Scholars agree that college graduation is positively associated with civic engagement. They are less certain about why. College graduates are more likely to grow up in advantaged households and have higher household income and access to social capital after graduation than non-graduates. These pre and post college factors are positively related to civic engagement. However, some suggest that college itself encourages graduates to be more involved. The goal of this study was to compare (...) the pre college, college, and post college predictors of civic engagement using data from surveys of over 5,000 alumni of a large U.S. public university. Results show that college extracurricular activities and discipline studied in college, and post college social capital are the most important predictors of graduates' civic engagement. These findings help explain why college graduates are more involved, advance social capital theory, and suggest strategies for increasing civic engagement. (shrink)

Data from 590 college graduates are used to assess the relationship between family employment status and gender role attitudes for a predominately European American sample. The women in this study are employed full time, part time, or are full-time homemakers, and all report being married to men employed full time. The men in the study are all employed full time and report having wives who are employed full time, part time, or are full-time homemakers. Controlling for the effects (...) of selected background factors, full-time employed women are the most supportive of nontraditional family gender roles, followed by part-time employed women. The attitudes of homemakers are more similar to those of the men. Few significant differences exist when comparing the men with full-time employed wives, those with part-time employed wives, and men married to homemakers. The findings suggest an important link between work experiences, lifestyle choices, and gender role attitudes, particularly for women. (shrink)

Employability is a vital aspect for human development in career fields. In order to explore the factors affecting the employability of finance and trade graduates in higher vocational colleges, the researchers focused on human development in educational settings and conducted a piece of quantitative research within nine higher vocational colleges. The study uses descriptive statistical analysis to demonstrate the sample structure, using t-test, rank sum test, and chi-square test to assess the variables. It also adopts exploratory factor analysis to (...) identify the classification of both educational practice and employability. Then, a multivariable linear regression model was adopted to examine the relationships between three main factors as well as the employability and career development of finance and trade graduates. The findings imply that the soft skills and basic skills of finance and trade college graduates have immensely improved through educational practice; graduates with high motivation for learning could enhance their soft skills and more internships or club engagement brings stronger professional skills. Based on these results, higher vocational colleges, enterprises, policymakers, teachers, and finance and trade graduates will benefit from the findings related to the reform of educational practice for strengthening graduate employability and human development. The originality of this paper is the conceptual evolution of finance and trade college graduate employability, as well as the empirical analysis on educational practice, student engagement, and family background affecting their human development. (shrink)

Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content-based built on deep knowledge. Successful critical (...) thinking pedagogy is moving away from this paradigm, teaching students to think complexly. Some of the challenges faced by higher education moving to a critical thinking curricula are discussed, and recommendations are offered for improving outcomes. (shrink)

These 'letters to an undergraduate' were published in 1845, two years after the death of their author, Thomas Whytehead. His outstanding student career at Cambridge suggested that he would remain in academic life, but having been ordained a deacon and then a priest, he volunteered for missionary work, and in 1841 sailed for the southern hemisphere as chaplain to the newly appointed Bishop Selwyn. He became seriously ill on arrival in Australia, and died in New Zealand the following year. This (...) work was created during Whytehead's time as a curate, and later on his travels: he felt strongly that new undergraduates at Oxford and Cambridge should have a spiritual and moral guide to life in college as well as a history of university institutions and customs. The letters cover the collegiate system, discipline, rooms, the chapel and hall, the lecture room and library, and the lasting importance of college friends. (shrink)

This study investigates the significant relationship between mental health and academic motivation among graduating students. Thus, the study employed a correlational design to determine if there is a significant relationship between mental health and academic motivation among 150 graduating college students. Hence, the Mental Health Inventory 38 (MHI-38) and Academic Motivation Scale (AMS-C28) were employed to measure the study variables. Moreover, statistical analysis reveals that the r coefficient of 0.35 indicates a low positive correlation between the variables. The p-value (...) of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. (shrink)

