Dialogic Reciprocity and Contemplative Mentorship

While widely recognized as an important part of education, mentorship is rarely taught as a pedagogical practice. In my article, I theorize mentorship philosophically and contemplatively by considering Martin Buber’s (1937) understanding of the I-Thou meeting. I also offer a taxonomy of mentorship, arguing that mentorship can recognize students’ personhood and prefigure the I-Thou encounter. My final sections offer praxis-oriented discussions on listening and grading as a way to prepare students for intersubjective encounters

Quantifying Greenhouse Gas Flux of Restored vs. Unrestored Wetlands: A Case Study at Prairie Wolf Slough

Wetlands provide ecological services such as cleansing the water supply, sequestering carbon, and providing habitat for wildlife, however wetland restoration often alters the greenhouse gas flux of the site. Our study aims to investigate the effects of wetland restoration on greenhouse gas flux at Prairie Wolf Slough. We did this by comparing greenhouse gas flux on matching hydric soil series from the restored wetland with an adjacent abandoned agricultural field. We measured known controls of greenhouse gas flux such as soil moisture and soil temperature. We found that there was no detectable methane and nitrous oxide flux at either site, and that there was no significant difference in carbon dioxide flux between the restored wetland and unrestored agricultural field. These results show that wetland restoration did not affect greenhouse gas flux; however, the restored wetland displayed similarities in greenhouse gas flux to older restored sites

Algal bioassessment metrics for wadeable streams and rivers of Maine, USA

Many state water-quality agencies use biological assessment methods based on lotic fish and macroinvertebrate communities, but relatively few states have incorporated algal multimetric indices into monitoring programs. Algae are good indicators for monitoring water quality because they are sensitive to many environmental stressors. We evaluated benthic algal community attributes along a landuse gradient affecting wadeable streams and rivers in Maine, USA, to identify potential bioassessment metrics. We collected epilithic algal samples from 193 locations across the state. We computed weighted-average optima for common taxa for total P, total N, specific conductance, % impervious cover, and % developed watershed, which included all land use that is no longer forest or wetland. We assigned Maine stream tolerance values and categories (sensitive, intermediate, tolerant) to taxa based on their optima and responses to watershed disturbance. We evaluated performance of algal community metrics used in multimetric indices from other regions and novel metrics based on Maine data. Metrics specific to Maine data, such as the relative richness of species characterized as being sensitive in Maine, were more correlated with % developed watershed than most metrics used in other regions. Few community-structure attributes (e.g., species richness) were useful metrics in Maine. Performance of algal bioassessment models would be improved if metrics were evaluated with attributes of local data before inclusion in multimetric indices or statistical models

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education

Teaching Voice as a Method of Close Listening

The digital era has reinvigorated voice, both written and spoken, allowing for renewed opportunities when teaching voice in the classroom. Becoming attuned to voice means listening and recognizing embodiment, which opens up certain pedagogical and philosophical discussions. This article follows two avenues in that regard: the continuing presence of expressivism in Composition Studies and phenomenological approaches to listening and the public sphere. Finally, in thinking about broader cultural and discursive concerns, this article offers classroom activities that use voice as a tool that is inventional, expressive, rhetorical, and ethical

Clinical Outcomes following Biologically Enhanced Demineralized Bone Matrix Augmentation of Complex Rotator Cuff Repair

Complex rotator cuff tears provide a significant challenge for treating surgeons, given their high failure rate following repair and the associated morbidity. The purpose of this study is to evaluate the clinical outcomes of patients who underwent biologically enhanced demineralized bone matrix augmentation of rotator cuff repairs. Twenty patients with complex rotator cuff tears underwent arthroscopic rotator cuff repair by a single surgeon with demineralized bone matrix (DBM) augmentation that was biologically enhanced with platelet-rich plasma and concentrated bone marrow aspirate. Post-operative MRI was used to determine surgical success. Patient reported outcome measures and range of motion data were collected pre-operatively and at the final post-operative visit for each patient. Ten patients (50%) with DBM augmentation of their arthroscopic rotator cuff repair were deemed non-failures. The failure group had less improvement of visual analogue pain scale (p = 0.017), Simple Shoulder Test (p = 0.032), Single Assessment Numerical Evaluation (p = 0.006) and abduction (p = 0.046). There was no difference between the groups for change in American Shoulder and Elbow Society score (p = 0.096), Constant-Murley score (p = 0.086), forward elevation (p = 0.191) or external rotation (p = 0.333). The present study found that 50% of patients who underwent biologically enhanced DBM augmentation of their rotator cuff repair demonstrated MRI-determined failure of supraspinatus healing