Psychosocial Hazards in UK Universities: Adopting a Risk Assessment Approach

Drawing on the findings of a recent national survey, this article examines the extent to which higher education institutions in the United Kingdom meet the minimum standards recommended by the Health and Safety Executive (HSE) for the management of work‐related stressors. A comparison is also made between the average weekly working hours reported in the current survey with those found in two previous studies of the higher education sector (1998 and 2004). A sample of 9,740 academic and academic‐related employees working in higher education institutions in the UK completed a measure of seven job‐related stressors (or psychosocial hazards) (that is, demands, control, support from colleagues and managers, interpersonal relationships, role clarity and involvement in organisational change). With one exception (job control), levels of job‐related stressors in the higher education sector exceeded the benchmarks stipulated by the HSE. Stressors relating to change, role, job demands and managerial support were particularly high. Recommendations made by the HSE for interim and longer‐term targets to be achieved for the management of each stressor category are provided. Findings also revealed that average working hours remain high in the sector, with many employees continuing to exceed the weekly limit set by the UK Working Time Directive. The utility of the HSE approach in higher education institutions and ways in which the sector might work towards meeting the HSE management standards and consequently enhance employee well‐being are considered.     

ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES

The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class was assigned as the comparison group. The comparison group students received the instruction by traditional teaching, and the experimental group received instruction through an active learning paradigm. DESCA abilities and attitudes were measured before and after instruction. Results revealed that there was a significant difference favoring the active learning instruction on preservice teachers' DESCA scores; however, there was no significant difference on preservice teachers' attitudes toward teaching and science.     

Judgment‐Based Scoring by Teachers as Professional Development: Distinguishing Promises from Proof

The engagement of teachers as raters to score constructed response items on assessments of student learning is widely claimed to be a valuable vehicle for professional development. This paper examines the evidence behind those claims from several sources, including research and reports over the past two decades, information from a dozen state educational agencies regarding past and ongoing involvement of teachers in scoring‐related activities as of 2001, and interviews with educators who served a decade or more ago for one state's innovative performance assessment program. That evidence reveals that the impact of scoring experience on teachers is more provisional and nuanced than has been suggested. The author identifies possible issues and implications associated with attempts to distill meaningful skills and knowledge from hand‐scoring training and practice, along with other forms of teacher involvement in assessment development and implementation. The paper concludes with a series of research questions that—based on current and proposed practice for the coming decade—seem to the author to require the most immediate attention.     

A study of color in dissertations and theses

This study examined the occurrence of color in dissertations and theses produced at the Pennsylvania State University over a nine year period. Since the most common preservation method for dissertations and theses is monochromatic microfilming, traditional treatment may result in a loss of information encoded in color in these resources. Results indicate a significant increase in the use of color over the time period studied. Variations in the amount of color use by discipline were also observed. Implications related to monochromatic microfilming and recommendations for long term preservation are discussed.     

Using Blackboard in Library Instruction: Addressing the Learning Styles of Generations X and Y

Studies show that recent generations of college students have a learning style with identifiable characteristics. Library instruction efforts must adapt to these learning styles. Course management software (CMS), such as Blackboard, is one resource available to academic librarians to meet the challenges posed by the "Net Generation." At Stetson University, the use of Blackboard courseware in library instruction sessions successfully addressed the unique learning styles of students.     

Real-time reference: the use of chat technology to improve point of need assistance

Chat reference refers to the use of instant messaging and call center software to support interactive text or voice communication with library patrons. Instant messaging has been integrated into many e-commerce environments, and into the social lives of many teenagers and young adults, affording a level of immediacy and intimacy not possible with e-mail applications. The convergence and interoperability of new and emerging technologies can be used to develop new communities of users that view libraries as being essential to their education, patient care, and research activities.     

Using clinical vignette assignments to teach medical informatics

In response to curricular changes, many academic health sciences librarians have participated in curriculum planning and/or developed informatics course requirements for students enrolled at health sciences universities. This article describes the use of clinical vignette assignments, student journal club activities, and vignette-type multiple choice questions to teach and assess skills related to managing biomedical information, communicating effectively, basic computing, and life-long learning.