Moral thinking and communication are critical competencies for confronting social dilemmas in a challenging world. We examined these moral competencies in 70 college students and graduates from Taiwan, the United Kingdom, and the United States. Participants were assessed through semi-structured written interviews, Facebook group discussions, and a questionnaire. In this paper, we describe the similarities and differences across cultural groupings in (1) the social issues of greatest importance to the participants; (2) the factors influencing their approaches to thinking (...) about social issues and communicating with others; and (3) the characteristics of their moral functioning in terms of moral awareness, moral judgment, moral discourse, and moral decision-making. (shrink)

This study investigates the significant relationship between mental health and academic motivation among graduating students. Thus, the study employed a correlational design to determine if there is a significant relationship between mental health and academic motivation among 150 graduating college students. Hence, the Mental Health Inventory 38 (MHI-38) and Academic Motivation Scale (AMS-C28) were employed to measure the study variables. Moreover, statistical analysis reveals that the r coefficient of 0.35 indicates a low positive correlation between the variables. The p-value (...) of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. (shrink)

This comprehensive volume enables readers to develop an understanding of the principles of fluid mechanics and to utilize problem-solving approaches for handling, transferring, and processing fluids.

The Critical Graduate Experience is a collection of scholarly reflections on the possibilities of a new vision for critical studies. It is a remarkable book that provides daring analyses from the vantage of the graduate student experience. Drawing from individual knowledge and research, the authors invite you to re-imagine education for justice. Barry Kanpol opens the work with a brilliant meditation on joy and cynicism in university classrooms and educational theory. The book continues to unfold as an open and honest (...) conversation with doctoral students and recent graduates concerning the ethics of higher education. In a true critical approach, each chapter problematizes a new facet of academic assumptions and practices as they touch the lives of students. The authors explore the ethical implications of acknowledging student spirituality and expanding the role of critical education studies. The book concludes with a transparent self-critique on the process and ethics of graduate students writing for publication. This is a wonderful text, guiding students and professors as they enter into dialogue on the ethics of an authentic critical education studies. Classes on practical ethics, educational spirituality, student voice, collaborative publishing, and critical pedagogy could benefit from the insights offered here. Daring to believe that student experience and knowledge have a place in the world of academic publishing, this book is both a prophetic proclamation of and humble invitation to a new future in the field. (shrink)

