Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice

This study explores the transfer of critical thinking skills and dispositions from pre-service teacher training to classroom practice and student achievement in the cases of two graduates from a course on critical thinking-integrated instruction. Two 7th and two 8th grade classes were randomly assigned as experimental (CT-integrated instruction), or comparison (traditional instruction) groups. Empirical results demonstrated that, in these two cases, the teachers successfully developed CT-integrated instruction for effectively fostering students' CT skills and dispositions, while improving student achievement. Future research should include larger and more representative samples to avoid bias and reliably evaluate CT-based teacher training initiatives.     

Young deafblind adults in action: becoming self-determined change agents through advocacy

Six young deafblind adults took a 1-week course on civic engagement and advocacy, which provided the focus for a participatory action research study with a collective case study design. They selected advocacy topics, were briefed on these policy issues, and were paired with experienced mentors for meetings with legislators in Washington, DC. Eight themes were identified from constant comparative and in vivo analysis of classroom discussion notes, interviews, and journals: (a) defining advocacy and advocate, (b) rights and equality, (c) expectations, (d) role of education in change, (e) deafblind expertise, (f) characteristics of effective change agents, (g) advocacy is teamwork, (h) future advocacy. In the classroom, the participants learned about policy issues, communication considerations, and leadership, then applied this knowledge in the legislative arena. Through the advocacy process, they learned to apply their personal strengths as advocates and experienced the importance of teamwork in advocacy.     

Using Virtual Field Trips to Connect Students with University Scientists: Core Elements and Evaluation of zipTrips?

Physical field trips to scientists?? work places have been shown to enhance student perceptions of science, scientists and science careers. Although virtual field trips (VFTs) have emerged as viable alternatives (or supplements) to traditional physical fieldtrips, little is known about the potential of virtual field trips to provide the same or similar science career exploration advantages as physical field trips. The overarching goal of this paper is to describe a VFT, zipTrips?, designed to provide middle school students, especially those in resource limited rural areas, with access to university scientists. Using zipTrips as a case example, the paper identifies and describes some of the core characteristics and elements of high quality authentic VFTs that foster student-scientist interactions. In addition, the paper uses program evaluation data to examine the impact of zipTrips on student perceptions of scientists.     

Parenting and Beyond: Common Neurocircuits Underlying Parental and Altruistic Caregiving

Interpersonal relationships constitute the foundation on which human society is based. The infant-caregiver bond is the earliest and most influential of these relationships. Driven by evolutionary pressure for survival, parents feel compelled to provide care to their biological offspring. However, compassion for non-kin is also ubiquitous in human societies, motivating individuals to suppress their own self-interests to promote the well-being of non-kin members of the society. We argue that the process of early kinship-selective parental care provides the foundation for non-exclusive altruism via the activation of a general Caregiving System that regulates compassion in any of its forms. We propose a tripartite structure of this system that includes (1) the perception of need in another, (2) a caring motivational or feeling state, and (3) the delivery of a helping response to the individual in need. Findings from human and animal research point to specific neurobiological mechanisms including activation of the insula and the secretion of oxytocin that support the adaptive functioning of this Caregiving System.     

Te Wero—the challenge: reimagining universities from an indigenous world view

This paper provides a foundational framework to bring into conversation indigenous world views in reimagining universities. Highlighting a specific indigenous world view, the university is presented as a site for critical conversation and transformative praxis. We discuss the workplace experiences of indigenous staff in a university and infer from these how management practices related to indigenous staff could be enhanced. Building on our study of Māori academic and administrative staff in a New Zealand university, an indigenous typology and a Wero or challenge matrix is offered, which locates different positions and actions that universities adhere to or seek to emulate. The paper argues for universities to reimagine their policies and practices by drawing from the complex richness of indigenous world views.     

Literacy and life skills education for vulnerable youth: What policy makers can do

In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country research study undertaken by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the Department of Foreign Affairs, Trade and Development Canada (DFATD Canada; previously Canadian International Development Agency, CIDA), and on subsequent policy dialogue forums with policy makers, practitioners, researchers and youth representatives held in Africa, the Arab region and Asia. Built on this review of existing policies and their implementation, this note provides lessons for innovative practices and suggests six concrete ways to address the needs of vulnerable youth through literacy and life skills education.     

Bioinformatics Education in High School: Implications for Promoting Science,Technology, Engineering,and Mathematics Careers

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.     

The Importance of Library Liaison Programs

The purpose of the library liason program is to build relationships with faculty members and provide personal communication about library services, information literacy and instruction, and collections. Suggestions for transforming or revitalizing your library liason program are provided.