Leading while being led: developing the developer at a Catholic NGO in Cape Town, South Africa

Includes bibliographical references (leaves 77-82).Religion has played a significant role in the historical unfolding of what is now understood as "development." Until recently, however, religious modes of contemporary development have been overlooked in development scholarship. The dissertation uses ethnographic data about the religious ethics undergirding the discourse, and practices of development agents in Catholic Welfare and Development (CWD), a faith-based NGO in Cape Town, South Africa. It explores how the particular modalities for the ethical/moral development of the subjectivities of CWD's developers. Informed by their own development, developers attempted to develop those they considered to be beneficiaries. The dissertation argues, and provides evidence to demonstrate, that, through the shared experience of development as an interpersonal and intersubjective encounter, both developers and beneficiaries were developed and also developed each other

An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)

Cultivating ethical Science, Technology, Engineering, and Mathematics researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues that students will encounter within their careers. We designed the Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology. This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction; argue for the need of a lens that we describe as ethical becoming; and then detail the Specific Aims of the I-CELER approach. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modified to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within STEM

The Role of Place Attachment and Situated Sustainability Meaning-Making in Enhancing Student Civic-Mindedness: A Campus Farm Example

This research explores the role that place attachment and place meaning towards an urban farm play in predicting undergraduate students’ civic-mindedness, an important factor in sustainability and social change. In 2017 and 2018, three STEM courses at a private university in the Midwest incorporated a local urban farm as a physical and conceptual context for teaching course content and sustainability concepts. Each course included a four to six-week long place-based experiential learning (PBEL) module aimed at enhancing undergraduate STEM student learning outcomes, particularly place attachment, situated sustainability meaning-making (SSMM), and civic-mindedness. End-of-course place attachment, SSMM, and civic-mindedness survey data were collected from students involved in these courses and combined with institutionally provided demographic information. Place attachment and SSMM surveys, along with the course in which the students participated, were statistically significant predictors of students’ civic-mindedness score

A Pedagogical Framework for the Design and Utilization of Place-Based Experiential Learning Curriculum on a Campus Farm

Campus agriculture projects are increasingly being recognized as spaces impactful to student engagement and learning through curricular and co-curricular programming; however, most campus farm activities are limited to agriculture or sustainability programs and/or co-curricular student clubs. Thus, campus farms are largely underutilized in the undergraduate curriculum, marking a need to explore the efficacy and impact of engaging a diverse array of disciplinary courses in the rich social, environmental, and civic context of local sustainable agriculture. The Farm Hub program presented here incentivizes instructors to refocus a portion of existing course content around the topic of local, sustainable agriculture, and reduces barriers to using a campus farm as a situated learning context for curricula. A pedagogical framework founded in place-based experiential learning (PBEL) theory was developed to guide instructors in the development and implementation of 4–6-week inquiry-based PBEL modules embedded in existing courses. The framework was converted into a research protocol to quantify program implementation fidelity and PBEL best practice adherence for the proposed lesson plans (intended) and their implementation (applied). The framework enables the development of a cohesive cross-curricular program so that the impact of implementation fidelity and best practice adherence to student learning outcomes in scientific literacy, place attachment and meaning, and civic mindedness can be assessed and the results utilized to develop a formal farm-situated PBEL pedagogical taxonomy. This framework can be applied to PBEL curriculum in natural spaces beyond campus farms

Appalachian Music: Discussing the Top Ten

Convenor Sandy Ballard, Editor of Appalachian Journal, Appalachian State University Moderators Mark Freed, Cultural Resources Coordinator for the town of Boone, NC, and teacher of Appalachian Music, Appalachian State University. Guest editor of Appalachian Music edition of Appalachian Journal. Trevor McKenzie, archivist, W. L. Eury Appalachian Collection, Appalachian State University. Guest editor of Appalachian Music edition of Appalachian Journal

Exploring Ethical Development from Standard Instruction in the Contexts of Biomedical Engineering and Earth Science

