title: Affective learning outcomes in the field: A review of the 2021 Undergraduate Field Experiences Research Network Meeting

authors: Ward, Emily Geraghty

abstract: Ecology and geoscience professionals alike have stressed the value of undergraduate field experiences, ranging from short outdoor laboratories, residential courses at field stations and marine laboratories or geology camps, traveling courses, or week- to month-long research experiences, in the training for future careers in these disciplines. Advocates for field experiences highlight their importance in providing students with the opportunity to apply what they have learned in the classroom to a novel, outdoor setting and to practice skills that are needed by professionals in these fields (American Geosciences Institute 2001, Dillon et al. 2006, Easton and Gilburn 2012, Petcovic et al. 2014, Durrant and Hartman 2015, Hix 2015). Though field experiences are seen as important, they can be expensive and logistically complex, and for years field programs have faced challenges related to funding reductions at institutions of higher education (Moore 2001, Smith 2004, Cotton 2009, Fleischner et al. 2017). The global pandemic has made this past year especially difficult for field programs in that many had to rapidly adapt to create virtual field experience equivalents (Barton 2020, Burmeister 2020, Gerhart et al. 2021, Race et al. 2021), drastically reduce the number of students they serve, or cancel their offerings altogether (Swing et al. 2021).

Though field programs have adapted this past year, many are eager to return to in-person field experiences once we begin to reach the other side of the pandemic. When they do, how can they retain design elements of virtual field experiences that help make in-person experiences more inclusive (Stokes et al. 2019)? How can they leverage the findings on the importance of nature on well-being and public health (Hartig et al. 2010, Bratman et al. 2015), brought to light by the global pandemic (Ugolini et al. 2020, Filgueira et al. 2021)? How can field experiences be designed to promote positive affective student learning outcomes (how students think and feel about their experience in the field) in order to create an inclusive learning environment?

Of the body of research on the effects of field experiences on student learning, relatively few studies focus on the effects of field experiences on learning outcomes related to the affective domain (van der Hoeven Kraft et al. 2011, Jolley et al. 2018). To further understand the impacts of field experiences on students' affective development, the Undergraduate Field Experiences Research Network (UFERN) (https://ufern.net/) brought together researchers and practitioners from a variety of disciplines (primarily from ecology, the geosciences) at the March 2021 Virtual Network Meeting to envision the future of undergraduate field education. UFERN hosted lightning research talks in an effort to promote interdisciplinary conversations about research in affective learning outcomes in UFEs. The research talks and group discussions that followed highlighted a variety of areas of emerging research and identified relevant themes related to the importance of affect in field learning that are summarized below.

text: Affective learning outcomes in the field: A review of the 2021 Undergraduate Field Experiences Research Network Meeting Ecology and geoscience professionals alike have stressed the value of undergraduate field experiences, ranging from short outdoor laboratories, residential courses at field stations and marine laboratories or geology camps, traveling courses, or week- to month-long research experiences, in the training for future careers in these disciplines. Advocates for field experiences highlight their importance in providing students with the opportunity to apply what they have learned in the classroom to a novel, outdoor setting and to practice skills that are needed by professionals in these fields (American Geosciences Institute 2001, Dillon et al. 2006, Easton and Gilburn 2012, Petcovic et al. 2014, Durrant and Hartman 2015, Hix 2015). Though field experiences are seen as important, they can be expensive and logistically complex, and for years field programs have faced challenges related to funding reductions at institutions of higher education (Moore 2001, Smith 2004, Cotton 2009, Fleischner et al. 2017). The global pandemic has made this past year especially difficult for field programs in that many had to rapidly adapt to create virtual field experience equivalents (Barton 2020, Burmeister 2020, Gerhart et al. 2021, Race et al. 2021), drastically reduce the number of students they serve, or cancel their offerings altogether (Swing et al. 2021).

