The collection and dissemination of vertebrate ichnological data is struggling to keep up with techniques that are becoming commonplace in the wider palaeontological field. A standard protocol is required to ensure that data is recorded, presented and archived in a manner that will be useful both to contemporary researchers, and to future generations. Primarily, our aim is to make the 3D capture of ichnological data standard practice, and to provide guidance on how such 3D data can be communicated effectively (both via the literature and other means) and archived openly and in perpetuity. We recommend capture of 3D data, and the presentation of said data in the form of photographs, false‐colour images, and interpretive drawings. Raw data (3D models of traces) should always be provided in a form usable by other researchers (i.e. in an open format). If adopted by the field as a whole, the result will be a more robust and uniform literature, supplemented by unparalleled availability of datasets for future workers.

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Purpose The purpose of this paper is to describe a case study used in a strategic sales class that employs the use of work-based learning pedagogy to expose students to real-life cold calling experiences. This real-life cold calling experience involves students within the course building a target list of prospective students for a small liberal arts college. The students must then construct pre-call strategies, build rapport with prospective students and finally “close the deal” by having the prospective student visit campus. Design/methodology/approach This paper begins by describing work-based learning as a unique pedagogical method and the importance of cold-calling skills in the context of workplace skills in demand. Theoretical foundations in Lichtenstein and Lyon’s (1996) entrepreneurial skillset is analyzed, as is the application of “live” group projects. The case is then described in detail and focuses on the project itself, the personal and group incentives used in the course of the project, and finally, a review of the learning outcomes and desired skillset outcomes for the class. Findings The case shows that students can learn and implement the behaviors, attitudes and practices that make professional cold-callers successful. The impact on the university can also be seen since real contributions were made to the recruiting efforts of the college vis-à-vis higher matriculation numbers. The entrepreneurial skillsets and “live” group project literature is contextualized in light of the findings of the project. This research found that students engaged in varying levels of progress in their managerial, entrepreneurial, technical skillsets as well as levels of personal maturity. Finally, the authors provide guidance for future research to expound the findings of this project by testing the variables using quantitative methodologies. Originality/value The paper showcases an innovative pedagogic approach to exposing students to the best practices of cold-calling and allows them to exercise these tools real time as they make actual cold calls and work toward sales incentives. The focus on recruiting new students as customers of the college serves is not only active classroom learning, but it also serves mission-based outcomes to help the college achieve desired recruiting goals. This case study will provide a tool for small, liberal arts colleges to use which mobilizes faculty and students in the effort to recruit new students, in an environment where enrollment numbers are falling for this market sector in higher education.

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Cavity development in ice‐rich permafrost at Pangnirtung followed a large rainstorm and runoff event in 1984. The cavities evolved along permeable zones in sediments containing segregated ice lenses. Cavities promoted subsurface flow and incremental collapse of the ground surface. Once formed, cavities remained relatively stable where they were free to drain, and where the enclosing ground remained frozen and rigid support was provided. Some cavities closed by infilling with sediment or freezing water, or by deformation of the surrounding frozen ground. Other cavities were enlarged by thermo‐erosional piping, a process involving both thermal and mechanical erosion of frozen ground together with sufficiently rapid throughflow to prevent refreezing. A classification of cavities in permafrost permits qualitative appraisal of their stability with respect to the depth of zero annual temperature change and the degree of natural arching support. Assessment based on elastic plate theory indicates that seasonal temperature changes are important factors in destabilizing near‐surface cavities.