Work–Life Balance Among Community College Faculty Members: Generational and Life Course Theory Lenses

Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.     

Examination of a Group Counseling Model of Career Decision Making With College Students

The authors examined the effectiveness of a group career counseling model (Pyle, 2007 ) on college students’ career decision‐making abilities. They used a Solomon 4‐group design and found that students who participated in the career counseling groups had significantly greater increases in career decision‐making abilities than those who did not participate in the groups. Implications for counseling and future research are discussed.     

Adult Role Models: Feasibility,Acceptability, and Initial Outcomes for Sex Education

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.     

In search of consolidation of short-term memory in nonhuman animals

Wixted (Annual Review of Psychology, 55, 235 – 269, 2004) has argued that forgetting is due to consolidation failure. Previous research with humans and nonhuman animals has reported evidence for consolidation in intermediate or long-term memory (LTM). The present study examines whether consolidation occurs in short-term memory in pigeons. Delayed matching-to-sample accuracy was reduced when retroactive interference (an extraneous task in Experiment 1 or houselight illumination in Experiment 2) was interpolated in the retention interval. Accuracy was not greater, however, when interference occurred at the end of the retention interval, as compared with when it occurred at the beginning. That is, there was no evidence for consolidation in short-term memory for pigeons. We did find, however, the beginning–end effect originally reported by Roberts and Grant (Journal of Experimental Psychology: Animal Behavior Processes, 4, 219–236, 1978) and the recovery from forgetting reported by White and Brown (Journal of the Experimental Analysis of Behavior, 96, 177–189, 2011). The results are discussed in relation to temporal distinctiveness theory as an alternative to consolidation.     

Fostering Student Engagement and Collaboration with the Library: Student Creation of LibGuides as a Research Assignment

This article describes a project using a student-created LibGuide in conjunction with a literature review assignment for a research course. This collaborative project between a librarian and a professor of International Education was designed and implemented as an avenue for teaching information literacy and to encourage use of library resources. The methodology for the assignment is presented, and the results of the project are discussed in terms of the final products and student reviews. Implications for the use of student-created LibGuides in academic institutions and future directions for this project are presented.     

A framework for gender justice: Evaluating the transformative capacities of three key Australian schooling initiatives

Through a feminist agenda that seeks to redress gender inequities through remedies of redistribution and recognition, this paper draws on Fraser’s work (1997) to articulate a framework of transformative justice. In moving beyond the competing logics underpinning such remedies, this framework adopts a transformative theory and politics in problematising and seeking to restructure the inequitable gender differentiation of political-economic structures and social patterns of representation, interpretation and communication. This framework of gender justice is presented as useful in evaluating the ideologies and practices of particular schooling initiatives and thus is drawn on to critically assess three initiatives that currently seek to address issues of social/gender equity in education within Australia: The New Basics Project, The Productive Pedagogies Framework and the Success for Boys initiative. In particular, the paper critically explores these initiatives in terms of their capacities for enabling or constraining a transformative redistributive and cultural gender justice.     

Information for trained nurses in remote areas: do electronically networked resources provide an answer?

This paper reports on a research project which examined the potential ofthe Internet, and other networked information resources, to improve access to information fortrained nurses working in remote areas. This paper provides a review of current literature in thefield. It describes the research carried out, presents a summary of the research findings anddiscusses the implications of these findings. The paper concludes that the Internet and networkedresources do have considerable potential to improve access to information for nurses working inremote and rural areas. However, information skills, along with professional guidance, are alsorequired.