Thomas Reid, contemporary and philosophical foe of David Hume, was the chief figure in the group of philosophers constituting the Scottish school of common sense. Between 1753 and 1762, Reid delivered four "Philosophical Orations" at graduation ceremonies at King's College, Aberdeen. This is the first English translation of those Latin orations, which reveal Reid's philosophical opinions during his formative years. Reid's influence was strong in America until the middle of the 19th century. Thomas Jefferson was a convert to the (...) commonsense philosophy of Reid and his school, and for the first dozen academic generations after the revolutionary war, American students were steeped in the thought of Reid and his associates. Thus Reid profoundly influenced American political, literary, and philosophical culture. His philosophy served as a cornerstone of American education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Graduate Student Member Spotlights Blog for SBCS:Chera Jo WattsChera Jo WattsMy name is Chera Jo Watts, and I am a first-year doctoral student at the University of Georgia in the Department of Religion and Institute for African American Studies. I am a mother, writer, gardener, yoga practitioner, and artist striving toward what Darlene Clark Hines labels a "Black Studies Mindset." As a first-generation college graduate from a poverty-class (...) background, my degrees include a Bachelor of Science in Psychology, a Master of Arts in Religion, and a Graduate Certificate in African American Studies from the University of Georgia. My broad research interests include African American women's religion and literature, focusing primarily on Womanism, and bridging the gap between the Academy and the everyday. I assert that we have much to learn from our ancestors and from each other while living and operating in what Black Buddhist bell hooks labels an imperialist white supremacist capitalist cispatriarchy. These teachings facilitate personal and communal healing as we continuously dismantle white supremacy in the tangible ways we can from the spaces that we occupy. Also, I currently serve as the Graduate Teaching Assistant in the Institute for African American Studies at the University of Georgia.Within SBCS, I am a graduate student member, and I strongly encourage other graduate students to consider membership in this organization. This community consists of imaginative and generous scholars, and you could make numerous international connections within the field of religious studies (along with other disciplines). As the current Executive Associate for Digital Services, I currently support the Society in a professional role through web updates, monitoring email, and various tasks as instructed by the governing board.How do your research interests relate to the SBCS? What are you working on at the moment?I am currently learning from published Womanists-Buddhists, and SBCS has published several journal articles focused on this thread of Womanist thought and scholarship (especially see Volumes 34, 2014, and 36, 2016). I am grateful to be in conversation with these folks through their work.In May 2022, I finished my Master's Thesis (published in ProQuest) under the direction of Dr. Carolyn Jones Medine. My thesis focuses on Womanist Buddhist thought in the works of Alice Walker while paying special attention to her first novel, The Third Life of Grange Copeland, and then tracing the importance of her Buddhist practice across other works, such as essays and poetry. My first peer-reviewed journal [End Page 273] article was also published in 2022. Reading between the Times: An Ongoing Womanist Buddhist Project may be accessed online through MDPI, and it was included as part of a Special Edition of the journal which focused on spirituality, identity, and resistance in African American literature. At the moment, I have a few journal articles in process which extend this work, and I expanded the analysis to include Black Buddhist bell hooks. For hooks, I am especially interested in her focus on living from a "love ethic," and I'm grateful for an upcoming panel presentation at the 2023 bell hooks Symposium hosted by Berea College this June. Finally, along with Dr. Carolyn Jones Medine, I am co-authoring an Oxford Bibliography entry for "Alice Walker," in which we acknowledge the importance of Walker's spiritual practices, including Buddhism, on her life and writings.Contact information: [email protected] | University of Georgia | Institute for African American Studies and Department of Religion. [End Page 274]Chera Jo WattsExecutive Associate for Digital ServicesCopyright © 2023 University of Hawai'i Press... (shrink)

Thomas Reid, contemporary and philosophical foe of David Hume, was the chief figure in the group of philosophers constituting the Scottish school of common sense. Between 1753 and 1762, Reid delivered four "Philosophical Orations" at graduation ceremonies at King’s College, Aberdeen. This is the first English translation of those Latin orations, which reveal Reid’s philosophical opinions during his formative years. Reid’s influence was strong in America until the middle of the 19th century. Thomas Jefferson was a convert to the (...) commonsense philosophy of Reid and his school, and for the first dozen academic generations after the revolutionary war, American students were steeped in the thought of Reid and his associates. Thus Reid profoundly influenced American political, literary, and philosophical culture. His philosophy served as a cornerstone of American education. (shrink)

Faced with tremendous employment pressure, how to enhance effective career exploration and career adaptability is crucial for college students’ career. This study uses self-assessed data from 840 undergraduate students at three time points to reveal the formation mechanism of career adaptability from a dual perspective of teacher support and students’ effective part-time behavior. In particular, the mediating role of career exploration is introduced based on self-regulation theory, and the moderating role of teacher support and students’ effective part-time work is (...) introduced based on social cognitive career theory. The results show that Future work self-salience positively influences career adaptability; future work self-salience indirectly influences career adaptability through career exploration; both teacher support and students’ effective part-time behavior positively moderate the indirect relationship between future work self-salience and career adaptability through career exploration. This study attempts to provide practical guidance for college graduates to engage in career exploration and career construction. (shrink)