Ethics continues to be required in the accreditation of engineers. However, ethics is seldom the core focus of departmental instruction. Yet, standard instruction may have myriad impacts on students' ethical development. This study explores students’ ethical formation when ethics is a peripheral or non-intentional aspect of instruction in departmental courses in Biomedical Engineering and Earth Science. The research question that we seek to address is, “In what different ways and to what extent does participation in departmental engineering and science courses cultivate STEM students’ ethical formation?” To address our research question, we disseminated a survey to students before (pre) and after (post) their participation in one of 12 courses offered in Earth Science or Biomedical Engineering during the Fall 2017 or Spring 2018. The survey included four instruments: (1) the Civic-Minded Graduate scale; (2) the Interpersonal Reactivity Index; (3) two relational constructs developed by the authors; and (4) the Defining Issues Test-2. Results suggest that current Earth Science curriculum, overall, positively contributes to students' ethical growth. However, the Biomedical Engineering courses showed no evidence of change. As the Earth Science courses do not explicitly focus on ethics, one potential explanation for this trend is the community-engaged nature of the Earth Science curriculum. These findings will be beneficial locally to help direct improvements in departmental STEM instruction. In addition, these findings pave the way for future comparative analyses exploring how variations in ethical instruction contribute to students' ethical and professional formation. © 2019 American Society for Engineering Educatio

Integration of Art Pedagogy in Engineering Graduate Education

The integration of STEM with the Arts, commonly referred to as STEAM, recognizes the need for human skill, creativity, and imagination in technological innovations and solutions of real-world technical problems. The STEAM paradigm changes the dominant “chalk and talk” lecture and “closed-ended” problem-solving orientation of traditional engineering pedagogy to a hands-on, studio-based, and open-ended creative learning approach, typical in art education. A growing body of literature has provided evidence of the favorable impact of situating STEAM in K-16 education. The long-term objective of this work is to promote creativity in engineering students by integrating learning methods and environments from the Arts into graduate STEM education. To this end, an integrating engineering, technology and art (ETA) educational model is developed and is currently being tested. This ETA educational model systematically merges technical instruction with studio-based pedagogy. The ETA model consists of three courses, which were piloted in the year 2017. In each course, engineering and art instructors and students collaborated for 15 weeks on design projects. These projects ranged from drones to architectural installations

Meta-Analysis of Project Effectiveness: Learning at the Regional Scale

Many regional monitoring programs are designed to answer questions about the effectiveness of restoration or management actions. How do we evaluate regional effectiveness of restoration efforts from project scale studies? Regional decision-making depends on results from local-scale projects. Statistical meta-analysis provides a method for determining which restoration actions are the most effective. Meta-analysis is widely applied in other fields to evaluate the effectiveness of medical treatments and educational programs. We define an effectiveness study as one in which monitoring data are collected before and after a restoration action. Many examples of effectiveness monitoring studies exist in Puget Sound, including projects to reduce pollutants or contaminants in rivers, nearshore areas, and sediment. Other examples include projects designed to restore habitat such as riparian forest or estuarine areas. Project success may be measured in terms of improved water quality, reduced toxics, or increased fish use. Meta-analysis provides a framework for comparing across studies and across restoration endpoints that use different response variables to measure change over time. To make these comparisons, meta-analysis standardizes the response variable by calculating a unitless statistic from each study, called Cohen’s d. The change statistic is calculated as the difference before and after the restoration action divided by the pooled variance. Cohen’s d can be used to identify which treatments are most effective and which variables most responsive. We compared a diverse set of projects to evaluate which types of projects are most successful in terms of measurable change over time. Because meta-analysis depends on the data available for the study, we vetted our results with regional experts who collect and work with these data

Environmental aspects of the transuranics: a selected, annotated bibliography

This bibliography of 500 references is compiled from the Data Base on the Environmental Aspects of the Transuranics built to provide information support to the Nevada Applied Ecology Group (NAEG) of ERDA`s Nevada Operations Office. The general scope is environmental aspects of uranium and the transuranic elements, with emphasis on plutonium. Laboratory and field studies dealing with the effects of plutonium-239 on animals are highlighted in this bibliography. Supporting information on ecology of the Nevada Test Site and reviews on the effects of other radionuclides upon man and his environment has been included at the request of the NAEG. The references are arranged by subject category with first authors appearing alphabetically in each category. Indexes are given for author, geographic location, keywords, taxons, permuted title and publication description