Though field programs have adapted this past year, many are eager to return to in-person field experiences once we begin to reach the other side of the pandemic. When they do, how can they retain design elements of virtual field experiences that help make in-person experiences more inclusive (Stokes et al. 2019)? How can they leverage the findings on the importance of nature on well-being and public health (Hartig et al. 2010, Bratman et al. 2015), brought to light by the global pandemic (Ugolini et al. 2020, Filgueira et al. 2021)? How can field experiences be designed to promote positive affective student learning outcomes (how students think and feel about their experience in the field) in order to create an inclusive learning environment?

Of the body of research on the effects of field experiences on student learning, relatively few studies focus on the effects of field experiences on learning outcomes related to the affective domain (van der Hoeven Kraft et al. 2011, Jolley et al. 2018). To further understand the impacts of field experiences on students' affective development, the Undergraduate Field Experiences Research Network (UFERN) (https://ufern.net/) brought together researchers and practitioners from a variety of disciplines (primarily from ecology, the geosciences) at the March 2021 Virtual Network Meeting to envision the future of undergraduate field education. UFERN hosted lightning research talks in an effort to promote interdisciplinary conversations about research in affective learning outcomes in UFEs. The research talks and group discussions that followed highlighted a variety of areas of emerging research and identified relevant themes related to the importance of affect in field learning that are summarized below.

year: 2021

title: Clinical Implications of Landing Distance on Landing Error Scoring System Scores

authors: Hanzlíková, Ivana

subjects: Science & Technology

abstract: Context: The Landing Error Scoring System (LESS) screens for the risk of non-contact anterior cruciate ligament injury. The LESS requires individuals to jump forward from a 30-cm box to a distance of 50% of their body height. However, different landing distances have been cited in the scientific literature.

Objective: To examine whether landing distance influences LESS outcomes.

Design: Cross-sectional study.

Setting: Laboratory.

Participants or Other Participants: Seventy young active individuals (34 males, 36 females).

Intervention(s): Participants performed 33 30-cm jump landing tasks under 2 landing conditions in randomized order: (1) 50% of body height (d50%), (2) self-selected distance (dss).

Main Outcome Measure(s): Mean LESS scores, proportions of individuals categorized at high (LESS: 5 errors) and low (LESS: <5 errors) injury risk, and landing distances were compared between conditions using generalized estimating equations. Consistency of risk categorization was examined using odds ratios (ORs) and McNemar tests. McNemar and Wilcoxon signed rank tests were used to compare the occurrence of specific LESS errors.

Results: Participants landed closer to the box under the dss condition (difference = 23.28 [95% CI = 20.73, 25.81]%, P < .001). Group mean LESS scores (difference = 0.01 [95% CI = 0.59, 0.57] error, P = .969) and risk categorization (OR = 0.94 [95% CI = 0.47, 1.88], P = .859) were similar between conditions. However, individual-level risk categorization was inconsistent in 33% of participants, as was the occurrence of specific errors.

Conclusions: Using dss during the LESS might lead to different LESS errors and risk categorizations at an individual level than using d50%. Given that individual LESS scores are of primary interest in clinical and sport settings and the injury-risk threshold has not been validated for dss, we recommend the use of the original LESS protocol. When only group mean LESS scores or proportions of at-risk individuals are of interest, using dss is feasible to facilitate the testing of large cohorts.

text: Clinical Implications of Landing Distance on Landing Error Scoring System Scores Context: The Landing Error Scoring System (LESS) screens for the risk of non-contact anterior cruciate ligament injury. The LESS requires individuals to jump forward from a 30-cm box to a distance of 50% of their body height. However, different landing distances have been cited in the scientific literature.

Objective: To examine whether landing distance influences LESS outcomes.

Design: Cross-sectional study.

Setting: Laboratory.

Participants or Other Participants: Seventy young active individuals (34 males, 36 females).

Intervention(s): Participants performed 33 30-cm jump landing tasks under 2 landing conditions in randomized order: (1) 50% of body height (d50%), (2) self-selected distance (dss).