This is Oh, the Places You'll Never Go-the ultimate hilarious, cynical, but absolutely realistic view of a college graduate's future. And what he or she can or can't do about it. "This commencement address will never be given, because graduation speakers are supposed to offer encouragement and inspiration. That's not what you need. You need a warning." So begins Carl Hiaasen's attempt to prepare young men and women for their future. And who better to warn them about their precarious (...) paths forward than Carl Hiaasen' The answer, after reading Assume the Worst, is: Nobody. And who better to illustrate-and with those illustrations, expand upon and cement Hiaasen's cynical point of view-than Roz Chast, best-selling authorllustrator and National Book Award winner' The answer again is easy: Nobody. Following the format of Anna Quindlen's commencement address (Being Perfect) and George Saunders's commencement address (Congratulations, by the way), the collaboration of Hiaasen and Chast might look typical from the outside, but inside it is anything but. This book is bound to be a classic, sold year after year come graduation time. Although it's also a good gift for anyone starting a job, getting married, or recently released from prison. Because it is not just funny. It is, in its own Hiaasen way, extremely wise and even hopeful. Well, it might not be full of hope, but there are certainly enough slivers of the stuff in there to more than keep us all going. (shrink)

College students have become more representative as blood donors, mainly to help other people. This study ascertained the association between spirituality and adherence or intention to donate blood in post-graduate students. In this quantitative and cross-sectional study, participants were 281 students from a post-graduate programme at a Brazilian public university. After complying with ethical requirements, data were collected through a questionnaire for sociodemographic characterization and identification of blood donation practices, followed by the Spiritual Well-Being Scale. Descriptive statistics and parametric (...) tests were used for data analysis. A total of 74% of the participants were female and 26% were male. Previous experience and/or intention to donate blood were found in 75.3%; 14.3% donated blood periodically. In addition, 12.2% were not adept to donation and 12.5% were inapt. Spiritual Well-Being scores were similar between individuals who are not adept and those who donate periodically. In conclusion, in the sample, spirituality and blood donation are not associated, but spiritual well-being and gender are. To enhance blood donation, further research is needed. (shrink)

The COVID-19 pandemic has caused tremendous loss starting from early this year. This article aims to investigate the change of anxiety severity and prevalence among non-graduating undergraduate students in the new semester of online learning during COVID-19 in China and also to evaluate a machine learning model based on the XGBoost model. A total of 1172 non-graduating undergraduate students aged between 18 and 22 from 34 provincial-level administrative units and 260 cities in China were enrolled onto this study and asked (...) to fill in a sociodemographic questionnaire and the Self-Rating Anxiety Scale twice, respectively, during February 15 to 17, 2020, before the new semester started, and March 15 to 17, 2020, 1 month after the new semester based on online learning had started. SPSS 22.0 was used to conduct t-test and single factor analysis. XGBoost models were implemented to predict the anxiety level of students 1 month after the start of the new semester. There were 184 and 221 students who met the cut-off of 50 and were screened as positive for anxiety, respectively, in the two investigations. The mean SAS scores in the second test was significantly higher than those in the first test. Significant differences were also found among all males, females, and students majoring in arts and sciences between the two studies. The results also showed students from Hubei province, where most cases of COVID-19 were confirmed, had a higher percentage of participants meeting the cut-off of being anxious. This article applied machine learning to establish XGBoost models to successfully predict the anxiety level and changes of anxiety levels 4 weeks later based on the SAS scores of the students in the first test. It was concluded that, during COVID-19, Chinese non-graduating undergraduate students showed higher anxiety in the new semester based on online learning than before the new semester started. More students from Hubei province had a different level of anxiety than other provinces. Families, universities, and society as a whole should pay attention to the psychological health of non-graduating undergraduate students and take measures accordingly. It also confirmed that the XGBoost model had better prediction accuracy compared to the traditional multiple stepwise regression model on the anxiety status of university students. (shrink)

Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different. _College in Prison_ chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging (...) from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities. Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI’s development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—_College in Prison_ makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States. (shrink)

Given the extremely tight job market for professional philosophers, more Ph.Ds. are beginning to consider jobs at the community college level. There are good reasons for considering this avenue: if you enjoy teaching, the job focus is on teaching, and you evaluation and tenure depend primarily on your performance in the classroom; if the prospect of working with a very diverse student body, both in terms of background and skill set, appeals to you; if the location in which you (...) live is large part of job satisfaction, there is a far greater ability to get a job in an urban area via the community college track. However, to get a job at a community college, one thing is prized above all: teaching experience. Yet this is where the newly minted graduate student may well be at a disadvantage in the community college hiring process. In this article I seek to address the issue of how to become a strong candidate for a community college position right out of graduate school. (shrink)

