Challenges and opportunities in transdisciplinary science: The experience of next generation scientists in an agriculture and climate research collaboration

Agriculture in the twenty-first century faces unprecedented challenges from increasing climate variability to growing demands on natural resources to globalizing economic markets. These emerging agricultural issues, spanning both human and natural dimensions, are uniquely formulated, exceedingly complex, and difficult to address within existing disciplinary domains (Eigenbrode et al. 2007; Reganold et al. 2011; Foley et al. 2005; Hansen et al. 2013). Therefore, the next generation of scientists working on these issues must not only be highly trained within a disciplinary context but must also have the capacity to collaborate with others to solve systems-level problems

Moving Forward: Refinement of the INTELLIGENT RIVER, A Basin-Scale Monitoring Instrument

2012 S.C. Water Resources Conference - Exploring Opportunities for Collaborative Water Research, Policy and Managemen

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States

Purpose The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. Methods The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. Results In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001). Conclusion Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses

Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States

Purpose The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States. Methods Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale. Results Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL. Conclusion Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses

Cross-validation of a Team-Based Learning Student Perception Scale in the United States

Entry-level DPT students, who were enrolled in either one of two 3-credit patient/client management courses (i.e., Basic Skills and Cardiopulmonary) over two academic years (2012 and 2013), participated in this study. Of the 132 students in these courses, 115 completed the questionnaire (87% response rate). There were 85 first-year students from the Basic Skills course (43 first year students in 2012 and 42 in 2013) and 30 second-year students from the Cardiopulmonary course (2012). All participants experienced TBL for the first time in their DPT curriculum. The Student Perceptions of TBL scale is a 15-item instrument with two subscales: “preference for TBL” (8 items) and “preference for teamwork” (7 items). Each item was rated on a 5-point Likert-type scale: strongly disagree = -2, disagree = -1, neutral = 0, agree = 1, and strongly agree = 2, with a higher positive score indicating a more favourable perception toward TBL and teamwork

Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States

Purpose The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States. Methods Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale. Results Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL. Conclusion Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States

Purpose The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. Methods The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. Results In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001). Conclusion Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses

Challenges and opportunities in transdisciplinary science: The experience of next generation scientists in an agriculture and climate research collaboration

Agriculture in the twenty-first century faces unprecedented challenges from increasing climate variability to growing demands on natural resources to globalizing economic markets. These emerging agricultural issues, spanning both human and natural dimensions, are uniquely formulated, exceedingly complex, and difficult to address within existing disciplinary domains (Eigenbrode et al. 2007; Reganold et al. 2011; Foley et al. 2005; Hansen et al. 2013). Therefore, the next generation of scientists working on these issues must not only be highly trained within a disciplinary context but must also have the capacity to collaborate with others to solve systems-level problems