Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education

Developing the Intercultural Competence of Graduate Students

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to cultivate in order to communicate effectively in culturally diverse settings. Then, we discuss the findings of our qualitative study on the impact of teaching development programs enhanced with intercultural communication components. As a result of training, participants became more aware of cultural and disciplinary differences in communication, were able to adapt their communication style to audiences with different levels of background knowledge, and felt more prepared for interpersonal interactions across cultures with undergraduates. Finally, participants were able to transfer the skills learned to other areas of graduate study and used effective intercultural communication strategies when interacting with globally diverse peers and faculty supervisors

Bridging the Gap: The impact of the Teaching in the Canadian Classroom Program on the Teaching Effectiveness of International Teaching Assistants

Program helps international graduate teaching assistants manage pedagogical culture clash Graduate student teaching assistants (TAs) are a staple of university education in Canada. Plentiful among them – particularly in STEM (science, technology, engineering and math) disciplines – are international students from other countries and cultures where higher education is primarily teacher-centered and where students treat professors with deference and respect. Coming to Canadian universities as both graduate students and teaching assistants, they encounter a very different environment that is more learner-centered and where students feel free to interrupt and challenge their instructors on everything from course content to grades. Helping international TAs manage this pedagogical culture clash is the focus of a new study commissioned by the Higher Education Quality Council of Ontario (HEQCO). Bridging the Gap: The Impact of the ‘Teaching in the Canadian Classroom’ Program on the Teaching Effectiveness of International Teaching Assistants looked at TA training programs at Western University and found that a program enhanced with significant intercultural components has a positive impact on the development of international graduate students – not only as teachers, but also as graduate students. Project Description The study examined two TA training programs – one with substantial intercultural content and designed expressly for international TAs, the other a general program with limited intercultural content – to determine their impact on the transition of international graduate students to Canadian higher education. Both programs include “microteaching sessions” where TAs receive detailed feedback on a ten-minute lesson that they teach and modules on effective teaching techniques. The intercultural program also addresses such issues as cultural differences in the role of instructors and students, expectations for student engagement and strategies to help international students bridge cultural differences in communication styles with their students and supervisors. Students from a variety of disciplines who enrolled in both programs between January 2011 and January 2012 participated in the study. At the beginning and end of each program, participants completed a series of self-report questionnaires and some also participated in follow-up focus groups. Canadian TAs participating in the general program were included in the research as a comparison group. Findings The international TAs who participated in the intercultural program made greater gains in their overall teaching effectiveness in the microteaching session, although other analyses found no significant differences between the three groups. However, the focus group interviews, which took place four to seven months after the programs, revealed considerable differences between the two training programs in terms of long-term impact. Participants in the intercultural program evidenced a shift towards more student-centered approaches to teaching and an increased ability to achieve active learning in their classrooms. As the authors note, these students “saw themselves as facilitators of learning rather than transmitters of information.” Several TAs also said they noticed both effective and ineffective teaching techniques by their professors more keenly. Given that differences between the two program outcomes were more evident in the focus group discussions conducted several months later, the authors suggest that the impact on effective teaching is long-term and may emerge several months after program completion. The authors also note that participants in the intercultural program were, on average, somewhat older and had more prior teaching experience, whereas participants in the general program were mostly novice teachers. Further research/policy implications The report encourages colleagues at other institutions to consider replicating the research with their own related programs, and notes that future research should examine such programs for long-term changes in teacher behaviours. Universities should invest in enhanced intercultural training for their international TAs, according to the report. “Given the large number of international graduate students who are teaching in our undergraduate programs, we feel it is essential that these students receive training in teaching, both for the students they will teach, and for their own academic success…The competencies that [these students] develop in the program are necessary in a global society – competencies that would also be a valuable skill for Canadian graduate students,” the authors say. “If resources allow, universities may consider developing a graduate student development program enhanced with intercultural communication components for all of their teaching assistants.

Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching

In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice

Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students’ perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture

Educational development between faculty and administration

This essay employs Identity Theory to explore the professional identities of educational developers, arguing that it is important to pay attention to the different saliences, or weights, that developers attach to the faculty and administrative sides of their identities

Angiotensin II infusion promotes ascending aortic aneurysms: attenuation by CCR2 deficiency in apoE−/− mice

AngII (angiotensin II) induces atherosclerosis and AAAs (abdominal aortic aneurysms) through multiple proposed mechanisms, including chemotaxis. Therefore, we determined the effects of whole-body deficiency of the chemokine receptor CCR2 (CC chemokine receptor 2) on these diseases. To meet this objective, apoE (apolipoprotein E)−/− mice that were either CCR2+/+ or CCR2−/−, were infused with either saline or AngII (1000 ng·kg−1 of body weight·min−1) for 28 days via mini-osmotic pumps. Deficiency of CCR2 markedly attenuated both atherosclerosis and AAAs, unrelated to systolic blood pressure or plasma cholesterol concentrations. During the course of the present study, we also observed that AngII infusion led to large dilatations that were restricted to the ascending aortic region of apoE−/− mice. The aortic media in most of the dilated area was thickened. In regions of medial thickening, distinct elastin layers were discernable. There was an expansion of the distance between elastin layers in a gradient from the intimal to the adventitial aspect of the media. This pathology differed in a circumscribed area of the anterior region of ascending aortas in which elastin breaks were focal and almost transmural. All regions of the ascending aorta of AngII-infused mice had diffuse medial macrophage accumulation. Deficiency of CCR2 greatly attenuated the AngII-induced lumen dilatation in the ascending aorta. This new model of ascending aortic aneurysms has pathology that differs markedly from AngII-induced atherosclerosis or AAAs, but all vascular pathologies were attenuated by CCR2 deficiency

