Astrobites as a Community-led Model for Education, Science Communication, and Accessibility in Astrophysics

Support for early career astronomers who are just beginning to explore astronomy research is imperative to increase retention of diverse practitioners in the field. Since 2010, Astrobites has played an instrumental role in engaging members of the community -- particularly undergraduate and graduate students -- in research. In this white paper, the Astrobites collaboration outlines our multi-faceted online education platform that both eases the transition into astronomy research and promotes inclusive professional development opportunities. We additionally offer recommendations for how the astronomy community can reduce barriers to entry to astronomy research in the coming decade

WHAT IS A HERPETOLOGIST AND HOW CAN I BECOME ONE?

The following is the first in the JNAH series in which we address a variety of topics on herpetology based on essays from our upcoming book “How to Be a Herpetologist,”. We will also answer frequently asked questions we and other professional herpetologists receive from students, colleagues, and the general public about herpetology as a career or an avocation

Lessons Learned from Efforts at Institutional Change: Case Studies of Six OCEPT Institutions

As one part of a multifaceted evaluation of the Oregon Collaborative for Excellence in the Preparation of Teachers (OCEPT), a case study approach was used to enable a deeper understanding of how a diverse group of six institutions attempted to achieve OCEPT goals and to learn more about factors that facilitated or hindered their efforts. Multiple sources of data were used, with heavy reliance on a series of on-site interviews. The analytical framework included a depth and pervasiveness typology of institutional change and a view of change as encompassing meaning, organization, and effects. While goals and accomplishment levels, as well as the depth and pervasiveness of change. varied across the six institutions, OCEPT-influenced changes most likely to be sustained included: new kinds and levels of faculty collaboration; peer-led teaching and learning approaches, and attention to evidence that these approaches positively affect student course performance; increased faculty awareness of their role in teacher recruitment, with related changes in classroom practices; and, continued strengthening of access to infomiation and academic advising for those preparing to become teachers. These institutions, however, did not make significant progress on one major goal of the project—to increase the numbers of underrepresented groups interested in teaching careers. Change was affected by the compatibility of OCEPT goals with institutional and faculty culture, as well as by local collaborative leadership, the size and complexity of the institution, the presence of boundary spanners, and how OCEPT resources were used