Discovering the Leader Within: Learning Leadership through Service (2nd Edition)

Discovering the Leader Within: Learning Leadership through Service (2nd edition) is a resource guide for students participating in a service-learning course in leadership studies. More precisely, this workbook is designed to enhance the reflection and assessment components of students’ service-learning projects. Students are challenged to develop in all aspects of human development: cognitive, behavioral and affective domains. Students are challenged cognitively, in exploring the capacities of being knowledgeable about the leadership process; behaviorally, in making use of new skills to demonstrate their leadership abilities; and affectively, in examining one’s own attitudes and self-efficacy in affecting positive change for the common good.https://scholars.fhsu.edu/leadership_oer/1000/thumbnail.jp

Preservation Pending: The Future of E-book Access in the Digital Age

For a very long time human knowledge has been recorded on print media and passed down, or preserved, for future generations. Since the latter half of the Twentieth Century however this human knowledge has been increasingly recorded in digital media. Whether we will be as successful as our predecessors at preserving human knowledge will depend on the steps we take now to identify and address the risks and threats when knowledge is stored in digital form. This report will focus specifically on e-books as a subset of all digital media. In some respects we are lucky in that the conversation surrounding the risks and threats to journal literature as it passed from print to digital has been going on for more than two decades, and some promising models and ideas have emerged. On the other hand e-books present problems that differ from those on the journal side and which will need to be addressed from scratch, as it were, with no prior models on which to build. Nor will this report provide ready answers. Rather, by bringing the conversation here we are throwing down the gauntlet and challenging all members of the information ecosystem to think seriously about the issues and to take the steps necessary to work toward a solution that is of mutual benefit to us all

Reinventing College Physics for Biologists: Explicating an epistemological curriculum

The University of Maryland Physics Education Research Group (UMd-PERG) carried out a five-year research project to rethink, observe, and reform introductory algebra-based (college) physics. This class is one of the Maryland Physics Department's large service courses, serving primarily life-science majors. After consultation with biologists, we re-focused the class on helping the students learn to think scientifically -- to build coherence, think in terms of mechanism, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials, including Peer Instruction, Interactive Lecture Demonstrations, and Tutorials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations, and we administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.Comment: 35 pages including a 15 page appendix of supplementary material

The effectiveness of aquatic plants as surrogates for wider biodiversity in standing fresh waters

1. Freshwaters are among the most globally threatened habitats and their biodiversity is declining at an unparalleled rate. In an attempt to slow this decline, multiple approaches have been used to conserve, restore or enhance waterbodies. However, evaluating their effectiveness is time‐consuming and expensive. Identifying species or assemblages across a range of ecological conditions that can provide a surrogate for wider freshwater biodiversity is therefore of significant value for conservation management and planning. 2. For lakes and ponds in three contrasting landscapes of Britain (lowland agricultural, eastern England; upland, north‐west England; urban, central Scotland) we examined the link between macrophyte species, macrophyte morpho‐group diversity (an indicator of structural diversity) and the richness of three widespread aquatic macroinvertebrate groups (molluscs, beetles, and odonates) using structural equation modelling. We hypothesised that increased macrophyte richness and, hence, increased vegetation structural complexity, would increase macroinvertebrate richness after accounting for local and landscape conditions. 3. We found that macrophyte richness, via macrophyte morpho‐group diversity, was an effective surrogate for mollusc, beetle, and odonate richness in ponds after accounting for variation caused by physical variables, water chemistry, and surrounding land use. However, only mollusc richness could be predicted by macrophyte morpho‐group diversity in lakes, with no significant predicted effect on beetles or odonates. 4. Our results indicate that macrophyte morpho‐group diversity can be viewed as a suitable surrogate of macroinvertebrate biodiversity across diverse landscapes, particularly in ponds and to a lesser extent in lakes. This has important implications for the restoration, conservation, and creation of standing water habitats and for assessing their effectiveness in addressing the decline of global freshwater biodiversity. Management actions prioritising the development of species‐rich and structurally diverse macrophyte assemblages will be likely to benefit wider freshwater biodiversity

How are health research partnerships assessed? A systematic review of outcomes, impacts, terminology and the use of theories, models and frameworks

