Is Service-Learning Worth It?: A Mixed-Methods Study of Faculty’s Service-Learning Experiences

Service-learning benefits students, communities, institutions of higher learning, and faculty. Most studies have focused on the impact of service-learning on students; however, there is a dearth of mixed-methods research examining faculty use of service-learning. Using a two-phase, exploratory, mixed-methods design, the purpose of this study was to understand the factors that influenced 24 faculty fellows’ engagement with service-learning. The qualitative component examined four faculty’s in-depth experiences with service-learning to understand the meaning they assigned to those experiences and to identify key themes that affected engagement. The quantitative phase of the study explored the extent to which 20 additional faculty fellows’ service-learning experiences matched those of the four faculty fellows involved in the qualitative phase. Rigorous qualitative analysis revealed five themes: educational transformation for faculty and students, personal transformation for faculty and students, emotional investment, tenure concerns, and time commitments. Descriptive statistical analyses revealed that 90% of respondents agreed that implementing service-learning made them better and more meaningful teachers and challengers of traditional modes of education, and caused them to evaluate what it meant to be a good teacher. Eighty-five percent of faculty agreed that service-learning provides students with “real world” application and that they were learning alongside students. There were some differences among faculty with regard to emotional investment, tenure concerns, and time commitment. Service-learning is one of the most valuable tools faculty can use to create an active, engaged learning environment. Overall, faculty believed that service-learning was worth the effort

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Health-risk behaviors and dating violence victimization: An examination of the associated risk behaviors among detained female youth

There are many health-risk behaviors that may elevate the risk of adolescents engaging in teenage dating violence. The purpose of this investigation was to examine the health-risk behaviors that are associated with a sample of female juvenile offenders to identify the extent to which those behaviors contribute to dating violence. The survey assessed respondents’ health-risk behaviors prior to incarceration, their perceptions of quality of life, postincarceration expectations, psychosocial factors, and other social determinants. Results indicated youth exposure to dating violence, alcohol, drug, and risky sexual behaviors in the year prior to incarceration. These findings demonstrate the need to address teen dating violence with at-risk adolescents in addition to risky behaviors.Journal Articl