For students and novice researchers, the choice of qualitative approach and subsequent alignment among problems, research questions, data collection, and data analysis can be particularly tricky. Therefore, the purpose of this paper is to provide a concise explanation of four common qualitative approaches, case study, ethnography, narrative, and phenomenology, demonstrating how each approach is linked to specific types of data collection and analysis. We first introduce a summary and key qualities of each approach. Then, using two common research contexts, we apply each approach to design a study, enabling comparisons among approaches and demonstrating the internal consistency within each approach. Given the nuance and complexity of qualitative research, this paper provides an accessible starting point from which novice researchers can begin their journey of learning about, designing, and conducting qualitative research.

Although ample literature exists regarding the effectiveness of faculty development (FD) activities, there is a gap in the literature synthesizing its outcomes. This review, using a predetermined review protocol, analyzed 22 publications on FD for teacher educators using Kirkpatrick’s training evaluation taxonomy. We found that North American universities provide the most empirical evidence about FD activities, focusing on technology integration in teaching and pedagogical skill improvement. Formal programs, such as serial workshops and developmental relationship, were reported with high frequency, compared to self-directed learning and organizational development activities. Empirical research was heavily based on self-reported, qualitative data and emphasized individual-level outcomes. There is a lack of information regarding the impact of FD activities for teacher educators on subsequent student learning or the downstream effect on school systems. Similarly, institutional involvement in FD remains largely unexplored. We conclude with robust recommendations for research and practice.

Blended, or hybrid, courses have often been touted as the ideal way to facilitate learning as they allow learners to interact in both face-to-face and online settings, thereby experiencing the “best of both worlds.” In practice, that ideal learning setting is more difficult to achieve. While blended courses have the potential to integrate the most beneficial aspects of each modality, such course design requires diligence to successfully navigate a balance and ensure the optimal delivery mode is considered for each learning scenario. In this article, the authors share the most current research on blended learning for adults, including benefits and drawbacks, various blended models, the results of an empirical study comparing two blended designs, and conclude with a practitioner tool to guide decision-making and achieve the appropriate balance of online and face-to-face and ultimately realize the best of both worlds for adult learners.

Adaptive capacity is critical for understanding the climate resilience of social-ecological systems. A gendered lens is of particular importance as women are simultaneously one of the most vulnerable social groups to climate change and carry a significant adaptation burden. Individuals’ adaptive capacity is partially determined by learning and cognition, specifically one’s ability to process, assess and react to a changing climate. Formal education experience is thought to increase the learning and cognitive aspects of adaptive capacity. This study uses a novel method, Participatory Adaptation Scenario and Mapping Activity (PASMA) to explore the influence formal education may have on the decision-making processes of pastoral women as they adapt to drought in Samburu, Kenya. Our results indicate participants with formal education may be more risk-averse following drought, but initially assess and react to signs of drought similarly to peers without formal education experience. We argue that increased risk perception might be explained by formal education’s influence on the learning component of adaptive capacity. We also contend that formal education may fail to influence the agency of pastoral women as a result of systemic issues, and therefore limiting the potential of formal education to improve adaptive capacity.

Bison Bison bison are a keystone of a conservation system, but that system is vulnerable to the effects of a changing climate projected to alter land use through the 21st century. The current bison population of North America is approximately 400,000 animals and is maintained by a self‐assembled bison management system (BMS) of various stakeholders focused on bison conservation and production. The BMS is comprised of public, for‐profit private, Tribal and not‐for‐profit non‐governmental organization (NGO) sectors, with complementary values, attitudes and practices that contribute to a robust conservation footprint for the species. Currently, the majority of grasslands (90%) and bison (85%) are privately owned which justifies the need for robust private land conservation strategies to maintain this iconic species and its grassland habitats. We assessed vulnerability of the BMS to 21st century consequences of climate change with a vulnerability scoping diagram that emphasizes exposure, sensitivity and adaptive capacity, as well as environmental values, attitudes and practices. We surveyed 132 bison managers within both the private and public/NGO sectors. Respondents were predominantly educated white males located in the northern and central mixed grass prairies who manage bison herds of, on average, 51–100 animals. Overall, the BMS is moderately vulnerable to climate change. While the public/NGO and private sectors differ in adaptive capacity, specifically in measures of information exchange, external revenue, use of management plans and access to grazing leases, the sectors act as partners for exchanging bison and rely on sustained interchange of bison; dimensions of exposure and sensitivity appear similar between public/NGO and private sectors. The complementary, shared environmental values and attitudes of the private and public/NGO sectors shape the foundation for enhanced collaboration among the multi‐sector BMS. But it is the sharing of diverse practices and respective consequences that will lead the BMS to discover credible, scalable adaptive solutions to climate change. This may lead to the bison community to decide whether to form a ‘bison coalition’ to seek solutions to adapt to climate change. A free Plain Language Summary can be found within the Supporting Information of this article.