BACKGROUND: Accurate, consistent assessment of outcomes and impacts is challenging in the health research partnerships domain. Increased focus on tool quality, including conceptual, psychometric and pragmatic characteristics, could improve the quantification, measurement and reporting partnership outcomes and impacts. This cascading review was undertaken as part of a coordinated, multicentre effort to identify, synthesize and assess a vast body of health research partnership literature. OBJECTIVE: To systematically assess the outcomes and impacts of health research partnerships, relevant terminology and the type/use of theories, models and frameworks (TMF) arising from studies using partnership assessment tools with known conceptual, psychometric and pragmatic characteristics. METHODS: Four electronic databases were searched (MEDLINE, Embase, CINAHL Plus and PsycINFO) from inception to 2 June 2021. We retained studies containing partnership evaluation tools with (1) conceptual foundations (reference to TMF), (2) empirical, quantitative psychometric evidence (evidence of validity and reliability, at minimum) and (3) one or more pragmatic characteristics. Outcomes, impacts, terminology, definitions and TMF type/use were abstracted verbatim from eligible studies using a hybrid (independent abstraction–validation) approach and synthesized using summary statistics (quantitative), inductive thematic analysis and deductive categories (qualitative). Methodological quality was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). RESULTS: Application of inclusion criteria yielded 37 eligible studies. Study quality scores were high (mean 80%, standard deviation 0.11%) but revealed needed improvements (i.e. methodological, reporting, user involvement in research design). Only 14 (38%) studies reported 48 partnership outcomes and 55 impacts; most were positive effects (43, 90% and 47, 89%, respectively). Most outcomes were positive personal, functional, structural and contextual effects; most impacts were personal, functional and contextual in nature. Most terms described outcomes (39, 89%), and 30 of 44 outcomes/impacts terms were unique, but few were explicitly defined (9, 20%). Terms were complex and mixed on one or more dimensions (e.g. type, temporality, stage, perspective). Most studies made explicit use of study-related TMF (34, 92%). There were 138 unique TMF sources, and these informed tool construct type/choice and hypothesis testing in almost all cases (36, 97%). CONCLUSION: This study synthesized partnership outcomes and impacts, deconstructed term complexities and evolved our understanding of TMF use in tool development, testing and refinement studies. Renewed attention to basic concepts is necessary to advance partnership measurement and research innovation in the field. Systematic review protocol registration: PROSPERO protocol registration: CRD42021137932 https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=137932. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12961-022-00938-8

Using evidence-informed logic models to bridge methods in educational evaluation

Designs combining different types of data are increasingly used in educational evaluation, to provide both evidence of impact and an explanation of the processes by which impacts are created. Logic models are visual representations of how an intervention leads via a set of steps from resources and inputs to outputs and then sets of outcomes. Their use has become widespread to underpin evaluations; and they have become of more interest in education as they have been promoted by policy makers and funders including the Education Endowment Foundation (EEF) in England. This paper addresses the question: how can logic models be used to frame and implement educational evaluations using combinations of methods? To do so, the paper draws on theory-based evaluation literature to identify a set of issues to be considered: the role of implementation logic; causal mechanisms; the context of interventions; and the importance of considering and addressing issues around complexity. Using detailed examples from two study designs for EEF evaluations, the paper presents an evidence-informed logic model approach to deal with these issues. The paper concludes by reflecting on the practical and theoretical implications of this approach, laying out a set of key issues to address in future evaluations for which a design framed by an evidence-informed logic model may be appropriate

The epidemiology of injuries across the weight-training sports

Background: Weight-training sports, including weightlifting, powerlifting, bodybuilding, strongman, Highland Games, and CrossFit, are weight-training sports that have separate divisions for males and females of a variety of ages, competitive standards, and bodyweight classes. These sports may be considered dangerous because of the heavy loads commonly used in training and competition. Objectives: Our objective was to systematically review the injury epidemiology of these weight-training sports, and, where possible, gain some insight into whether this may be affected by age, sex, competitive standard, and bodyweight class. Methods: We performed an electronic search using PubMed, SPORTDiscus, CINAHL, and Embase for injury epidemiology studies involving competitive athletes in these weight-training sports. Eligible studies included peer-reviewed journal articles only, with no limit placed on date or language of publication. We assessed the risk of bias in all studies using an adaption of the musculoskeletal injury review method. Results: Only five of the 20 eligible studies had a risk of bias score ≥75 %, meaning the risk of bias in these five studies was considered low. While 14 of the studies had sample sizes >100 participants, only four studies utilized a prospective design. Bodybuilding had the lowest injury rates (0.12–0.7 injuries per lifter per year; 0.24–1 injury per 1000 h), with strongman (4.5–6.1 injuries per 1000 h) and Highland Games (7.5 injuries per 1000 h) reporting the highest rates. The shoulder, lower back, knee, elbow, and wrist/hand were generally the most commonly injured anatomical locations; strains, tendinitis, and sprains were the most common injury type. Very few significant differences in any of the injury outcomes were observed as a function of age, sex, competitive standard, or bodyweight class. Conclusion: While the majority of the research we reviewed utilized retrospective designs, the weight-training sports appear to have relatively low rates of injury compared with common team sports. Future weight-training sport injury epidemiology research needs to be improved, particularly in terms of the use of prospective designs, diagnosis of injury, and changes in risk exposure