bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cross‐Coupling Reactions Enabled by Well‐Defined Ag(III) Compounds: Main Focus on Aromatic Fluorination and Trifluoromethylation
Authors: Demonti Luca , Joven‐Sancho Daniel , Nebra Noel 
Published: June 2023

AbstractAgIII compounds are considered strong oxidizers of difficult handling. Accordingly, the involvement of Ag catalysts in cross‐coupling via 2e− redox sequences is frequently discarded. Nevertheless, organosilver(III) compounds have been authenticated using tetradentate macrocycles or perfluorinated groups as supporting ligands, and since 2014, first examples of cross‐coupling enabled by AgI/AgIII redox cycles saw light. This review collects the most relevant contributions to this field, with main focus on aromatic fluorination/perfluoroalkylation and the identification of AgIII key intermediates. Pertinent comparison between the activity of AgIIIRF compounds in aryl‐F and aryl‐CF3 couplings vs. the one shown by its CuIIIRF and AuIIIRF congeners is herein disclosed, thus providing a more profound picture on the scope of these transformations and the pathways commonly associated to C−RF bond formations enabled by coinage metals.
Using a framework to assess teaching effectiveness (FATE) to promote instructor development and growth
Authors: Simonson Shawn R. , Frary Megan , Earl Brittnee 
Published: June 2023

AbstractThis chapter proposes the need to define the qualities of effective teaching in higher education and introduces a framework to assess teaching effectiveness (FATE) that can be adapted by other institutions for evaluating teaching, with the goal of promoting instructor development and growth.
Recent advancements of landslide hydrology
Authors: Greco Roberto , Marino Pasquale , Bogaard Thom A. 
Published: June 2023

AbstractOccurrence of rainfall‐induced landslides is increasing worldwide, owing to land use and climate changes. Although the connection between hydrology and rainfall‐induced landslides might seem obvious, hydrological processes have been only marginally considered in landslide research for decades. In 2016, an advanced review paper published in WIREs Water [Bogaard and Greco (2016), WIREs Water, 3(3), 439–459] pointed out several challenging issues for landslide hydrology research: considering large‐scale hydrological processes in the assessment of slope water balance; including antecedent hydrological information in landslide hazard assessment; understanding and quantifying the feedbacks between deformation and infiltration/drainage processes; overcoming the conceptual mismatch of soil mechanics models and hydrological models. While little progress has been made on the latter two issues, a variety of studies have been published, focusing on the role of hydrological processes in landslide initiation and prediction. The importance of the identification of the origin of water to understand the processes leading to landslide activation is largely acknowledged. Techniques and methodologies for the definition of landslide catchments and for the assessment of landslide water balance are progressing fast, often considering the hydraulic effect of vegetation. The use of hydrological information in landslide prediction models has also progressed enormously. Empirical predictive tools, to be implemented in early warning systems for shallow landslides, benefit from the inclusion of antecedent soil moisture, extracted from different sources depending on the scale of the prediction, leading to significant improvement of their predictive skill. However, this kind of information is generally still missing in operational LEWS.This article is categorized under:
Science of Water > Hydrological Processes
Education for Sustainability: Connecting with Signs of Hope
Authors: Rivera Maulucci María S. , Pfirman Stephanie , Callahan Hilary S. 
Published: June 2023

AbstractIn the context of a rapidly-warming world, a global pandemic, systemic racism, and environmental racism, as science researchers and educators, we recognize an urgent need for comprehensive sustainability and environmental justice education. We also recognize the special role that higher education can and should play in the creation of a sustainable future. To achieve a holistic vision of education for sustainability that attends to viability, feasibility, durability, wholeness, and scale-sensitivity, we must thoughtfully and carefully address issues of justice, inclusion, and authenticity. In this volume, we gather voices from across institutions, subject areas, and points of view to explore the subject matter of sustainability (what to teach or research), the process (how to teach or motivate students and stakeholders to care about sustainability), and the people (who teaches, who learns, and who matters in education for sustainability).
Going Up: Incorporating the Local Ecology of New York City Green Roof Infrastructure into Biology Laboratory Courses
Authors: Rhodes Matthew E. , McGuire Krista L. , Shek Katherine L. , Gopal Tejashree S. 
Published: June 2023