Due to the COVID-19 pandemic, the academe was introduced to online education, which is complicated. The sudden shift of traditional face-to-face classes to digital learning impacted every student's self-efficacy and motivation towards their studies. This study investigates the relationship between the self-efficacy and academic motivation of the 304 freshmen college students from private higher education institutions in the Philippines. Based on the data gathered, the participants' level of self-efficacy (x̄ = 3.27) and academic motivation (x̄ = 5.93) is high. (...) Further, the statistical analysis concluded a relationship between self-efficacy and academic motivation (r=.002, at 0.05 level) among the graduating college students. Implications of the study were discussed, and recommendations for future research were suggested. (shrink)

This is an edited collection that is intended both as a primer for core concepts and principles in research ethics and as an in-depth exploration of the contextualisation of these principles in practice across key disciplines.

This _Handbook _is the most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators. In response to changing demographics, politics, policy, issues, and concerns in the field of college reading and study strategies since publication of the first edition in 2000, this new edition has been substantially revised and fully updated to reflect the newest research in the field, including six new chapters and a more user-friendly structure to make it easier for researchers, (...) program administrators, college instructors, and graduate students to find the information that they need. In this thorough and systematic examination of theory, research, and practice, college reading teachers will find information to make better instructional decisions, administrators will find justification for programmatic implementations, and professors will find in one book both theory and practice to better prepare graduate students to understand the parameters and issues of this field. The _Handbook_ is an essential resource for professionals, researchers, and students as they continue to study, research, learn, and share more about college reading and study strategy issues and instruction. (shrink)

With the popularization of higher education and the promotion of college enrollment expansion, the number of college graduates increases sharply. At the same time, the continuous transformation and upgrading of the industrial structure put forward higher requirements on the employability of college students, which leads to the imbalance between supply and demand in the labor market. The key to dealing with employment difficulties lie in the improvement of college students’ employability. Therefore, we make a regression (...) analysis of 263 valid samples from universities in Anhui Province and extract the factors that influence the improvement of college students’ employability in the process of talent cultivation in university. The result shows that there is a positive correlation between course setting, course teaching, club activities, and college students’ employability, among which the course teaching and club activities are the most critical factors which may influence college students’ employability. In addition, from the viewpoint of individual college students, the overall grades of college students and the time of participating in the internship are also closely related to their employability, i.e., college students with good overall grades and long internship time should also have stronger employability. (shrink)

With the development of our society, the diversity of the university environment has been increased. The complexity of the diversified university environment also greatly increases the frequency of campus crisis incidents. Therefore, how to evaluate the emergency response ability of college students and how to take effective response measures have become problems that need urgent attentions. In this study, the evaluation of college students’ emergency response capability based on the questionnaire-TOPSIS innovative algorithm is conducted. Firstly, the questionnaire method (...) is used to analyze the current situation of college students’ ability of emergency response, and then a comprehensive evaluation is made using the TOPSIS innovative algorithm. The results of the ranking of emergency response ability are as follows: excellent > good > undergraduate > graduate > inferior. Secondly, the reasons for the lack of ability of emergency response to students based on the evaluation results are studied intensively. Finally, the development countermeasures for college students’ emergency response ability training are put forward. (shrink)

This is an exciting time for people working in pre-college philosophy in the United States, as the last decade has seen slow but steady growth in the field. As the field develops, there is an expanding need for high-quality resources in a variety of areas: (1) for philosophers and other philosophy educators working with teachers, graduate and undergraduate students, and other adults to train skilled pre-college philosophy teachers; (2) for philosophy educators teaching philosophy in K–12 classrooms; and (3) (...) for pre-college teachers attempting to introduce philosophy into their own classrooms. This article evaluates five books that have been published in the last few years, all aimed at pre-college practitioners. Ranging from the very practical to the more theoretical, each of these books seeks to enhance the ability of philosophy educators to teach philosophy in pre-college classrooms. (shrink)

