Collaborative mentoring to prepare doctoral students for college teaching

[EN] This project used psychosocial mentoring (Curtin et al., 2016) to create a collaborative mentoring experience prepare doctoral students to become the instructors of record. In the collaborative mentoring experience, we paired doctoral students with a faculty member teaching a class that the doctoral student aspired to teach. The doctoral student observed the faculty member teaching, engaged in discussions with the faculty member, and reflected on the process. The following semester, the doctoral student became the instructor of record for the course. Following this experience, two doctoral students and one faculty member completed a retrospective self-study through journaling and discussions. After analyzing the results through discussions, we identified three themes: (1) understanding the course and our learners, (2) underlying goals and processes involved in college teaching, and (3) stretching the scope of practice for instructors of record. This paper describes the theme of stretching the scope of practice for instructors of record. Implications for teaching and learning in higher education are discussed.Hogue, L.; Bleak, K.; Abernathy, T. (2021). Collaborative mentoring to prepare doctoral students for college teaching. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 1333-1340. https://doi.org/10.4995/HEAd21.2021.13145OCS1333134

Student Ownership of Service-Learning Projects: including Ourselves in Our Community

Service-Learning projects can be an effective tool to actively engage students with learning disabilities while also providing needed community service. This article details a five-phase construction plan designed to guide students through the process of planning service learning projects with students responsible for all steps and the teacher assuming the role of facilitator and guide. Service-Learning projects are encouraged as a means of including students with disabilities in their communities while building academic skills and assuming responsibilities

Structuring a Teacher Education Program for Faculty Collaboration and Second-Order Change

The purpose of this paper is to describe the structure and functions of an integrated elementary special education undergraduate teacher program (Integrated Elementary/Special Education Teacher Education Program, ITEP). By abandoning our old “enhancement model” of teacher education, we redesigned our program into a “merged model.” We examine this restructuring from the perspective of first- and second- order change, and we discuss the obstacles we found that prohibit meaningful second-order change. Finally, we briefly discuss how our experiences in designing ITEP and our state’s devastating fiscal crisis have affected our teacher-education programs and nudged us into more authentic second-order changes

Student Ownership of Service-Learning Projects: Including Ourselves in Our Community

Service-learning projects can be an effective tool to actively engage students with learning disabilities while also providing needed community service. This article details a five-phase construction plan designed to guide students through the process of planning service learning projects with students responsible for all steps and the teacher assuming the role of facilitator and guide. Service-learning projects are encouraged as a means of including students with disabilities in their community while building academic skills and assuming personal responsibility

Journal of Teaching Effectiveness and Student Achievement Volume 1, Issue 1

JournalAngelo State University College EducationSupervised Field Experiences for Pre-­Service Teachers:Is it Worth the Effort? Dr. Tammy Abernathy, Dr. Ginny Beck, and Dr. Shanon Taylor………….…..5 Math Remediation?-­ Success is Possible! Dr. Deborah Banker and Dr. Stella Filizola …………………………...……………..17 Improving Pre-­Service Teacher Dispositions Dr. Marcia Bolton and Dr. Dana Reisboard ……….………………………………...24 An Investigation into the Expansive-­‐Restrictive Nature of Teachers’ Learning Situated in the Workplace Dr. Eric J. Feeney ……………………………………………………………………….………33 Using Metacognitive Awareness of Fluency to Enhance Vocabulary Dr. Teri Fowler and Dr. William Laird ………………………………………….……..44 Culturally Responsive Teaching: Increasing Involvement of Minority Students and Parents Ms. Angela Piña …………………………………………………………………………………52 Teacher Candidates’ Perceptions of Special Education Dr. S. Nina Saha-­‐Gupta, Dr. Margarita Lara, and Mr. Jeffrey House………………….60 The Teacher Preparation Initiative Dr. Yolanda Salgado, Dr. Janet A. Carter, Dr. Jeannine Hurst, and Dr. Ann Marie Smith……...…..7

Genetic mechanisms of critical illness in COVID-19.

Host-mediated lung inflammation is present1, and drives mortality2, in the critical illness caused by coronavirus disease 2019 (COVID-19). Host genetic variants associated with critical illness may identify mechanistic targets for therapeutic development3. Here we report the results of the GenOMICC (Genetics Of Mortality In Critical Care) genome-wide association study in 2,244 critically ill patients with COVID-19 from 208 UK intensive care units. We have identified and replicated the following new genome-wide significant associations: on chromosome 12q24.13 (rs10735079, P = 1.65 × 10-8) in a gene cluster that encodes antiviral restriction enzyme activators (OAS1, OAS2 and OAS3); on chromosome 19p13.2 (rs74956615, P = 2.3 × 10-8) near the gene that encodes tyrosine kinase 2 (TYK2); on chromosome 19p13.3 (rs2109069, P = 3.98 ×  10-12) within the gene that encodes dipeptidyl peptidase 9 (DPP9); and on chromosome 21q22.1 (rs2236757, P = 4.99 × 10-8) in the interferon receptor gene IFNAR2. We identified potential targets for repurposing of licensed medications: using Mendelian randomization, we found evidence that low expression of IFNAR2, or high expression of TYK2, are associated with life-threatening disease; and transcriptome-wide association in lung tissue revealed that high expression of the monocyte-macrophage chemotactic receptor CCR2 is associated with severe COVID-19. Our results identify robust genetic signals relating to key host antiviral defence mechanisms and mediators of inflammatory organ damage in COVID-19. Both mechanisms may be amenable to targeted treatment with existing drugs. However, large-scale randomized clinical trials will be essential before any change to clinical practice

Sexual Health Education for Youth with Disabilities: An Unmet Need

Individuals with disabilities experience higher rates of mental, emotional, physical, and sexual abuse than those without disabilities. Children with disabilities are 3.4 times more likely to experience sexual abuse than their peers without disabilities. Although a variety of resources have been created to help improve the sexual health of people with disabilities, one area that is seriously lacking is access to sexual health information and education. Previous work has identified several barriers to providing sexual health education to adolescents and youth with disabilities, including lack of teacher preparation, lack of teacher knowledge that leads to fear, concern, and anxiety, parental anxiety and fear, the lack of valid and reliable sexual health education materials for students with disabilities, and the sexuality of students with disabilities viewed as deviant. This chapter will review those issues and discuss methods to improve sexual health education for youth with disabilities