Main Outcome Measure(s): Mean LESS scores, proportions of individuals categorized at high (LESS: 5 errors) and low (LESS: <5 errors) injury risk, and landing distances were compared between conditions using generalized estimating equations. Consistency of risk categorization was examined using odds ratios (ORs) and McNemar tests. McNemar and Wilcoxon signed rank tests were used to compare the occurrence of specific LESS errors.

Results: Participants landed closer to the box under the dss condition (difference = 23.28 [95% CI = 20.73, 25.81]%, P < .001). Group mean LESS scores (difference = 0.01 [95% CI = 0.59, 0.57] error, P = .969) and risk categorization (OR = 0.94 [95% CI = 0.47, 1.88], P = .859) were similar between conditions. However, individual-level risk categorization was inconsistent in 33% of participants, as was the occurrence of specific errors.

Conclusions: Using dss during the LESS might lead to different LESS errors and risk categorizations at an individual level than using d50%. Given that individual LESS scores are of primary interest in clinical and sport settings and the injury-risk threshold has not been validated for dss, we recommend the use of the original LESS protocol. When only group mean LESS scores or proportions of at-risk individuals are of interest, using dss is feasible to facilitate the testing of large cohorts.

year: 2021-06-01

title: Constructing strategies for sustainable development the communitarian way

authors: Arunachalam, Murugesh

subjects: communities

abstract: Purpose – The paper aims to draw on recommendations of Agenda 21 and communitarian theory to examine collaboration between local district community and local authorities to formulate strategies for the sustainable development of the Taupo district. 
Design/methodology/approach – The paper adopts an interpretative methodology based on philosophical hermeneutic to understand collaboration between local community and local authorities in the Taupo district. Empirical data for this interpretive study comprise public documents, interview transcripts and minutes of meetings attended by the researchers. The paper begins interpretation of empirical data with pre-understanding of communitarian theory and Agenda 21. 
Findings – The findings indicate that historical and political factors and diversity of interests in the community affect processes and outcomes of collaboration. Local authorities play a crucial role in bringing together various groups in the Taupo community which are segregated by diversity of interests, especially between Maori and non-Maori community groups. Without local authority facilitation, the Taupo community may remain segregated; inhibited by lack of information; and not having the opportunity to participate in sustainable development. Community participation in the Taupo district is at an infancy stage and collaboration intended to empower communities may result in local authorities recentralising their positions. 
Originality/value – The paper integrates theory and practice and provides valuable insights for statutory agencies seeking to implement the recommendations of Agenda 21 regarding community participation in sustainable development.

text: Constructing strategies for sustainable development the communitarian way Purpose – The paper aims to draw on recommendations of Agenda 21 and communitarian theory to examine collaboration between local district community and local authorities to formulate strategies for the sustainable development of the Taupo district. 
Design/methodology/approach – The paper adopts an interpretative methodology based on philosophical hermeneutic to understand collaboration between local community and local authorities in the Taupo district. Empirical data for this interpretive study comprise public documents, interview transcripts and minutes of meetings attended by the researchers. The paper begins interpretation of empirical data with pre-understanding of communitarian theory and Agenda 21. 
Findings – The findings indicate that historical and political factors and diversity of interests in the community affect processes and outcomes of collaboration. Local authorities play a crucial role in bringing together various groups in the Taupo community which are segregated by diversity of interests, especially between Maori and non-Maori community groups. Without local authority facilitation, the Taupo community may remain segregated; inhibited by lack of information; and not having the opportunity to participate in sustainable development. Community participation in the Taupo district is at an infancy stage and collaboration intended to empower communities may result in local authorities recentralising their positions. 
Originality/value – The paper integrates theory and practice and provides valuable insights for statutory agencies seeking to implement the recommendations of Agenda 21 regarding community participation in sustainable development.

year: 2010