An exploration of the pedagogies employed to integrate knowledge in work-integrated learning

This article describes a three‐sector, national research project that investigated the integration aspect of work‐integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic‐workplace learning. The research constituted a series of collective case studies, and there were two main data sources — interviews with three stakeholder groups (namely employers, students, and co‐op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off‐campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off‐campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on‐ and off‐campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals

Demographic trends and reproductive patterns in the northern hairy-nosed wombat (Lasiorhinus krefftii) at Epping Forest National Park (Scientific), central Queensland

The critically endangered northern hairy-nosed wombat (Lasiorhinus krefftii) currently exists at only two locations in Queensland. Management, research and monitoring of the species at the main Epping Forest National Park (Scientific) population has occurred over the last four decades using a variety of tools, with the most complete dataset being provided by burrow activity monitoring over that period. Following a series of trap-based surveys in the 1980s and 1990s, wombat monitoring has employed DNA profiling of hairs collected remotely on sticky tape set at burrow entrances (since 2000), and passive infrared (PIR) cameras (since 2011). These techniques have produced a wealth of new information on the species. Using this new information, we aim to: (1) summarise the available demographic data and present new estimates using novel techniques for L. krefftii at Epping Forest NP; and (2) characterise reproductive patterns and their relationship with environmental factors for L. krefftii at Epping Forest NP. We find an ongoing increase in the population size at Epping Forest National Park, supported by healthy levels of reproduction despite periods of poor environmental conditions, notwithstanding the finding that cumulative monthly rainfall six months prior to sampling influenced birth rates. This trend suggests that the population will likely reach carrying capacity in the near future. It is timely to harvest the population to provide founders to a new site to establish an additional population, which will also reduce the risk of extinction and help secure the future of the species. © 2021 Australian Mammal Society

Feasibility of collecting and assessing patient-reported outcomes for emergency admissions: laparotomy for gastrointestinal conditions.

INTRODUCTION: Audit of emergency surgery is usually limited to immediate clinical outcomes relating to outcomes during the acute hospital episode with little attempt to capture patients' views of their longer-term outcomes. Our aim was to determine the response rate to patient-reported outcome measures (PROMs) for patients who underwent an emergency laparotomy for gastrointestinal conditions, identify response bias and explore the feasibility of comparing outcomes with their prior health based on their recalled view collected during their admission. METHODS: Patients undergoing emergency laparotomy in 11 hospitals were recruited to complete a retrospective questionnaire containing the EQ-5D-3L and Gastrointestinal Quality of Life Index (GIQLI). Response rate for 3-month mailed follow-up questionnaire and potential response biases were assessed. Patients' outcomes were compared with their baseline using χ2 and paired t-test to assess for differences. RESULTS: Of 255 patients contacted at 3 months, 190 (74.1%) responded. Responders were more likely to be older, female and more affluent. Patients' health improved significantly as regards the GIQLI (93.3 vs 97.9; p=0.048) and the subscale on symptoms (51.9 vs 59.6; p<0.001). No significant change in subscales on emotion or physical aspects or for overall health status (EQ-5D: 0.58 vs 0.64; p=0.06). According to the social subscale, patients had deteriorated (11.0 vs 9.8; p<0.0006). Differences in change scores by patient characteristics were slight, suggesting minimal response bias. CONCLUSION: This approach offers the opportunity for assessing the impact of treatment, from the patient's perspective and the potential to evaluate emergency laparotomy care using PROMs

Prospectus, April 5, 1977

STU-GO: THREE ORGANIZATIONS ACCEPTED TO IOC; Parkland Board candidates list questionnaire spending priorities; Correct grades mailed; Campaigning starts for student-government; Blood Bank offered today; Canoe Trip; Student forum: Single motherhood: a big responsibility; Letters to the editor: Mail fraud help needed; Erma Bombeck?: President Jimmy makes phone call; Student forum: Atkinson B.S.A. speaker; Letters to the editor: Is there a solution?; Finance Board to discuss budget; Single Mothers to meet; Video display featured: Computer improves registration process; Trip to Mexico being offered; Law frat. meets; Good job market: Theraputic Rec. at PC; PC to host high school math contest; From Fu Dog to Batik: Maskers Gallery displays Midwestern art talents; MediaSceen: Kitman examines the \u27boob tube\u27; Concert reviews: Warm-up act is \u27hot\u27; \u27Wizards\u27 animated violence; Schaeffer is featured at Station Theatre; Classifieds; Sports editorial: Majors need division change; Intramural Softball; Meet Lincoln Land tomorrow: Cobras try to start new win streak; Former PC pitcher shines; All-State: Johnson announces for UI at banquethttps://spark.parkland.edu/prospectus_1977/1021/thumbnail.jp

Exploring the pedagogies used in work integrated learning

This paper focuses on the pedagogical approaches used in New Zealand WIL programs in terms of integration of student knowledge, and what impact these have on student learning. A collective case study methodology was used involving three areas of tertiary education science and engineering; business and management; and sport studies. The study involved researchers working collaboratively conducting focus group interviews with a selection of WIL students, academic supervisors, and employers from the relevant discipline about their teaching and learning experiences at both the academic institution and in the workplace. Relevant documentation (e.g., course/paper outlines, graduate profiles, etc.) was analyzed to afford data triangulation. The findings indicated that the WIL experience is a point of difference that students and employers value. Student learning (soft and hard skills, personal and professional development) occurs from a variety of sources (self-directed, supervisors, and peers) and a variety of modes (on campus, on placement). The findings reinforce what can be achieved through WIL programs, and through dissemination of the findings raise awareness amongst tertiary education institutions (TEIs) of the future possibilities availablevia this pedagogy.<br /

Putting the \u27integrated\u27 in work-integrated learning

A key aspect of work-integrated learning (WIL) is the notion that it entails the integration of knowledge and skills gained in the educational institution and in the workplace. WIL educators are interested in what way students take what they learn on campus into the workplace; and conversely how what they learn in the workplace becomes related to, or incorporated into, the next phase of learning when the student returns to the campus after completing a work placement Here we report on a major national study of the pedagogical approaches used in New Zealand WIL programs in terms of integration of student knowledge, and consider what impact these might have on student learning.<br /