AbstractCurrent urban development practices are predicted to be largely unsustainable, placing an increasing burden on surrounding ecological systems. One mitigation effort involves expanding green infrastructure and alleviating urban ecological challenges by building in cooperation with ecological processes. Cities are investing in large-scale green infrastructure projects such as urban parks, bioswales (roadside plantings), and green roofs. Recently, scientists have begun to explore the ecological principles that govern the assembly and long-term performance of rooftop communities. In Fall 2013 and Spring 2017, students in the Microbiology and Molecular Biology laboratory courses at Barnard College engaged in surveys of soil microbial communities from different types of green infrastructure installations to evaluate the factors that structure community assembly. These projects enabled students to witness and contribute to developing urban ecological sustainability measures. The results contributed to a successful grant application, a Master’s thesis, and several peer-reviewed publications with students as lead or co-authors. Two students, inspired by their exposure to green infrastructure, demonstrated the negative impacts of nitrogen deposition on sensitive roadside green infrastructure installations. Students expressed an increased feeling of ownership and pride due to the authenticity and novelty of their work and increased engagement with both the course project and ecological sustainability.
Syndemic: Using Game-Based Learning to Engage Students in the Human Microbiome
Authors: Ruskin Emma , Danino Tal 
Published: June 2023

AbstractThe average adult has over 10 trillion microorganisms located in and on their body. This staggering total is more than the number of human cells and even stars in our entire galaxy. Despite cutting-edge research revealing the critical importance of these internal ecosystems in human and planetary health, students’ understanding of the microscopic world remains limited. Syndemic, an educational video game, attempts to make this invisible world visible to users by presenting the human microbiome in an accurate, engaging way. The game takes place in the future, where a genetically engineered microbe is designed to aid the immune system in killing bacterial infections, metastasizing cancer cells, chronic allergies, and other health-related antigens. The game integrates current research through a unique collaboration with the Synthetic Biological Systems Laboratory at Columbia University. This chapter first explores our changing understanding of the microbiome and how this translated into the creation of Syndemic. We then explore the undergraduate perspective on field-testing of the game. We look at the developing arena of digital game-based learning and how both a quantitative and qualitative study of Syndemic within local and global communities fits within this framework. We show that Syndemic was an effective learning opportunity for diverse users and how it also proved a worthwhile component of undergraduate education.
Teaching Chemistry in Context: Environmental Lead Exposure: Quantification and Interpretation
Authors: Austin Rachel Narehood , McDermott Ann , Korfmacher Katrina , Arbelaez Laura , Bousleiman Jamie , Downey-Mavromatis Arminda , Elsiesy Rahma , Ki Sohee , Rao Meena , Williams Shoshana 
Published: June 2023

AbstractTwo broad themes emerge from much of the literature on chemistry education over the last few decades. One: Students should be actively engaged. Two: Students learn more when they care about the topic. This article summarizes our efforts to use the environmental health effects of lead to engage students in authentic chemistry learning. We summarize and cite several related projects with similar goals to provide a resource for chemistry instructors interested in using the broad topic of human-lead interactions. Our work is relevant to environmental justice issues, and we suggest ways to introduce these topics into the chemistry classroom successfully.
Brownfield Action: A Civic-Oriented, Web-Based, Active Learning Simulation
Authors: Bower Peter , Rodriguez Sedelia 
Published: June 2023

AbstractBrownfield Action is a web-based interactive learning simulation in which students form geotechnical consulting companies and collaboratively solve problems in environmental forensics. Brownfield Action combines a civic-minded, constructivist approach to learning, the environmental, economic, and civic importance of brownfields and the toxification of the environment. Through a series of independent professional evaluations, Brownfield Action has established itself as a highly successful pedagogical model for teaching both introductory and advanced environmental science. Brownfield Action has been disseminated by a nationwide network of undergraduate STEM educators and an interacting network of users.
The UNPAK Project: Much More Than a CURE
Authors: Callahan Hilary S. , Wolyniak Michael , Thompson Jennifer Jo , Rutter Matthew T. , Murren Courtney J. , Bisner April 
Published: June 2023

AbstractOver a decade ago, faculty researchers at primarily undergraduate institutions embarked on a project motivated as much by questions about plant genomics as by commitment to undergraduate mentoring. The project gained funding from NSF and also an acronym: UNPAK, Undergraduates Phenotyping Arabidopsis Knockouts. The project aims to test ideas about how often mutation results in detectable change in plant traits important in both ecology and agriculture, relying on the premier model species in plant science, much like the lab mouse in biomedicine. UNPAK has two major tenets. First, it harnesses the hands, eyes and brains of undergraduates across many campuses to amass and analyze its data and analyses. Second, it connects faculty and students on these campuses to build and share social, cultural and human capital, essential for scientists at all stages to continue to advance and flourish. Social science colleagues have joined UNPAK to assess this second tenet and to examine its influence as student motivations and access to resources before and after graduation, and the project’s impact on faculty careers. More basically, UNPAK fosters friendships and solidarity, the underpinning of social groups that are working toward the intertwined goals of sustainability and social justice.
Volcanoes, Climate Change, and Sustainability
Authors: Rodriguez Sedelia , Fuiten Kassandra 
Published: June 2023

