Educating the educators: Graduate student involvement in teaching natural resources

Awareness of the need to prepare future faculty for the teaching challenges they will face is growing rapidly. In one response, North Carolina State University established the Preparing the Professoriate program in 1994. Doctoral students work with a faculty mentor over the course of 1-2 years, depending on the frequency with which the course is taught, with the students moving from the role of observer to that of instructor. In addition to working closely with a member of the faculty in designing and delivering an undergraduate course, graduate students in the program attend monthly meetings at which they hear presentations and share experiences, and they complete a teaching portfolio. Entry into the program is competitive, as only ten student/mentor teams are selected each year. Selected students receive a $2,000 stipend

Effect of eicosapentaenoic and docosahexaenoic acid on resting and exercise-induced inflammatory and oxidative stress biomarkers: a randomized, placebo controlled, cross-over study

<p>Abstract</p> <p>Background</p> <p>The purpose of the present investigation was to determine the effects of EPA/DHA supplementation on resting and exercise-induced inflammation and oxidative stress in exercise-trained men. Fourteen men supplemented with 2224 mg EPA+2208 mg DHA and a placebo for 6 weeks in a random order, double blind cross-over design (with an 8 week washout) prior to performing a 60 minute treadmill climb using a weighted pack. Blood was collected pre and post exercise and analyzed for a variety of oxidative stress and inflammatory biomarkers. Blood lactate, muscle soreness, and creatine kinase activity were also measured.</p> <p>Results</p> <p>Treatment with EPA/DHA resulted in a significant increase in blood levels of both EPA (18 ± 2 μmol·L^-1vs. 143 ± 23 μmol·L^-1; p < 0.0001) and DHA (67 ± 4 μmol·L^-1vs. 157 ± 13 μmol·L^-1; p < 0.0001), while no differences were noted for placebo. Resting levels of CRP and TNF-α were lower with EPA/DHA compared to placebo (p < 0.05). Resting oxidative stress markers were not different (p > 0.05). There was a mild increase in oxidative stress in response to exercise (XO and H₂O₂) (p < 0.05). No interaction effects were noted. However, a condition effect was noted for CRP and TNF-α, with lower values with the EPA/DHA condition.</p> <p>Conclusion</p> <p>EPA/DHA supplementation increases blood levels of these fatty acids and results in decreased resting levels of inflammatory biomarkers in exercise-trained men, but does not appear necessary for exercise-induced attenuation in either inflammation or oxidative stress. This may be due to the finding that trained men exhibit a minimal increase in both inflammation and oxidative stress in response to moderate duration (60 minute) aerobic exercise.</p

A New Professional Development Course for Doctoral Students

As part of a new Ph.D. program in NC State\u27s Department of Parks, Recreation and Tourism Management, I designed a three-hour professional development course to help prepare students for positions on college and university faculties. One goal of the course is to cultivate students\u27 interest and ability in reading books, both those directly in their area of specialty and others more tangentially related. During the course, students will read and discuss seven books, three about collegiate faculty roles and four offering various perspectives on a topic in natural resources-based recreation. The second goal of the course is to provoke and deepen students\u27 thinking about faculty lives through readings and discussion with highly engaged faculty. Areas addressed will include the variety of institutional settings in which faculty work, teaching, research, engagement (outreach), and reappointment/promotion/tenure

Student Perceptions of a High-Quality Undergraduate Experience: Implications for Teaching and Learning in Natural Resources

Richard Light (2001) recently published what many consider to be one of the most insightful treatments of what students think constitutes a high-quality undergraduate experience and what can be done by the academy to create an environment that fosters this experience. It is based on a decade of research involving interviews with more than 1,600 undergraduates (mostly seniors), with questions designed by more than 60 faculty members from more than 20 colleges and universities, and results shared more widely with more than 90 colleges and universities (suggesting broad applicability). We highlighted Light\u27s ten major findings for the participants (largely faculty) in our facilitated discussion session. Then, using breakout groups, we asked them to reflect on their own experiences relative to these major findings and indicate positive and/or negative aspects of each for undergraduate education in natural resources. Below we state each finding and summarize participant responses