Making It Count: Mentoring as Cultural Currency

Mentoring relationships, those meaningful and often affective connections that characterize our work with students and colleagues, by their very nature, defy quantification. Even as we use the banking metaphor to describe our “investment” in others, the “return” for our time, and the “credit” we deserve, many of us who value mentoring for its qualitative and interpersonal nature resist putting our work into numeric terms. Yet, in an academic culture that asks us to measure our contributions and quantify our merit, we must prove cultural capital: that we have the currency to back our reputation and contributions. Like business models that illustrate income and expenses, the curriculum vita communicates to others how we spend our professional time and energy. We must demonstrate our worth within the academic world if we are to secure tenure and promotion (like funding for a business). While we certainly believe that academic review should move away from such business and banking models, we recognize that to make such change, we must establish ourselves within this system by conveying our worth to others. To do so, we propose ways of changing the curriculum vita and review portfolio to make mentoring count and to establish the value of mentoring as a scholarly activity that must be valued because it is valuable to the academy

Induction of dark-adaptive retinomotor movement (cell elongation) in teleost retinal cones by cyclic adenosine 3,5-monophosphate.

In the teleost retina, the photoreceptors and retinal pigment epithelium (RPE) undergo extensive movements (called retinomotor movements) in response to changes in light conditions and to an endogenous circadian rhythm. Photoreceptor movements serve to reposition the light-receptive outer segments and are effected by changes in inner segment length. Melanin granule movements within the RPE cells provide a movable melanin screen for rod outer segments. In the dark (night), cones elongate, rods contract, and pigment granules aggregate to the base of the RPE cell; in the light (day), these movements are reversed. We report here that treatments that elevate cytoplasmic cyclic adenosine 3,5-monophosphate (cAMP) provoke retinomotor movements characteristic of nighttime dark adaptation, even in bright light at midday. To illustrate this response, we present a quantitative description of the effects of cyclic nucleotides on cone length in the green sunfish, Lepomis cyanellus. Cone elongation is induced when light-adapted retinas are exposed to exogenous cAMP analogues accompanied by phosphodiesterase (PDE) inhibitors (either by intraocular injection or in retinal organ culture). Cone movements is not affected by cyclic GMP analogies. Dose-response studies indicate that the extent, but not the rate, of cone elongation is proportional to the concentration of exogenous cAMP and analogue presented. As has been reported for other species, we find that levels of cAMP are significantly higher in dark- than in light-adapted green sunfish retinas. On the basis of these observations, we suggest that cAMP plays a role in the light and circadian regulation of teleost cone length

Implementation of the National SAM Innovation Project: A Comparison of Project Designs

Compares increases in principals' instructional time and other benefits of hiring school administration managers specifically for the position to help principals with time management and of assigning the task to those who hold other school positions

Decision making under time pressure: an independent test of sequential sampling models

Choice probability and choice response time data from a risk-taking decision-making task were compared with predictions made by a sequential sampling model. The behavioral data, consistent with the model, showed that participants were less likely to take an action as risk levels increased, and that time pressure did not have a uniform effect on choice probability. Under time pressure, participants were more conservative at the lower risk levels but were more prone to take risks at the higher levels of risk. This crossover interaction reflected a reduction of the threshold within a single decision strategy rather than a switching of decision strategies. Response time data, as predicted by the model, showed that participants took more time to make decisions at the moderate risk levels and that time pressure reduced response time across all risk levels, but particularly at the those risk levels that took longer time with no pressure. Finally, response time data were used to rule out the hypothesis that time pressure effects could be explained by a fast-guess strategy

“Hanging Out”: Cultivating Writing Groups Online

In this narrative, we describe the process and value of meeting in online writing groups via google hangouts. These groups offer a range of benefits, including just-in-time support, mentoring, and processing of the clamorous, eventful life of the writer. These groups also serve as a life-giving writing environment where we can think out loud and share spoken and written ideas with engaged, supportive, and sympathetic readers

The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition

We report on a post-hoc analysis of introductory programming lecture materials. The purpose of this analysis is to identify what knowledge and skills we are asking students to acquire, as situated in the activity, tools, and culture of what programmers do and how they think. The specific materials analyzed are the 133 Peer Instruction questions used in lecture to support cognitive apprenticeship -- honoring the situated nature of knowledge. We propose an Abstraction Transition Taxonomy for classifying the kinds of knowing and practices we engage students in as we seek to apprentice them into the programming world. We find students are asked to answer questions expressed using three levels of abstraction: English, CS Speak, and Code. Moreover, many questions involve asking students to transition between levels of abstraction within the context of a computational problem. Finally, by applying our taxonomy in classifying a range of introductory programming exams, we find that summative assessments (including our own) tend to emphasize a small range of the skills fostered in students during the formative/apprenticeship phase

Belonging, connectedness and social exclusion

Promoting connectedness and/or a sense of belonging are strategies used in addressing social exclusion. While belonging and connectedness are often used interchangeably, this paper demonstrates that while they may be co-existent, it is equally possible to have one without the other. Hence, this paper contends that these two concepts need to be carefully distinguished by those planning and delivering social work services. Furthermore, consideration of both connectedness and belonging enables a more nuanced understanding of social exclusion which challenges the assumption that inclusion and exclusion are binary opposites, and that it is possible to be both included and excluded at the same time.<br /