AbstractVolcanoes have a complex relationship with sustainability and climate: they contributed to the formation of Earth’s atmosphere, can have short-term effects on local climate and world climate, and have been used as a scapegoat for man-made climate change. A better understanding of volcanoes and their relation to climate provides students with a more nuanced view of their environment, specifically climate change. By interesting students in environmental science, one hopes that their fascination leads to greater investment in the sustainability of their local environments.
Perspectives on Teaching Climate Change: Two Decades of Evolving Approaches
Authors: Pfirman Stephanie , Winckler Gisela 
Published: June 2023

AbstractSince 1996, Columbia University and Barnard College have required that undergraduate environmental majors take “Earth’s Environmental Systems: Climate.” The class is co-taught by 2–3 professors and is offered by different teams in fall and spring semesters. As one of the longest, continuously running, required classes on climate in the world, tracing changes in the content of this class, as well as the perspectives of its professors and students, provides insight into the evolution of climate change from a component of Earth’s system, to an international crisis. This chapter discusses the experiences of teaching undergraduate students - both science majors and non-majors - about Earth’s climate system and the risks facing the planet and society. Drawing on 845 student course evaluations and 20 survey responses from co-teachers and teaching assistants, we trace how the course, students, and faculty have evolved over two decades (1996–2018) as the earth warmed, environmental and ecosystems changed, projections of future impacts became more robust, demand for adaptation strategies and mitigation actions increased, and public discourse became polarized. We reflect on how, as we adjusted to these trends, we moved beyond our scientific training to discuss decision-making and actions within an increasingly charged national discourse.
A History of Ecojustice and Sustainability: The Place Where Two Rivers Meet
Authors: Rivera Maulucci María S. 
Published: June 2023

AbstractThis chapter begins with a land acknowledgment to frame the ways in which the ecojustice and sustainability movements are increasingly coalescing around climate justice. The second section (1664–1961) explores the history of sustainability with its roots in forest management for economic and utilitarian purposes. The third section (1962–1973) reviews the history of environmental justice and ecojustice as civil and human rights issues, including the farm workers movement, the Memphis Sanitation strike, and the Young Lords of Harlem. The National Environmental Protection Act in 1970 serves as a watershed moment that ushers in a flood of legislation designed to protect the environment. This period also marks the beginnings of scientific evidence that drew a link between greenhouse gases and climate change. The fourth section (1979–1988) raises concerns about toxic wastes and the disproportionate health impacts in Black, Latinx, and Indigenous communities. Sustainable development and climate change science emerge as worldwide concerns during this time. The fifth section (1990–2021) juxtaposes national and international efforts to ensure environmental and Indigenous environmental justice by greening sustainable development and addressing climate change alongside ongoing failures of these efforts, pointing to signs of hope amid ongoing challenges.
Building a Circular Campus: Consumption, Net Zero Emissions, and Environmental Justice at Barnard College
Authors: Goldmark Sandra , Raucher Leslie , Cardenas Ana 
Published: June 2023

AbstractHigher education has an opportunity to accelerate the transition to a just and circular economy, a vital part of any global response to climate change. As diverse but contained communities, campuses are in many ways microcosms of the larger world – with systems, both centralized and decentralized, for dining, purchasing, transportation, home and work life, and decision making. At the same time, colleges and universities have significant capacity to influence behaviors through teaching, research, management, and purchasing power. These characteristics create a unique opportunity to develop and test circular economy strategies, especially in the context of environmental justice. When put into practice in a campus environment, numerous intersections and synergies between social justice and circularity become apparent, along with powerful pathways for emissions reduction and changing behavior patterns. This chapter describes the pursuit of an equitable and circular campus at Barnard College: a circular campus is a holistic, systems-based framework designed to reduce emissions and waste, reduce costs, transform consumption patterns on campus, increase access and affordability for students, and support the transition to a just, sustainable economy.
Sustaining Curricula: Multidisciplinary Faculty Dialogues for Ecological and Pedagogical Renewal
Authors: Rosales Jennifer 
Published: June 2023

