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    Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning

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    This article builds upon current research to understand the value and limitations of teaching and learning design thinking (DT) in higher education. We implemented a mixed-methods study with faculty and students across 23 diverse courses in four higher education institutions in the United States. Findings showed that following structured learning processes, engaging in active listening, and focusing on others’ perspectives were the most valued DT practices across disciplines. In contrast, prototyping and experimentation were the least used DT practices, with widely varying understandings across disciplines. Additionally, we found consistent evidence that DT can support liberatory teaching and learning practices that decolonize students’ perceptions of power, encourage situated and action-oriented empathy, and provide opportunities for co-creation. This is particularly true when faculty intentionally encourage collaboration and project framing focused on critically analyzing dominant ways of knowing and power structures. Our analysis further revealed the challenges and importance of prototyping and conducting experiments with project partners. Ultimately, this approach can significantly enhance liberatory project outcomes and facilitate decolonized learning experiences. Given our findings, we point out limitations and challenges across current DT pedagogical practices and provide recommendations for integrating DT practices across disciplines in ways that center on issues of systemic oppression, social identity, and human-environmental relationships

    From Private to Public: Using Authentic Audiences to Support Undergraduate Students’ Learning and Engagement

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    The purpose of this article is to explore the use of authentic audiences in higher education to support undergraduate learning. To explore the results of integrating authentic audiences in higher education, we present a collective case study in which the use of authentic audiences was employed in separate undergraduate courses at two different higher education institutions in the Eastern and Midwestern United States (N = 75). In one case, Wikipedia was employed as an authentic audience and in the other case, experienced secondary educators as well as Twitter were embedded. The goal of implementing authentic audiences in both settings and courses was to increase student engagement and foster critical thinking. Results suggest that integrating authentic audiences through these means can enhance undergraduate students’ engagement and learning and may serve to capture, but not necessarily foster, students’ critical thinking. Concurrently, an instructor’s pedagogy must also align with tenets associated with authentic audiences, including a commitment to a co-construction of knowledge and the purposeful selection of authentic audiences who are engaged, willing to partner, and have the necessary expertise and resources to contribute to students’ learning

    Quantitative and Qualitative Research Report Critique by Nursing Students: Why and How to Conduct it?

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    Background: Critiquing research is one of the core skills that nursing students must learn for several professional reasons. This is particularly important because it helps them to: apply evidence-based interventions that enhance patient care, reduce variation in nursing care, perform quality assurance principles, further their knowledge about the most efficient and cost-effective intervention, contribute to research by identifying gaps in the literature, further patient advocacy by ensuring the research was ethically conducted, protect human rights and enhance their critical thinking and analytical skills. Aim:  The aim of publishing this report is to provide a tool of reference for incoming nursing students when attempting their own research critiques for the first time. Method: The main literature sources used to guide our critique analysis included multiple resources provided by our course professor and Fain’s (2017) textbook titled: "Reading, Understanding and Applying Nursing Research". Conclusion:  Through the process of critiquing research reports, we developed our critical thinking skills on how best to use and interpret future studies in our other projects and in our nursing roles, as well as enhancing our explicit and tacit knowledge surrounding the validation of research before implementing it into practice. This ability to constructively critique research proves to be an asset to both novice and more seasoned nurses and to continue to support positive outcomes for those who come into contact with the healthcare system. &nbsp

    Élargir les mandats de responsabilité sociale à la recherche biomédicale dans les facultés canadiennes

