Future work selves : how salient hoped-for identities motivate proactive career behaviors

The term future work self refers to an individual's representation of himself or herself in the future that reflects his or her hopes and aspirations in relation to work. The clearer and more accessible this representation, the more salient the future work self. An initial study with 2 samples (N = 397; N = 103) showed that future work self salience was distinct from established career concepts and positively related to individuals' proactive career behavior. A follow-up longitudinal analysis, Study 2 (N = 53), demonstrated that future work self salience had a lagged effect on proactive career behavior. In Study 3 (N = 233), we considered the role of elaboration, a further attribute of a future work self, and showed that elaboration motivated proactive career behavior only when future work self salience was also high. Together the studies suggest the power of future work selves as a motivational resource for proactive career behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved

If the LMS is the swiss army knife of blended learning, are we only using the blade?

The Learning Management System (LMS) can help with almost all aspects of the blended course: storing and organizing the syllabus and readings, notifying students of upcoming events, enabling students to share information and ideas, providing assessments and feedback, facilitating group work, collecting learning analytics, and tying into outside systems. Haverford College is a leading liberal arts undergraduate college located outside Philadelphia. Most classes are taught seminar style with an emphasis on discussion and debate. Haverford uses the Moodle LMS and provide a Moodle shell for all courses taught at the college. Faculty decide which, if any, of those course shells to use. While most faculty members make use of Moodle, few use it for more than posting syllabi, posting readings, and emailing students. However, students tell us that having grades, readings, quizzes, course lectures, and other course materials in our Moodle LMS helps them to easily find important course information all in one place. This poster will look at some of the most common tools found in LMS systems. For each tool listed, I will summarize why you might use it, show usage statistics from Haverford’s system, and provide stickers to learn how popular each tool is with conference participants. It should be a fun way to engage conference participants in a conversation about blended learning options that are already in their available toolset

If the LMS is the swiss army knife of blended learning, are we only using the blade?

The Learning Management System (LMS) can help with almost all aspects of the blended course: storing and organizing the syllabus and readings, notifying students of upcoming events, enabling students to share information and ideas, providing assessments and feedback, facilitating group work, collecting learning analytics, and tying into outside systems. Haverford College is a leading liberal arts undergraduate college located outside Philadelphia. Most classes are taught seminar style with an emphasis on discussion and debate. Haverford uses the Moodle LMS and provide a Moodle shell for all courses taught at the college. Faculty decide which, if any, of those course shells to use. While most faculty members make use of Moodle, few use it for more than posting syllabi, posting readings, and emailing students. However, students tell us that having grades, readings, quizzes, course lectures, and other course materials in our Moodle LMS helps them to easily find important course information all in one place. This poster will look at some of the most common tools found in LMS systems. For each tool listed, I will summarize why you might use it, show usage statistics from Haverford’s system, and provide stickers to learn how popular each tool is with conference participants. It should be a fun way to engage conference participants in a conversation about blended learning options that are already in their available toolset

Say Yes to GIS: Spatial Analysis in a Health and Inequality Curriculum

Social Epidemiology looks at how political, economic, and social factors create particular patterns of disease. GIS (Geographic Information Systems) lets you view and analyze data spatially on a map. In this presentation, we will share what we learned during two semesters of incorporating GIS into a 200 level Social Epidemiology course at Haverford College. Overall, we found that, despite a significant learning curve, challenges finding and using good data, and considerations adjusting the curriculum to incorporate GIS, GIS offered unique benefits for understanding the relationship between health disparities and various political, economic, and social factors

The genetic structure of populations of a threatened leafhopper, Aflexia rubranura

Illinois Wildlife Preservation Fund 1994-044Wunpublishednot peer reviewedOpe

Geocoding Large Population‐level Administrative Datasets at Highly Resolved Spatial Scales

Using geographic information systems to link administrative databases with demographic, social, and environmental data allows researchers to use spatial approaches to explore relationships between exposures and health. Traditionally, spatial analysis in public health has focused on the county, ZIP code, or tract level because of limitations to geocoding at highly resolved scales. Using 2005 birth and death data from North Carolina, we examine our ability to geocode population‐level datasets at three spatial resolutions – zip code, street, and parcel. We achieve high geocoding rates at all three resolutions, with statewide street geocoding rates of 88.0% for births and 93.2% for deaths. We observe differences in geocoding rates across demographics and health outcomes, with lower geocoding rates in disadvantaged populations and the most dramatic differences occurring across the urban‐rural spectrum. Our results suggest that highly resolved spatial data architectures for population‐level datasets are viable through geocoding individual street addresses. We recommend routinely geocoding administrative datasets to the highest spatial resolution feasible, allowing public health researchers to choose the spatial resolution used in analysis based on an understanding of the spatial dimensions of the health outcomes and exposures being investigated. Such research, however, must acknowledge how disparate geocoding success across subpopulations may affect findings.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108258/1/tgis12052.pd

Forest structure, stand composition, and climate-growth response in montane forests of Jiuzhaigou National Nature Reserve, China.

Montane forests of western China provide an opportunity to establish baseline studies for climate change. The region is being impacted by climate change, air pollution, and significant human impacts from tourism. We analyzed forest stand structure and climate-growth relationships from Jiuzhaigou National Nature Reserve in northwestern Sichuan province, along the eastern edge of the Tibetan plateau. We conducted a survey to characterize forest stand diversity and structure in plots occurring between 2050 and 3350 m in elevation. We also evaluated seedling and sapling recruitment and tree-ring data from four conifer species to assess: 1) whether the forest appears in transition toward increased hardwood composition; 2) if conifers appear stressed by recent climate change relative to hardwoods; and 3) how growth of four dominant species responds to recent climate. Our study is complicated by clear evidence of 20(th) century timber extraction. Focusing on regions lacking evidence of logging, we found a diverse suite of conifers (Pinus, Abies, Juniperus, Picea, and Larix) strongly dominate the forest overstory. We found population size structures for most conifer tree species to be consistent with self-replacement and not providing evidence of shifting composition toward hardwoods. Climate-growth analyses indicate increased growth with cool temperatures in summer and fall. Warmer temperatures during the growing season could negatively impact conifer growth, indicating possible seasonal climate water deficit as a constraint on growth. In contrast, however, we found little relationship to seasonal precipitation. Projected warming does not yet have a discernible signal on trends in tree growth rates, but slower growth with warmer growing season climates suggests reduced potential future forest growth