Shyness affects and influences the performance of the learners at school and college level. There are different correlates and reasons of shyness. Zimbardo states that Shyness is a vague concept which has many interpretations and definitions. One definition which is very renowned is that “The person, male or female, who is nervous, worried, and uncomfortable in the gathering or presence of others, is called shy”. The objectives of this research study were as: to investigate the relationship of schooling system (...) with shyness to investigate the relationship of residential locality with shyness to check relationship of Socio- Economic status with shyness To rank the correlates of shyness. Overall 252 students from graduation of Indus group of Colleges from Rawalpindi and Islamabad were the population of the study and 42 students were selected through simple random sampling technique as a sample for the study. The researcher got the data with the help of personal visits to the colleges. Questionnaire for measuring shyness was used by the researcher for this research study1. Another self developed questionnaire or instrument was used to know the correlates of shyness. Chisquare test of independence was used for data analysis. The results of the study showed that shyness depended upon these correlates of shyness as residential locality Schooling system socio-economic status of the learners. Shyness depends upon above mentioned correlates. In order to remove this problem of shyness, some steps should be taken as learners or students may not be blamed or punished without any reason. Learners should be encouraged and motivated. (shrink)

The purpose of this study was to extend the previous research on ethics in retailing. Prior research of Dornoff and Tankersley, Gifford and Norris, Norris and Gifford, and Burns and Rayman examined the ethics orientation of retail sales persons, sales managers, and business school students. These studies found the college students less ethically-oriented than retail sales people and retail managers. The present study attempts to extend the research on ethics formation to a geographically and academically diverse sample, and to (...) determine if retail management experience in the form of a professional practicum or internship, or entry level management training programs, such as experienced by recent graduates, are critical factors in the formation of business ethics. The sample consisted of thirty-three students majoring in Human Ecology with a concentration in Retail Merchandising and 51 recent graduates of the retail Merchandising program. The series of fourteen vignettes developed by Dornoff and Tankersley was used. An acknowledged limitation of this study is the validity of the questionnaire developed by Dornoff and Tankersley due to the method of development and new laws concerning warranties and credit etc. which have occurred since 1976. The instrument was used, however, to maintain consistency with earlier studies for the purpose of comparison of groups. No significant differences were found in the students' perceptions of the fourteen actions presented in the vignettes, but the range of the responses in the post-internship tests increased in many cases. The alumni appeared to be slightly more ethical than the students but not as ethical as the managers surveyed in 1986 by Norris and Gifford. Indications are that the critical point of ethics formation may be at the mid-management level and that internships and management training programs have little effect on the ethical perceptions of participants. These findings are consistent with studies such as Gable and Topol, and Jordan and Davis which showed high Machiavellian scores among young retailing executives, often buyers, as opposed to upper level retailing management. Scales with measure Machiavellianism, or manipulativeness, have been used as an alternative method of examining business ethics. (shrink)

These and other examples of faculty misconduct -- and how to avoid them -- are the subject of this book.

Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty (...) from 81 United States colleges and universities offering IESPs. Respondents overwhelmingly agreed that IESPs should address values in applying science to policy and management decisions. They also agreed that programs should engage students with issues related to norms of scientific practice. Agreement was slightly less strong that IESPs should train students in skills related to managing value conflicts among different stakeholders. The primary challenges to incorporating social ethics into the curriculum were related to the lack of materials and expertise for delivery, though challenges such as ethics being marginalized in relation to environmental science content were also prominent. Challenges related to students’ interest in ethics were considered less problematic. Respondents believed that social ethics are most effectively delivered when incorporated into existing courses, and they preferred case studies or problem-based learning for delivery. Student competence is generally not assessed, and respondents recognized a need for both curricular materials and assessment tools. (shrink)