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The purpose of this paper is to plan a relevant, professional development conference for the faculty of a small, private, suburban college in upstate, New York. The Provost and Senior Vice‐President led a college‐wide committee of faculty, administrators, and staff in a survey method to discover the priorities of the faculty, in further development of excellence in teaching and learning.

The committee designed 20 essential questions, and asked faculty to select three questions, in order of priority, to be used to guide the theme of the conference. Faculty members were also given the option to write their own question, if their choices were not reflected in the original list. Of the 207 full‐time faculty members, 155 responded to the survey within a two‐week period.

Of the 155 survey respondents, 22 selected question 11, “In what ways do we weigh the political, ethical and economic implications of technological platforms against their pedagogical potential, and how can we model these kinds of complex decisions for our students?”, as one of three choices.

In this second decade of the twenty‐first century, there is a strong sense of urgency to examine and revise current public policy, so that society may connect with the realities of the present.

The paper addresses those needed changes in greater depth, and provides a framework for exploring issues of ethics, and the dilemmas faced by educators in the twenty‐first century, with regard to teaching and learning in higher education.

Youth and young adults with emotional and/or behavioral difficulties (EBD) face particularly difficult challenges in their efforts to fit into adult roles and functions. The purpose of this chapter is to assist providers, educators, and administrators from the mental health, education, child welfare, justice/corrections, and adult service system sectors understand (a) a practice for improving the progress and outcomes for young people in transition, and (b) how this practice model is implemented in communities to impact the lives of youth in transition to adulthood. This is accomplished in two major parts in this chapter. The first part provides an overview of the Transition to Independence Process (TIP) model, a description of its status as an evidence-supported practice, and tools and strategies that support its implementation in communities and regions across North America. The TIP model is further illustrated through a description of how it is applied with a young person. The second part of the chapter provides an overview of implementation science, a description of how its strategies and tools can guide the implementation of an intervention or model; and an illustration of a large-scale TIP implementation initiative with collaboratives of agencies and schools. This chapter concludes with implications regarding the importance of having effective transition-to-adulthood models; and ensuring the implementation and sustainability of these to improve the progress and outcomes of youth and young adults with EBD.

Cochlear's first product, the 22-channel Nucleus implant, was the result of a research programme that has been dated back to 1967, when Graeme Clark, an ear, nose and throat (ENT) surgeon, commenced doctoral work on the electrical stimulation of the hearing nerve. Following the completion of his PhD in 1969, Clark was appointed the inaugural Chair in Otolaryngology at the University of Melbourne. When he joined the university in 1970, his primary objective was the practical application of his PhD research: namely, the development of a ‘bionic ear’, an electronic device that would stimulate the hearing nerve in the profoundly deaf. He realised early on that lack of resources would be one of his major impediments:across the road [from my office] the experimental research laboratory was in a disused hospital mortuary. When I looked at the mortuary my heart sank. It was dilapidated and bare. There was a stone table in the centre, but little else. The walls needed painting, and the light diffused poorly through the high windows. Anyway, I had no money to buy equipment even if the laboratory itself were satisfactory. (Clark, 2000, p. 54)

This article describes a collaborative effort between a teacher educator, an inservice teacher, and a preservice teacher to develop a program for integrating women’s history in an eighth-grade early American History course. Using the results of a survey given to social studies teachers within the local district, they designed a program intended to address primary barriers to the integration of women’s history in the curriculum. Teacher-identified barriers included a lack of quality resources and a lack of time as well as a need to conform to district curriculum and state standards and a lack of content knowledge in women’s history among teachers. In addition to a description of the project, the article provides a discussion of lessons learned through the process.

Past research has shown that wellness culture projects identities that are predominantly middle-class, white, thin, able-bodied women. Wellness cultures are amplified through digital media, namely highly visual social media platforms such as Instagram and TikTok, that promote a feminine ideal that women can (and should) achieve through rigorous commitment and investment. However, discourses surrounding wellness culture are a cause for concern when consumption, choice, and responsibility are positioned as a mode to constantly improve oneself until an idealised appearance is achieved.

In this chapter, the author explores the experiences of five Asian-Australian women aged 18–35 living in Australia as they navigate ideals of femininity. The author draws on perspectives from feminist new materialism to understand the material-discursive practices that form norms and ideals of the female body. Findings are presented in the form of vignettes to help trace affective encounters with objects, digital media, discourses, and other bodies that produce different affective relations as they seek to understand Asian-Australian femininity. The author argues that digital media and wellness culture prompt individual understanding and practices to adhere to transnational ideals of the feminine body rather than dismantling social and cultural norms that limit individual choice, an issue that has thus far received limited scholarly attention for Asian-Australians. This chapter builds on previous studies that position wellness culture within an established white female neoliberal rhetoric.

Despite the growing awareness of links between meat consumption and human, animal and environmental health, consumption rates of protein rich plant-based foods (PBFs) in Canada remain relatively low. The purpose of this paper is to better understand how information sources and trust relate to PBFs in Canadians’ diets, and how these variables may factor into closing the commercialization gap for PBFs in Canada.

A geographically representative sample of Canadians (n=410) participated in a 20-minute, online survey. The survey consists of 24 questions covering demographic characteristics, motivations behind current and future food choices, frequency of current PBF consumption, sources of information about PBFs and trust levels of these sources.

Most Canadians get information about PBFs from labels, the internet and family and friends, but only half trust these sources to provide accurate information. Sources of information (e.g. licensed health care professionals) that rank high in trust are only consulted by a minority of respondents. Several information sources (e.g. family and friends) are associated with consumers’ willingness to try new PBFs, whereas other sources (e.g. labels) are associated with Canadians being unlikely to try new PBFs.

Understanding the patterns of where Canadians access information about PBFs and what sources of information are trusted can help to strategically place information about PBF qualities among select information sources and to remove some of the information barriers contributing to the PBF commercialization gap.

The purpose of this study was to assess particular student outcomes when design thinking was integrated into an environmental engineering course. The literature is increasingly promoting design thinking for addressing societal and environmental sustainability engineering challenges. Design thinking is a human-centered approach that identifies needs upfront.

In an undergraduate engineering course, Design for the Environment, students have begun to obtain hands-on experience in applying design thinking to sustainability challenges. This case study investigates the association between the use of design thinking and student creativity with sustainability design solutions. Student perspectives on their own creativity and future sustainable design practices as a result of the course were also investigated.

The findings were favorable for design thinking, being associated with a significant difference and medium-to-large effect with regards to solution novelty. A qualitative analysis showed a positive association between design thinking and students’ perceptions of their creativity and future anticipated sustainability practices. Using a content analysis of reflective writings, students’ application of design thinking was assessed for comprehensiveness and correctness. A two-week introductory design-thinking module and significant use of in-class active learning were the course elements that most notably impacted students’ use of design thinking.

This case study preliminarily demonstrates that application of design thinking within an environmental engineering course may be associated with beneficial outcomes related to creativity and sustainability.

A review of the literature did not uncover studies of the use of design thinking for undergraduate socio-environmental challenges to promote creativity and sustainable-practices outcomes, although the literature has been calling for the marrying of these two areas.