Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs

Project-based learning units are often used for large scale work integrated learning (WIL) experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to large cohorts. This systematic search and review evaluates the effectiveness of interdisciplinary project-based learning in Science Degree programs for developing discipline knowledge and employability skills. Education literature databases were searched for peer-reviewed journal articles that discussed undergraduate science-based degree programs with project-based learning units involving students from multiple disciplines. Data were analysed for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork, Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management). Projects were assigned to categories based on interdisciplinary breadth and depth. Data was analysed by cross-tabulations, Fisher’s Exact test and by calculating odds ratios (OR), which indicate the effect size. Perception of a skill gain was significantly more likely to be reported than an objectively measured skill gain (p<0.001). Real discipline skill gains were 6.6 times more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill gains were high irrespective of project type. Projects with wide interdisciplinarity were significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p<0.05) and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4) skills. When projects have greater interdisciplinary breadth or depth, perceived student employability skill gains increase, perceived discipline skill gains are unaffected, however actual discipline skill gains are less reported. Further research and evidence that project-based learning is meeting the desired WIL learning objectives of the curriculum is needed

Subjectivity Experience and Method in Film and Television Viewing: A Psycho-Social Approach

This is an interview-based piece of psycho-social phenomenological audience research, based on eleven interviews and a series of letters with six working class participants using a psychoanalytically informed method: Free Association Narrative Interviewing. The research aimed to create an in-depth study of the emotional, affective and biographical relationships with 'favourite' film and television texts and also texts that have had an emotional 'impact' on the viewer. The research brings together and develops psychoanalytic film theory and sociological and cultural studies approaches to media audience research to explore this phenomenon. Film theory has traditionally utilised textual analysis as a method and the audience has been figured in response to the text. Media and Cultural Studies research into audiences has utilised 'textual' approaches and analysed reading and interpretation of texts. Another strand of empirical audience research exists which relegates the text in favour of an approach concerned with understanding the practices and politics of viewing. Film theory has traditionally found psychoanalysis a useful analytic tool, whilst empirical audience research, interested in both reception and uses, has preferred sociological and cultural interpretive paradigms. These differences of approach and focus have often prevented dialogue between various disciplines -film, media and cultural studies - with regard to audiences. This research attempts to bridge some of these divisions by focussing on both the reception of texts and also viewing practices. I argue for a method retaining textual analysis as part of a multi-layered method, which includes interviews, and sociohistorical analysis. The research utilises and evaluates psychoanalytic concepts and ideas and begins from the historically contextualised position that audiences now view in a post-cinematic era. I use this term not to signify the end of cinema, but to point to the developments in home viewing, which mean films are not always viewed in the cinema. Also such developments suggest that film theories that are based heavily on the cinematic viewing situation may need to be re-evaluated. Theoretically, the research does not reject what have been hegemonic poststructural models but seeks to enhance established approaches by also utilising perspectives from a range of psychoanalytic perspectives including object relations. The sample of interviewees contains participants from across the age spectrum to explore the experience of technological and social change from different vantage points. The impact of developments such as time shift technology, video and DVD on the relationships with texts and the viewing practices of audiences are examined. Following this, a central research question concerns the ways in which personalising viewing technologies have their own subjective impact upon memory, identity and family relationships. Therefore the home, where most of this technology is located and used is explored as a unique viewing space. The research data provides rich accounts of viewing experiences and the uses of texts and viewing practices in everyday life. New light is shed on established and important concepts in media and film such as identification. The research found examples of forms of identification that have not been explored in previous media and film research for instance intergenerational, sibling, biographical, idiomatic and 'emotional' identification with texts. Other findings included the use of texts to address personal trauma and anxiety resulting from the lived experience of social mobility in what Ulrich Beck has called 'new modernity'. These findings add to the understanding of the experience of viewing and the way media texts are made meaningful and used by audiences. Alternative conceptual models are offered to enhance established approaches. Bion's work is used to understand how film and television visual 'moments' or moments from plot development are used in 'thought'. The work of Bollas and his concepts of idiom, and six forms of object 'use' help to explain the relationship between taste, trauma and the lived experience of social class. Repetition compulsion and afterwardsness explain the significance of memory and experience in viewing practices and favourite texts. The research evaluates some established post-positivist critiques of method and knowledge production and argues that psycho-social methods are effective and workable. The combination of case study and Free Association Narrative Interview Method used demonstrates that it is a viable and effective approach to interviewing for media and film research. It is shown to be particularly effective for generating narratives with biographical and emotional significance. The method is also shown to be an appropriate method for psychoanalytically informed audience research when combined with other methods such as textual analysis

INTERDISCIPLINARY PROJECTS IN SCIENCE-BASED DEGREE PROGRAMS: STUDENT SATISFACTION OUTCOMES WITH DIFFERENT PROJECT DELIVERY MODELS

