Relational employability stages of development

The Relational employability stages of development aim to enhance individuals’ employability in a relational world. These stages – Recognition, Networks, Translation and Review – provide a pathway for individuals to cultivate relational awareness, engagement, promotion and reflection in the context of careers. When integrated with the Relational employability teaching-learning framework (Cook, 2023), these stages of development engage individuals in critical self-reflection, evaluation and career planning to advance their relational career development. This integrated approach empowers individuals to thrive and make meaningful contributions, extending employability beyond skills and outcomes to embrace meaningful connections and contributions with others (including more-than-human others). Applicable at any developmental stage, these stages foster progression from recognition to review, allowing individuals to cycle through them repeatedly and achieve higher levels of thought and action with each iteration. The Relational employability stages of development serve as a valuable tool for individuals to navigate and strengthen their relational employability, promoting holistic development and meaningful engagement throughout their careers

Relational employability teaching-learning framework

This framework was designed, developed and implemented during Elizabeth’s doctoral research, specifically in 2022-2023. Elizabeth’s conceptualisation of relational employability, as depicted by this framework, is holistic and shows three equally important relational elements of employability and careers, which may transcend time and space: (1) foundational career development and identities (self); (2) humanistic interactions and contributions throughout careers (other humans); and (3) more-than-human interactions and contributions throughout careers (beyond humans). The framework builds on the work of Nataša Lacković (2019) and was constructed to enable academics to deeply and meaningfully integrate careers and employability thinking-imagining within curricula and assessment. The framework is intentionally designed to enable its use by almost anyone (diverse ages and career stages) to, for example, reflect on their employability, career development, identities, contributions, career futures, etc.; real and/or imagined

University evaluation toolkit: Navigating evaluative practices across all levels with RUFDATAE

University stakeholders have mixed feelings about evaluation, and mixed understandings, skills and knowledge about how to effectively evaluate. How much do you know about evaluation? Could you plan an evaluation if asked? This poster provides a toolkit of strategies for enhancing evaluation in universities, based on Cook’s (2021) “Evaluation of work-integrated learning: A realist synthesis and toolkit to enhance university evaluative practices”. RUFDATAE is a modified version of Saunders’ (2000) approach. The poster: defines evaluation; clarifies the difference between evaluation and research; summarises the four domains of evaluation in higher education; and outlines RUFDATAE, an evaluation planning framework, for prompting the following questions: R: What are the Reasons and purposes for the evaluation? U: How will the university Use the evaluation? F: What are the evaluation Foci? D: What Data and evidence should be collected and analyzed? A: Who is the Audience? T: When should evaluation Take place? A: Whose Agency will be required? E: What are the Ethical considerations? RUFDATAE can be used to prompt reflection and decision-making for evaluation planning at any level (i.e., systemic, programmatic, institutional and/or self). It has no rules or limitations and can be used as a checklist or a planning tool

Understanding Self-Determination and Families of Young Children with Disabilities in Home Environments

This article is about emergent self-determination for young children with disabilities in their home environments. The purpose of this study was to better understand family and home characteristics and how they influence the ways in which families can support the development of self-determination for their children with disabilities. Thirty families of young children with disabilities were interviewed, and their homes were systematically observed. Using a grounded theory design, an emergent model was developed that examined family and home context and the influence of context on the strategies that families used to support self-determination. Future research and practice implications of this research for supporting families are discussed

Developmental evaluation of teaching quality: evidencing practice

The evaluation of teaching quality and practice is increasingly important in higher education and usually done via student surveys (quantitative data) alone. Much less attention is given to teachers’ selfevaluations of teaching practice (qualitative data). This emphasis on quantitative over qualitative data can result in incomplete and biased measures of teaching quality, and inappropriate changes to educational practice, which may, in turn, negatively impact outcomes, experiences and university microcultures. In this paper, we present a case study of an international residential masters module, in rapid transition to online delivery during the COVID-19 pandemic, to demonstrate: 1) how developmental evaluation (DEval) can be used for rigorous critique of teaching practice in conjunction with student satisfaction data; and 2) how qualitative reflections on teaching practice can be transformed into justifiable evaluative evidence, using DEval theory and techniques. Our DEval approach, theorised and enacted using the community of inquiry framework, increased the teachers’ skills and confidence to plan and continually evaluate teaching-learning enhancements. We discuss the implications and benefits of DEval for teachers and universities when used to assess teaching quality. In addition, we expand on existing knowledge to provide clarification on the purposes and appearances of all levels of evaluation in higher education. Practitioner Notes 1. It is beneficial for universities and their staff to increase evaluation skills, knowledge and practice. 2. Developmental evaluation theory and techniques can help transform teachers’ reflections and critiques of their practice into justifiable evaluative evidence, thus increasing the rigor, and subsequent use, of this rich form of data. 3. Developmental evaluation, as described in this paper, can help to build teachers’ skills and confidence in planning and evaluation for ongoing, transformative enhancements to teaching-learning. 4. Using developmental evaluation, teachers self-evaluations can be used in conjunction with student satisfaction data to address some of the current challenges of using student surveys as the primary data source in university assessment of teaching quality

