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Wicked problems are large, complex problems involving multiple perspectives that present substantial future challenges. These challenges can be overwhelming for learners and pose difficulties in teaching for instructors. Herein a solutions-oriented teaching strategy that amalgamates proven active learning strategies is presented along with a step-by-step guide and materials list. Evidence of student learning is provided. This strategy provides students the opportunity to view complex, wicked problems from multiple perspectives and to visualize their role in future solutions.

Interdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students' perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents' perceived benefits were related to: (a) becoming a better teacher; (b) social learning; and (c) that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs--specifically teaching development offered by educational development units--to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners.

Wicked problems are large, complex problems involving multiple perspectives that present substantial future challenges. These challenges can be overwhelming for learners and pose difficulties in teaching for instructors. Herein a solutions-oriented teaching strategy that amalgamates proven active learning strategies is presented along with a step-by-step guide and materials list. Evidence of student learning is provided. This strategy provides students the opportunity to view complex, wicked problems from multiple perspectives and to visualize their role in future solutions. [ABSTRACT FROM AUTHOR]

Climate change has increased the occurrence of heat waves, causing heat stress among humans and livestock, with potentially fatal consequences. Heat stress maps provide information about related health risks and insight for control strategies. Weather data were collected throughout Southern Ontario, and the heat stress index (HSI) was estimated for 2010–2012. Geostatistical kriging was applied to map heat stress, heat waves, and control periods. Average HSI for each period ranged from 55 to 78 during control periods, and from 65 to 84 during heat waves, surpassing levels where morbidity is known to increase substantially. Heat stress followed a temporally consistent geographic pattern. HSI maps indicate high-risk areas for heat-related illness and indicate areas where agriculture and human health may be at increased risk in future. [ABSTRACT FROM PUBLISHER]