A Search for the Transit of HD 168443b: Improved Orbital Parameters and Photometry

The discovery of transiting planets around bright stars holds the potential to greatly enhance our understanding of planetary atmospheres. In this work we present the search for transits of HD 168443b, a massive planet orbiting the bright star HD 168443 V=6.92 with a period of 58.11 days. The high eccentricity of the planetary orbit e=0.53 significantly enhances the a-priori transit probability beyond that expected for a circular orbit, making HD 168443 a candidate for our ongoing Transit Ephemeris Refinement and Monitoring Survey (TERMS). Using additional radial velocities from Keck-HIRES, we refined the orbital parameters of this multi-planet system and derived a new transit ephemeris for HD 168443b. The reduced uncertainties in the transit window make a photometric transit search practicable. Photometric observations acquired during predicted transit windows were obtained on three nights. CTIO 1.0 m photometry acquired on 2010 September 7 had the required precision to detect a transit but fell just outside of our final transit window. Nightly photometry from the T8 0.8 m Automated Photometric Telescope (APT) at Fairborn Observatory, acquired over a span of 109 nights, demonstrates that HD 168443 is constant on a time scale of weeks. Higher-cadence photometry on 2011 April 28 and June 25 shows no evidence of a transit. We are able to rule out a non-grazing transit of HD 168443b.Comment: Accepted in ApJ. 25 pages. 8 Figure

Kepler-63b: A Giant Planet in a Polar Orbit around a Young Sun-like Star

We present the discovery and characterization of a giant planet orbiting the young Sun-like star Kepler-63 (KOI-63, m_(Kp) = 11.6, T_(eff) = 5576 K, M_★ = 0.98 M_☉). The planet transits every 9.43 days, with apparent depth variations and brightening anomalies caused by large starspots. The planet's radius is 6.1 ± 0.2 R_⊕, based on the transit light curve and the estimated stellar parameters. The planet's mass could not be measured with the existing radial-velocity data, due to the high level of stellar activity, but if we assume a circular orbit, then we can place a rough upper bound of 120 M_⊕ (3σ). The host star has a high obliquity (ψ = 104°), based on the Rossiter-McLaughlin effect and an analysis of starspot-crossing events. This result is valuable because almost all previous obliquity measurements are for stars with more massive planets and shorter-period orbits. In addition, the polar orbit of the planet combined with an analysis of spot-crossing events reveals a large and persistent polar starspot. Such spots have previously been inferred using Doppler tomography, and predicted in simulations of magnetic activity of young Sun-like stars

Multi-messenger observations of a binary neutron star merger

On 2017 August 17 a binary neutron star coalescence candidate (later designated GW170817) with merger time 12:41:04 UTC was observed through gravitational waves by the Advanced LIGO and Advanced Virgo detectors. The Fermi Gamma-ray Burst Monitor independently detected a gamma-ray burst (GRB 170817A) with a time delay of ~1.7 s with respect to the merger time. From the gravitational-wave signal, the source was initially localized to a sky region of 31 deg2 at a luminosity distance of 40+8-8 Mpc and with component masses consistent with neutron stars. The component masses were later measured to be in the range 0.86 to 2.26 Mo. An extensive observing campaign was launched across the electromagnetic spectrum leading to the discovery of a bright optical transient (SSS17a, now with the IAU identification of AT 2017gfo) in NGC 4993 (at ~40 Mpc) less than 11 hours after the merger by the One- Meter, Two Hemisphere (1M2H) team using the 1 m Swope Telescope. The optical transient was independently detected by multiple teams within an hour. Subsequent observations targeted the object and its environment. Early ultraviolet observations revealed a blue transient that faded within 48 hours. Optical and infrared observations showed a redward evolution over ~10 days. Following early non-detections, X-ray and radio emission were discovered at the transient’s position ~9 and ~16 days, respectively, after the merger. Both the X-ray and radio emission likely arise from a physical process that is distinct from the one that generates the UV/optical/near-infrared emission. No ultra-high-energy gamma-rays and no neutrino candidates consistent with the source were found in follow-up searches. These observations support the hypothesis that GW170817 was produced by the merger of two neutron stars in NGC4993 followed by a short gamma-ray burst (GRB 170817A) and a kilonova/macronova powered by the radioactive decay of r-process nuclei synthesized in the ejecta