Genome sequence of Acetomicrobium hydrogeniformans OS1

Acetomicrobium hydrogeniformans, an obligate anaerobe of the phylum Synergistetes, was isolated from oil production water. It has the unusual ability to produce almost 4 molecules H2/molecule glucose. The draft genome of A. hydrogeniformans OS1 (DSM 22491T) is 2,123,925 bp, with 2,068 coding sequences and 60 RNA genes

Culturally Sustaining Math Word Problem Instruction with Hip-Hop Story Schemas

On August 11, 2023, Hip-Hop celebrated its 50th anniversary. In honor of this milestone, we share an activity that is designed to harness the power and art of Hip-Hop to support learning in mathematics for students with and without exceptionalities. Using a vignette, we examine why culturally sustaining practices are pivotal to learning and how teachers can collaborate with middle-school students to strengthen an evidence-based practice such as schema-based instruction by honoring the funds of knowledge that students possess. The activity includes (a) the creation of culturally relevant word problems in mathematics, (b) schema-based instruction for solving additive-type word problems, and (c) the development of Hip-Hop rhymes to communicate problem-solving math schemas. Schema-based instruction supports students’ mathematical reasoning and word-problem solving by teaching students to identify underlying problem structures and reasons for addition/subtraction or multiplication/division and is an evidence-based practice for supporting word problem solving skills for students with exceptionalities. Herein we provide a practitioner-ready guide for implementing these activities so that educators may replicate or adapt them to meet their students’ needs. Although we focus on schema-based instruction, the Hip-Hop pedagogical tools shared could be applied to enhance instruction in other academic areas

Managing clustering effects and learning effects in the design and analysis of multicentre randomised trials: a survey to establish current practice.

BACKGROUND:Patient outcomes can depend on the treating centre, or health professional, delivering the intervention. A health professional's skill in delivery improves with experience, meaning that outcomes may be associated with learning. Considering differences in intervention delivery at trial design will ensure that any appropriate adjustments can be made during analysis. This work aimed to establish practice for the allowance of clustering and learning effects in the design and analysis of randomised multicentre trials. METHODS:A survey that drew upon quotes from existing guidelines, references to relevant publications and example trial scenarios was delivered. Registered UK Clinical Research Collaboration Registered Clinical Trials Units were invited to participate. RESULTS:Forty-four Units participated (N = 50). Clustering was managed through design by stratification, more commonly by centre than by treatment provider. Managing learning by design through defining a minimum expertise level for treatment provider was common (89%). One-third reported experience in expertise-based designs. The majority of Units had adjusted for clustering during analysis, although approaches varied. Analysis of learning was rarely performed for the main analysis (n = 1), although it was explored by other means. The insight behind the approaches used within and reasons for, or against, alternative approaches were provided. CONCLUSIONS:Widespread awareness of challenges in designing and analysing multicentre trials is identified. Approaches used, and opinions on these, vary both across and within Units, indicating that approaches are dependent on the type of trial. Agreeing principles to guide trial design and analysis across a range of realistic clinical scenarios should be considered

Integrating existing climate adaptation planning into future visions: A strategic scenario for the central Arizona–Phoenix region

Cities face a number of challenges to ensure that people’s well-being and ecosystem integrity are not only maintained but improved for current and future generations. Urban planning must account for the diverse and changing interactions among the social, ecological, and technological systems (SETS) of a city. Cities struggle with long-range approaches to explore, anticipate, and plan for sustainability and resilience—and scenario development is one way to address this need. In this paper, we present the framework for developing what we call ‘strategic’ scenarios, which are scenarios or future visions created from governance documents expressing unrealized municipal priorities and goals. While scenario approaches vary based on diverse planning and decision-making objectives, only some offer tangible, systemic representations of existing plans and goals for the future that can be explored as an assessment and planning tool for sustainability and resilience. Indeed, the strategic scenarios approach presented here (1) emphasizes multi-sectoral and interdisciplinary interventions; (2) identifies systemic conflicts, tradeoffs, and synergies among existing planning goals; and (3) incorporates as yet unrealized goals and strategies representative of urban short-term planning initiatives. We present an example strategic scenario for the Central Arizona–Phoenix metropolitan region, and discuss the utility of the strategic scenario in long-term thinking for future sustainability and resilience in urban research and practice. This approach brings together diverse—sometimes competing—strategies and offers the opportunity to explore outcomes by comparing and contrasting their implications and tradeoffs, and evaluating the resulting strategic scenario against scenarios developed through alternative, participatory approaches