Tertiary interdisciplinary projects are used to develop students’ disciplinary and employability skills. The aim was to determine student satisfaction with different delivery models of interdisciplinary student projects. A systematic search and review of journal articles reporting on student satisfaction and employability skills developed by interdisciplinary project work was undertaken. Projects with varying interdisciplinary width and depth, project task authenticity and involvement of external partners (from industry, government or community) in the project were examined and reported student satisfaction outcomes were compared. Data were analysed using the 2 test. The interdisciplinary project model did not affect the development of disciplinary or employability skills, apart from interdisciplinary effectiveness, which was significantly better developed in a truly interdisciplinary project (P=0.009). Interpersonal skill development was significantly improved where projects had integrated rather than sequential tasks (P=0.04). Student satisfaction was unaffected by project delivery mode, but improved when the project task was authentic (P=0.05). Improved learning was reported in about half the projects included, and significantly improved employability was reported with consultancy projects (P=0.04) and where an external partner was involved (P=0.04). Interdisciplinary projects that are authentic and involve an external partner generate better outcomes in terms of overall student satisfaction and employability skills development

Authenticity ahead of interdisciplinarity – a scoping review of student experiences in interdisciplinary science projects

Interdisciplinary projects are reported to facilitate the development of both disciplinary and generic skills. They vary in their design and implementation, but the effectiveness of different project models has not been studied. The aim of this study was to determine student satisfaction, engagement with learning and development of employability skills across interdisciplinary projects with different delivery models. This scoping review appraises interdisciplinary projects implemented in science-based undergraduate degree programs. Projects with varying models of delivery, interdisciplinarity, authenticity and external partner involvement were examined, and the reported student learning and satisfaction ratings compared. Descriptive statistics and cross tabulation using Fisher’s Exact test were used to analyse the data. The interdisciplinary project model had little effect on engagement with learning, but student satisfaction improved if the project task was rated as authentic (p<0.05). Improved learning was reported in about half of the projects reviewed. Improved employability was reported in projects where students used discipline-based skills to provide a consultancy (p<0.05), and those where an external partner was involved (p<0.05). The interdisciplinary project model did not affect disciplinary or employability skill development, apart from interdisciplinary competence, which was significantly improved in a truly interdisciplinary project (p<0.01). Interpersonal skill development was significantly improved where projects had integrated rather than sequential tasks (p<0.05). Overall, interdisciplinary projects that were authentic and/or involved an external partner generated better student satisfaction and real-world experience. These results inform the future design of interdisciplinary project-based learning tasks and encourage involvement of external partners in project design and delivery

Methamphetamine: Fact vs. Fiction and Lessons from the Crack Hysteria

The purpose of this report is to provide a critical examination of the available evidence on illicit methamphetamine use and its consequences in the United States and internationally. It is the aim of this report to dispel some of the myths about the effects of methamphetamine and other illicit drugs using the best available scientific data. Further, it is our hope that this analysis will lead to more rational policies for dealing with both legal and illegal amphetamine. The report begins with an examination of the lessons learned from the "crack cocaine scare" in the 1980s. In this way, the reader can draw parallels between society's response to crack cocaine then, and methamphetamine now. The report then describes distinctions and similarities between methamphetamine and other amphetamine-type stimulants. Also examined is the prevalence of methamphetamine use and public policies in response to the perceived increased use of the drug and perceived drug-related problems. Finally, the report critically reviews the scientific literature on the effects of methamphetamine on the brain, physiology, and behavior. The data show that many of the immediate and long-term harmful effects caused by methamphetamine use have been greatly exaggerated just as the dangers of crack cocaine were overstated nearly three decades ago. Recommendations are made in an effort to remedy this situation and to enhance public health and safety

Peer Mentoring-a pilot study to compare the viability of two virtual environments for student support

Support systems are vital for new students at university and one of the established means of support on offer at many universities is peer mentoring which, through a community of practice, has the potential to aid student retention and increase student engagement. Peer mentoring models are generally based on face-to-face contact. However, given the increasing number of higher education institutions using various social media and some of the practical problems concerned with face to face mentoring meetings, might online models be beneficial in a peer mentoring context? Newcastle Business School in 2010/2011 will be piloting two potential virtual models based on new technologies to create a community of practice which aims to improve and extend the transition, induction and learning experience of students on Business and Management Programmes. It is anticipated that this proactive approach will also install a sense of programme identity through social interaction across year cohorts, with newly enrolled students in particular benefiting from the experiences of more experienced course colleagues. The two models examined are the virtual learning environment (VLE) and social networking site Facebook. The VLE is established in higher education but lacks excitement. In addition technical restrictions mean access is only available post enrolment. Social networking sites like Facebook are freely available, popular and heavily used particularly by younger students but literature suggest there may be resentment if this appears to be appropriated by the HEI. This paper will report on the research findings which led to the choice of models as wells as outline the pilot project in more depth

3′,4′-Dihydroxyflavonol Reduces Superoxide and Improves Nitric Oxide Function in Diabetic Rat Mesenteric Arteries

