitable teaching and learning in schools. What do doctoral programs that strive to realize such equity goals do? With what results? In this article, we address those questions with an analysis of the University of Washington's Leadership for Learning (L4L) EdD program. We base our analysis on a review of two decades of program data and our experience participating in L4L program design and implementation.

Purpose: Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice. Design/methodology/approach: This collaborative study emerged from an EdD course project in which groups of practitioner-scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway's (2014) equitable leadership practices framework. Findings: Equitable PS leadership practices were variable. No district engaged with "proficiency" across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver. Research limitations/implications: This paper builds on PS and equity-focused leadership research by adding a systems-level equity focus. Practical implications: Findings suggest that districts should focus on equity framing as the foundation for principal support and development. Originality/value: This researcher/practitioner-scholar collaboration shows how practitioner-scholars provide focus and expertise to the field unavailable to traditional researchers.

Objective: Despite more women living with metastatic breast cancer (MBC), this population is underrepresented in cancer survivorship research. Few studies have assessed how women with MBC cope with their cancer experience. This qualitative study describes the coping strategies and psychosocial resources utilized by women living with MBC.Methods: Twenty-two women with MBC participated in four focus groups. Transcripts were analyzed using a general inductive approach. Codes derived from participants' responses were subsequently condensed into themes.Results: We identified 12 coping strategies and psychosocial resources and grouped them into five themes: Behavioral Coping Strategies (i.e. stress management, active coping and planning); Cognitive Coping Strategies and Psychological Resources (i.e. cognitive reappraisal, optimism, mindfulness, positive thinking, and religious coping); Existential Approach-Oriented Coping (i.e. acceptance, values-based living, and identity integration); Avoidance (i.e. avoidant coping); and Interpersonal Resources and Seeking Social Support (i.e. social support).Conclusions: Women living with MBC utilize several engagement and disengagement coping strategies, as well as intrapersonal and interpersonal resources. This study provides useful perspectives of women living with MBC that may inform the development of psychosocial interventions. Further research is needed to assess coping strategies and psychosocial resources across different subgroups of MBC patients and determine their impact on cancer outcomes. [ABSTRACT FROM AUTHOR]