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Service learning is an educational methodology that facilitates transformation of students' knowledge, attitudes and attitudes around holistic care through work with community organizations. To implement academically, defensible service learning requires faculty endorsement, consideration of course credit, an enthusiastic champion able to negotiate agreements with organizations, organizations' identification of their own projects so they are willing to both fund and supervise them, curricular underpinning that imparts the project skills necessary for success, embedding at a time when students' clinical identity is being formed, small packets of curriculum elements delivered "just in time" as students engage with their project, flexible online platform/s, assessment that is organically related to the project, providing cross cultural up-skilling, and focused on the students' responsibility for their own product. The result is a learning experience that is engaging for medical students, links the university to the community, and encourages altruism which is otherwise reported to decline through medical school.

This article describes a study exploring the range of variation in the way twenty-one students studying in four UK universities approach learning through the design project. It draws on the theoretical framework and phenomenographic methodology from Marton and Saljo's (1976) seminal study into students' approaches to learning with texts. Features of the deep/surface variation of approach found in this and many subsequent studies are described in terms that do not map easily onto practice in art and design. An aim of the study was therefore to define features of approaches that might be more recognizable to the discipline. Initial findings suggest that learning in the context of the fashion design project evinces four approaches, two of which share features with those described for deep and surface approaches in the literature. The additional variation is found where there is an intention to develop the design process either through rehearsal and repetition or through experimentation. Further research is required to explore the identified approaches, and to discover whether other art and design students show a similar range of variation in approach.

This study explored bereaved mothers' responses to the death of a child from cancer, with a focus on identifying adaptive and complicated grief reactions. To understand the unique meaning of their loss, in-depth interviews were conducted with 13 mothers at two time points. Interpretative phenomenological analysis-guided by meaning-making theories of loss-revealed five master categories: the perceptions of the child's life with cancer and death from the disease, changed self-identity, coping style, developing an ongoing relationship to the deceased child, and the postdeath social environment. Each of these master categories and associated subthemes provided insights into the characteristics of the bereaved mothers' adaptive and complicated grief responses to their loss. Given all the mothers evidenced multiple forms or types of these responses over time, they could not be categorized as adaptive or complicated grievers. However, the varying proportions of each of these responses highlighted differences in overall bereavement adaptation.

There is much international evidence that parental involvement in children's learning can positively influence achievement. New Zealand policy expects schools to nurture such involvement, particularly in relation to Máori and Pasifika learners. Despite policy imperatives and valuable professional development projects, such involvement has proved challenging to embed within many English-medium school settings. We examined policy, theoretical, and research literature to identify key supports and barriers to establishing strong parental involvement in children's learning, with a particular focus on the context of mathematics. A review of literature shows that parental involvement can be nurtured by school-wide commitment, learning-focused parent-teacher partnerships, effective communication, purposeful home-based learning, and shared home and school decision making. However, establishing sustained parental involvement in learning is challenging, with time constraints, language and cultural differences, and varied expectations posing barriers. Further guidance, support, and New Zealand-based research are needed to ensure such involvement can be maximised, including investigation into the effects of such involvement on achievement, affect, and well-being, particularly in relation to Máori and Pasifika students in English-medium settings.

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Wearable sensors have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g., eyeglasses), wrist (e.g., watches) and chest (e.g., electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.