AbstractSustaining Curricula 2021 was a series of four interdisciplinary faculty panels at Barnard College that took place virtually in the Spring 2021 semester. Barnard’s Center for Engaged Pedagogy (CEP) planned this series with the Office of Sustainability and Climate Action and faculty to encourage professors to integrate climate action, sustainability, and the environment into their courses in authentic, inclusive, and justice-oriented ways and to cultivate a culture of interdisciplinary pedagogical exchange and collaboration. This chapter introduces the major themes of each panel and highlights the contributions of the faculty members to ongoing dialogues and discourses on ecological and pedagogical renewal in sustainability education across the curriculum.
Panel One: Theorizing the Environment, March 10, 2021
Authors: Betancor Orlando , Callahan Hilary S. , Wennerlind Carl , Dinoor Yuval , Elkis Rachel 
Published: June 2023

AbstractIn this panel discussion, Orlando Bentancor (Spanish), Carl Wennerlind (History) and Hilary Callahan (Biology) explore how the environment is theorized in their respective fields, including their views of whether and how theories differ between science and humanities disciplines. The discussion includes their approaches to selecting readings and structuring their courses to include theories about the environment, and how these have evolved over time to address issues of sustainability.
Panel Two: Climate Change and Anthropocene, March 19, 2021
Authors: Caglioti Angelo , Snow Jonathan , Crowther Andrew , Rivera Maulucci María S. , Dinoor Yuval , Jain Aastha 
Published: June 2023

AbstractIn this panel discussion, Angelo Caglioti (History), Jonathan Snow (Biology), Andrew Crowther (Chemistry), and María S. Rivera Maulucci (Education) discuss the Anthropocene, climate change, and sustainability, and how they teach about these ideas in courses in their respective disciplines.
Finding the Most Important Places on Earth for Birds
Authors: Maenza-Gmelch Terryanne 
Published: June 2023

AbstractBirds are reliable participants in the mutualism between birds and humans, but humans many times do not reciprocate. In a mutualistic ecological relationship, the interacting species both benefit, each providing a helpful service for the other. What could birds possibly do for us? You can thank a bird for your pure drinking water, coffee bean quality, and seed dispersal. What do we do for birds? Birds need a healthy habitat. While we are in control of that, we are not managing it well and this is an ecological injustice. One of the UN Sustainable Development Goals is called Life on Land and includes biodiversity protection which can be achieved, in part, through habitat conservation. Habitat conservation starts with identifying a place and then implementing a way to protect it. Students and I have identified some of these important places and our work has successfully informed land conservation policy for the Audubon New York Important Bird Area program. Protecting ecologically important places for birds is what I strive for with my fieldwork, in my classroom activities, and eventually back in the field with students to help.
Viewbrics: A Technology-Enhanced Formative Assessment Method to Mirror and Master Complex Skills with Video-Enhanced Rubrics and Peer Feedback in Secondary Education
Authors: Rusman Ellen , Nadolski Rob , Ackermans Kevin 
Published: June 2023

AbstractTo master complex skills, it is important to practice regularly and to form a mental model of the strived-for skills. If you know for which mastery level you are striving and can mirror performances against this benchmark with help of others, then you can focus on practicing deficient sub-skills to become a ‘master’. Although regular and structured practice is indispensable, secondary schools do often not facilitate this in daily educational practice. We expected that a technology-enhanced formative assessment method with analytic rubrics could support both mental model formation as well as regular practice of students’ skills. However, we further hypothesized that text-based analytic rubrics offer limited capacity to convey contextualized, procedural, time-related and observable behavioral aspects of a complex skill, thus restricting the construction of a rich mental model. We expected that using video-enhanced rubrics, an integration of analytic rubrics with video modeling examples, within a technology-enhanced formative assessment method would lead to a ‘richer’ mental model, improved feedback quality and positive growth in skills performance. Therefore, various stakeholders jointly developed and tested the Viewbrics technology-enhanced formative assessment method with (video-enhanced) rubrics for three generic complex skills, namely presenting, collaborating and information literacy. The Viewbrics method was then piloted by means of a quasi-experimental design (video-enhanced or textual rubric condition and a control group) in 6 classes in two secondary schools. Results show that the structured technology-enhanced formative assessment method had a positive effect on both mental model growth as well as on skills’ mastery levels of students. This effect was independent of the used rubric format (textual or video-enhanced).
PeerTeach: Teaching Learners to Do Learner-Centered Teaching
Authors: Rosier Soren 
Published: June 2023

AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these intervention approaches, two randomized control experiments were conducted with 198 middle school math students. Both trainings increased the frequency that tutors employed learner-centered strategies, evident in clickstream data from virtual scenarios and in tutee reflections following real-life tutoring. Shifts in tutoring behaviors significantly boosted tutee learning at every level of tutor content mastery. This suggests that training students to use learner-centered tutoring strategies can greatly improve the efficacy for peer tutoring in classrooms, and that technological solutions can scale this type of training.