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Graduate professional programs seek to foster professionalism and civic-mindedness in their students. This study measures the development of civic-mindedness throughout a graduate physical therapy (PT) program curriculum committed to community engagement. Three class cohorts completed the Civic-Minded Professional (CMP) Scale at four time points. Scores increased throughout the curriculum. Participants involved in community service leadership had the highest scores. A professional program that allows for community engagement throughout the curriculum will encourage student development of civic-mindedness.

BackgroundSeveral single-site alcohol treatment clinical trials have demonstrated efficacy for immediate-release (IR) gabapentin in reducing drinking outcomes among individuals with alcohol dependence. The purpose of this study was to conduct a large, multisite clinical trial of gabapentin enacarbil extended-release (GE-XR) (HORIZANT® ), a gabapentin prodrug formulation, to determine its safety and efficacy in treating alcohol use disorder (AUD).MethodsMen and women (n = 346) who met DSM-5 criteria for at least moderate AUD were recruited across 10 U.S. clinical sites. Participants received double-blind GE-XR (600 mg twice a day) or placebo and a computerized behavioral intervention (Take Control) for 6 months. Efficacy analyses were prespecified for the last 4 weeks of the treatment period.ResultsThe GE-XR and placebo groups did not differ significantly on the primary outcome measure, percentage of subjects with no heavy drinking days (28.3 vs. 21.5, respectively, p = 0.157). Similarly, no clinical benefit was found for other drinking measures (percent subjects abstinent, percent days abstinent, percent heavy drinking days, drinks per week, drinks per drinking day), alcohol craving, alcohol-related consequences, sleep problems, smoking, and depression/anxiety symptoms. Common side-effects were fatigue, dizziness, and somnolence. A population pharmacokinetics analysis revealed that patients had lower gabapentin exposure levels compared with those in other studies using a similar dose but for other indications.ConclusionsOverall, GE-XR at 600 mg twice a day did not reduce alcohol consumption or craving in individuals with AUD. It is possible that, unlike the IR formulation of gabapentin, which showed efficacy in smaller Phase 2 trials at a higher dose, GE-XR is not effective in treating AUD, at least not at doses approved by the U.S. Food and Drug Administration for treating other medical conditions.

This study used action research methodology to examine the development of sustainability leadership in a graduate leadership course. The research investigated the impact of this leadership course, which was designed using transformative learning theory with attention to integrating thematic content, multiple and nondominant perspectives, a participatory process, and a contextual place-based approach. Grounded theory was used to explore if and how students' understanding of sustainability leadership changed, and the pedagogical strategies that were most influential to their learning. Results revealed that students came to understand sustainability leadership as: the facilitation of a shared process, a process of emergence, and a way of being. Key pedagogical strategies that stood out as being most influential to students' learning of sustainability leadership including: creating a sense of community, learning from peers, and case-in-point experiential learning. These results point to key pedagogical elements that may support the development of sustainability leadership in higher education courses.

Educators are increasingly aware of the importance of sustainability and the need to educate for sustainable change within higher education. This article addresses the growing need to focus on how teaching and learning can be re-oriented towards sustainability, and more specifically how educators can effectively address increasingly well-known sociocultural and ecological problems in ways that transform learners and empower them to make change based on a sense of civic responsibility and sustainability. This research study draws on the Burns Model of Sustainability Pedagogy, which integrates ecological design, systemic and interdisciplinary learning, multiple perspectives, an active and engaged learning process, and attention to place-based learning. Focusing on the implementation of sustainability pedagogy within two different university courses, this study highlights the importance of sustainability learning that is thematic, introduces diverse and non-dominant perspectives, and is experiential. Pedagogical implications and practical suggestions for teaching sustainability in higher education are discussed.