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    Background: Social accountability (SA), as defined by Boelen and Heck, is the obligation of medical schools to address the needs of communities through education, research and service activities. While SA is embedded within health profession education frameworks in medicine, they are rarely taught within graduate-level (MSc/PhD) education. Methods: As these programs train future medical researchers, we invited first-year graduate students enrolled in a mandatory professionalism class at our institution (n = 111) to complete a survey on their perceptions of the importance of SA in their research, training, and future careers. Results: Over 80% (n = 87) of respondents agreed that SA is relevant and felt committed to integrating it into their future research activities, only a limited number of students felt confident and/or supported in their abilities to integrate SA into their research. Conclusions: Specific SA training in graduate education is necessary for students to effectively incorporate elements of SA into their research, and as such support the SA mandates of their training institutions. We posit that awareness of SA principles formalizes the professional standards for biomedical researchers and is thus foundational for developing a professionalism curriculum in graduate education programs in medicine. We propose an expansion of the World Health Organization (WHO) partnership pentagon to include partners within the research ecosystem (funding partners, certification bodies) that collaborate with biomedical researchers to make research socially accountable.Contexte : La responsabilité sociale (RS), telle que définie par Boelen et Heck, est l'obligation pour les facultés de médecine de répondre aux besoins des communautés par l’entremise de l'éducation, de la recherche et des activités de service. Bien que la responsabilité sociale soit intégrée dans les cadres de formation des professionnels de santé en médecine, elle est rarement enseignée au niveau des études supérieures (MSc/PhD). Méthodes : Étant donné que ces programmes forment les futurs chercheurs médicaux, nous avons invité les étudiants de première année inscrits à un cours obligatoire sur le professionnalisme dans notre établissement (n = 111) à participer à une enquête sur leurs perceptions de l'importance de la RS dans leur recherche, leur formation et leur future carrière. Résultats : Plus de 80 % (n = 87) des répondants ont reconnu la pertinence de la RS et se sont engagés à l'intégrer dans leurs futures activités de recherche, mais seul un nombre limité d'étudiants se sont sentis confiants et/ou soutenus dans leurs capacités à intégrer la RS dans leur recherche. Conclusions : Une formation propre à la RS dans le cadre des études supérieures est nécessaire pour que les étudiants puissent intégrer efficacement des éléments de la RS dans leur recherche, et ainsi promouvoir les mandats de RS de leurs établissements de formation. Nous estimons que la sensibilisation aux principes de la RS formalise les normes professionnelles des chercheurs biomédicaux et qu'elle est donc fondamentale pour l'élaboration d'un programme de professionnalisme dans les programmes d'études supérieures en médecine. Nous proposons d'élargir le pentagone du partenariat de l'Organisation mondiale de la santé (OMS) pour y inclure les partenaires de l'écosystème de la recherche (partenaires financiers, organismes de certification) qui collaborent avec les chercheurs biomédicaux pour rendre la recherche socialement responsable

    “A mechanical view of sex outside the context of love and the family”, Contraception, censorship and the Brook Advisory Centre (1964-1985).

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    This paper takes the outreach activity of the Brook advisory Centre, the first centre to provide contraceptive advice in postwar Britain, as a case-study to analyse how censorship hindered the spread of ‘medical’, or what Brook members called ‘accurate’ (as opposed to ‘moral’), sexual knowledge and information. It analyses the constraints, limitations and censorship imposed on Brook’s work and the related organised resistance by Brook members. Drawing on archival material, published leaflets and mass media, this paper shows the creativity and commitment of Brook members in trying to circumvent these obstacles, and the relentless extent to which they tried to alter the way censorship worked in Britain. By focusing on two different types of attempts to spread information about their services and contraception – the unsuccessful attempts of BAC to use television advertisements as a channel of information, and their educational material – this paper reveals what was deemed legitimate and acceptable in terms of sexuality in British society in the years following the so-called ‘sexual revolution’. It shows that despite a common understanding of the urgency to tackle teenage pregnancy, openly discussing the means to reduce teenage pregnancies without placing them within a moral framework remained controversial. By studying the institutional reaction to BAC’s work, it becomes possible to uncover the permanent and engrained anxieties about young sexuality and to identify the powerful lobbies at play that worked against any attempts to counter the abortion rate and unwanted pregnancies

    Préparation au TAM axée sur l'équité : un avantage pour ChatGPT

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    “Success was Actually Having Learned:” University Student Perceptions of Ungrading

