This project reports the results of two studies that investigated the impact on course evaluations of using partial credit iterative responding (PCIR) with the Results from Study 2 revealed no difference in course evaluations between conditions. Students earned roughly 40% of the partial credit available through PCIR, resulting in a 4 to 8% increase in their quiz scores, depending on the PCIR scheme.

This research investigated the influence of differing levels of sex role stereotyped and discrepant information on immediate and delayed (one week) memory. Specifically, kindergarten and second-grade children's recall and recognition of stereotyped, moderately discrepant, and highly discrepant pictures were compared. In Study 1, a sorting procedure was utilized to determine the level of stereotyping of 34 toys. From this study 12 toys were selected as stimuli for Study 2. In Study 2, children's immediate and delayed recall and recognition was assessed. Results suggested significantly better recall of highly discrepant pictures than stereotyped or moderately discrepant pictures. In addition, immediate recall was better than delayed recall and second-grade recall was better than kindergarten recall. Similar trends emerged with the recognition task. Results were discussed with respect to the schematic processing model.

The Service-Learning Student Facilitator Program originated from the first author who was engaged in service learning and sought to transform her ideas into a sustainable project that could be reproduced annually. The purpose of this program was to train and certify students as facilitators so that they could assist faculty members in implementing service-learning experiences in their courses in various disciplines across the campus. Student participants became effective leaders of service-learning projects, developed great respect for the methods of service-learning, and expressed a desire for a deeper understanding of its theoretical basis. Their feedback, along with lessons learned, helped shape training in subsequent semesters. These lessons, which are shared, are valuable to those planning to develop similar programs in their universities.

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This chapter sets the scene of the book and provides a rationale for why research should be done. It begins with a definition of research and continues with a brief historical overview of medical research. The pivotal role of research in everyday medical practice is explained. The key databases containing published peer-reviewed articles related to clinical medicine and healthcare are detailed. The three major goals of research (description, explanation and prediction) are outlined. This chapter further focuses on the principles of the scientific method, its characteristics and main steps. Several classifications of the types of research are also presented. Bradford-Hill's proposed criteria for causality are also outlined. The hierarchy of research evidence and the corresponding levels of recommendations are also presented.