Background: 3',4'-Dihydroxyflavonol (DiOHF) is an effective antioxidant that acutely preserves nitric oxide (NO) activity in the presence of elevated reactive oxygen species (ROS). We hypothesized that DiOHF treatment (7 days, 1 mg/kg per day s.c.) would improve relaxation in mesenteric arteries from diabetic rats where endothelial dysfunction is associated with elevated oxidant stress. Methodology/Principal Findings: In mesenteric arteries from diabetic rats there was an increase in ROS, measured by L-012 and 2',7'-dichlorodihydrofluorescein diacetate fluorescence. NADPH oxidase-derived superoxide levels, assayed by lucigenin chemiluminescence, were also significantly increased in diabetic mesenteric arteries (diabetes, 4892±946 counts/mg versus normal 2486±344 counts/mg, n = 7–10, p<0.01) associated with an increase in Nox2 expression but DiOHF (2094±300 counts/mg, n = 10, p<0.001) reversed that effect. Acetylcholine (ACh)-induced relaxation of mesenteric arteries was assessed using wire myography (pEC50 = 7.94±0.13 n = 12). Diabetes significantly reduced the sensitivity to ACh and treatment with DiOHF prevented endothelial dysfunction (pEC50, diabetic 6.86±0.12 versus diabetic+DiOHF, 7.49±0.13, n = 11, p<0.01). The contribution of NO versus endothelium-derived hyperpolarizing factor (EDHF) to ACh-induced relaxation was assessed by evaluating responses in the presence of TRAM-34+apamin+iberiotoxin or N-nitro-L-arginine+ODQ respectively. Diabetes impaired the contribution of both NO (maximum relaxation, Rmax diabetic 24±7 versus normal, 68±10, n = 9–10, p<0.01) and EDHF (pEC50, diabetic 6.63±0.15 versus normal, 7.14±0.12, n = 10–11, p<0.01) to endothelium-dependent relaxation. DiOHF treatment did not significantly affect the EDHF contribution but enhanced NO-mediated relaxation (Rmax 69±6, n = 11, p<0.01). Western blotting demonstrated that diabetes also decreased expression and increased uncoupling of endothelial NO synthase (eNOS). Treatment of the diabetic rats with DiOHF significantly reduced vascular ROS and restored NO-mediated endothelium-dependent relaxation. Treatment of the diabetic rats with DiOHF also increased eNOS expression, both in total and as a dimer. Conclusions/Significance: DiOHF improves NO activity in diabetes by reducing Nox2-dependent superoxide production and preventing eNOS uncoupling to improve endothelial function

Hydrogen Sulfide in the RVLM and PVN has No Effect on Cardiovascular Regulation

Hydrogen sulfide (H2S) is now recognized as an important signaling molecule and has been shown to have vasodilator and cardio-protectant effects. More recently it has been suggested that H2S may also act within the brain to reduce blood pressure (BP). In the present study we have demonstrated the presence of the H2S-producing enzyme, cystathionine-β-synthase (CBS) in the rostral ventrolateral medulla (RVLM), and the hypothalamic paraventricular nucleus (PVN), brain regions with key cardiovascular regulatory functions. The cardiovascular role of H2S was investigated by determining the BP, heart rate (HR), and lumbar sympathetic nerve activity (LSNA) responses elicited by a H2S donor sodium hydrogen sulfide (NaHS) or inhibitors of CBS, microinjected into the RVLM and PVN. In anesthetized Wistar Kyoto rats bilateral microinjections of NaHS (0.2–2000 pmol/side) into the RVLM did not significantly affect BP, HR, or LSNA, compared to vehicle. Similarly, when the CBS inhibitors, amino-oxyacetate (AOA; 0.1–1.0 nmol/side) or hydroxylamine (HA; 0.2–2.0 nmol/side), were administered into the RVLM, there were no significant effects on the cardiovascular variables compared to vehicle. Microinjections into the PVN of NaHS, HA, and AOA had no consistent significant effects on BP, HR, or LSNA compared to vehicle. We also investigated the cardiovascular responses to NaHS microinjected into the RVLM and PVN in spontaneously hypertensive rats. Again, there were no significant effects on BP, HR, and LSNA. Together, these results suggest that H2S in the RVLM and PVN does not have a major role in cardiovascular regulation

'Overcoming' the 'Battlefield of the Mind'

This article offers a psychoanalytically informed discursive analysis of the teachings of two leading Christian digital evangelists in the field of Christian ‘Self-help’ texts: Joyce Meyer and Joel Osteen. Meyer and Osteen both have global popularity and multimedia presences. Influenced by psychosocial theory, we combine linguistic analysis with the ideas of Kleinian and post-Kleinian object relations. Exploring Meyer’s and Osteen’s media usage, we argue that digital and online tools have enhanced their connective ability with their immense audiences. It is argued that such discursive spaces create new psychosocial possibilities and contradictions for their messages of emotional health and self-governance through a combination of scripture and psychological approaches common in secular self-help communication. Both preachers focus on changing ‘language’ and ‘thought’, employing techniques and scripture that require the believer to excessively self-focus, and this process revolves emotionally around the construction of images of an omnipotent, good God and the mind as a spiritual battleground between ‘good’ objects (God) and ‘bad’ (Satan)