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    A large body of evidence shows that many ungrading practices are as good or better than conventional approaches at supporting learning outcomes. Much of the research on student perceptions of ungrading, however, is based on individual case studies which, although informative, are often anecdotal, not systematically implemented, and tend to emphasize the instructor’s perspectives. Building on this literature, we offer a systematic study that asks: how do students perceive pedagogical practices designed by instructors to support an ungrading strategy? To answer this question, we conducted a survey of students across a range of disciplines and a variety of ungrading approaches to assess how they perceive their learning experiences in these courses as compared to others. Findings indicate that students generally perceive that ungrading practices improve their relationship with their instructor; enhance their engagement, agency, enjoyment, and interest; foster their intrinsic motivation and focus on learning; and facilitate their creativity. While many students reported reduced stress, others reported that the unfamiliarity and uncertainty of ungrading increased their stress. Gaining a better understanding of how students react to these pedagogical techniques can help instructors improve their practices

    “Are We to Treat Human Nature as the Early Victorian Lady Treated Telegrams?” British and German Sexual Science, Investigations of Nature and the Fight Against Censorship, c. 1890-1940

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    Existing scholarship on the history of sexology and sexual science has frequently presented sex researchers as unfortunate victims and staunch opponents of censorship. Focusing on sexual scientific debates from the end of the nineteenth century to the 1930s in Britain and Germany, this article examines how understandings of “nature” and the “natural” were mobilized by sex researchers when navigating the reality and threat of censorship. First, presenting sexual desire and intimacy as natural elements of human life supported sex researchers’ claim that sex was an appropriate and necessary object of scientific study. Second, the assertion that sex was natural was used to counter and upend the argument that sexological knowledge was potentially dangerous or damaging. Sex researchers suggested that those who sought to protect individuals from sexological findings were preventing people from having access to vital knowledge that could improve individual and social health and morality. This robust defense of sexology as a beneficial science of human nature, however, also led to intellectual incoherencies that meant that sex researchers often remained complicit with arguments in support of censorship. In attacking repressive approaches to sexual knowledge as damaging, they accepted and reinforced the premise of many arguments in favour of censorship, namely, that natural sexual impulses needed guiding, since the sexual instinct was a volatile and changeable force that could easily be influenced and even corrupted by external influences. Acknowledging this construction of sexual desire meant conceding that there were circumstances and contexts within which sexological knowledge itself needed to be regulated to prevent the sexual instinct from being misdirected. As a result, sex researchers – as well as their publishers, reviewers and readers – agreed with and, at times, actively developed censorship strategies to control the production and circulation of sexological knowledge. This was not simply because sex researchers caved into external pressures, but because the very understanding of the sexual instinct as open to influence was key to the legitimation of sexual science. The idea that human sexuality could be shaped and altered meant that it required careful scientific guidance, which sex researchers promised to provide. Sex researchers were not simply victims of censorship, but often played an active role in censoring and regulating the production and circulation of their own findings

    Nivedita Majumdar. The World in a Grain of Sand: Postcolonial Literature and Radical Universalism.

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    Ragini Mohite reviews Nivedita Majumdar's book The World in a Grain of Sand: Postcolonial Literature and Radical Universalism.&nbsp

    "Just Us": On the Haunting Pronouns of Partition

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    This essay contributes to an ongoing dialogue concerning the traumatic breach and reach of the 1947 partition of India and Pakistan. It dwells on the compromised construction of communities before and after the constitution of India and Pakistan by deliberating on the fundamental rhetorical ambiguity that haunts Partition literature and scholarship. “Just Us” examines a little-known aspect of Aijaz Ahmad’s famous riposte to Fredric Jameson’s “Third-World Literature in the Era of Multinational Capitalism,” specifically, the use of first-person plural pronouns in his discussion of Urdu literature, to argue that his rhetoric elides the division of Hindu and Muslim communities after independence. Insisting on the ambiguity inflecting Ahmad’s argument allows this essay to underscore the stakes of understanding Partition as an unsettling and disorienting event that defies closure. This article deploys the spectral concept of “haunting” to suggest the ways in which postcolonial scholars and literature mourn the loss of more composite communities before the fissures produced by Partition

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