Connecting the Dots: Insights into Millennial Students from Learning Research

Theories about Millennial students abound, but mostly they characterize collective cultural traits of the generation, like multitalking, technosavvy or narcissism. Educators turning to these theories for guidance on how to teach this generation find little help. Part of the problem is the disconnect between generational theory and learning science. This paper aims to bridge this gap and bring learning research, in particular from the subfields of intellectual development and metacognition, into the discussion, to uncover how certain social and parenting trends have affected students’ preparation for the complex cognitive demands of college learning and to suggest specific pedagogical strategies

Tracing the Evolution of Educational Development Through the POD Network\u27s Institute for New Faculty Developers

Educational development is a unique professional field in that it is not defined by content taught in a single degree that qualifies individuals to be in it. The resulting heterogeneity in newcomers’ knowledge and skills is addressed in different ways by different national networks. Since 1997, the POD Network has held a biennial Institute for New Faculty Developers, geared toward socializing new professionals into the field. An analysis of the evolution of the Institute, therefore, focused on understanding how educational development has represented itself to newcomers, can chronicle the trajectory of the field and generate conversations about its future

La formación de profesores en los Grados en USA: instantáneas del paisaje

[EN] The U.S. does not have a federal certification for teaching at the university level mandating graduatelevel training in pedagogy. Nevertheless, the field of Graduate Assistant Training is thriving in America and has produced several models that fit a variety of institutional contexts. This chapter reviews training models at 3 institutions: Kennesaw State University, Carnegie Mellon University, and University of Colorado–Boulder. From these models, we extrapolate common successes and point out some unresolved issues that characterize the U.S. landscape.[ES] Los EE.UU no tienen una certificación federal en el nivel universitario que ordene una formación pedagógica para la enseñanza en los niveles de grado. Sin embargo, el ámbito de la Formación para los Graduate Assistant (asistentes de Grado) está creciendo en los Estados Unidos y ha producido varios modelos que se ajustan a una variedad de contextos institucionales. Este texto analiza los modelos de formación en tres instituciones: la Universidad Estatal de Kennesaw, la Universidad Carnegie Mellon y la Universidad de Colorado-Boulder. A partir de estos modelos, extrapolamos los éxitos y los puntos comunes a algunas cuestiones no resueltas, que caracterizan el paisaje de EE.UU.  Dipietro, M.; Buddie, AM. (2013). Graduate Teacher Training in the U.S.: Snapshots from the landscape. REDU. Revista de Docencia Universitaria. 11(3):41-52. https://doi.org/10.4995/redu.2013.5518OJS4152113Austin, A. E. & Wulff, D. H. (2004). The challenge to prepare the next generation of faculty. In D. H. Wulff & A. E. Austin (Eds.). Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 3-16). San Francisco, CA: Jossey-Bass.Border, L. (2006). Two inventories for best practice in graduate student development. Journal of Excellence in College Teaching, 17 (1&2), 277-310.Border, L. L. B., Chandler, E., Gilmore, J., Griffith, L., Hansen, S., Kalish, A., PinderGrover, T., Rando, B., Robinson, S. & Von Hoene, L. (2012, October). Designing a competency-based approach to graduate and professional student development. Workshop presented at the annual POD Conference, Seattle, WA.Border, L. L. B. & Von Hoene, L. M. (2010). Graduate and professional student development programs. In K. J. Gillespie and D. L. Robertson (Eds.). A guide to faculty development, 2nd ed. (pp. 327-345). San Francisco: Jossey-Bass.Chism, N. V. N. (Ed.) (1987). Employment and education of teaching assistants: Readings from a national conference. Columbus: The Ohio State University.DiPietro, M. (2012). Training graduate students to conduct peer classroom observations. In K. Brinko (Ed.). Practically speaking: A sourcebook for instructional consultants in higher education, 2nd ed. (pp. 246-253). Stillwater, OK: New Forums Press.Gaff, J. G., Pruitt-Logan, A. S., Sims, L. B. & Denecke, D. D. (2003). Preparing future faculty in the humanities and social sciences: A guide for change. Washington, DC: Council of Graduate Schools.Lambert, L. (1993). Beyond TA orientations: Reconceptualizing the Ph.D. degree in terms of preparation for teaching. In K. Lewis (Ed.). The TA experience: Preparing for multiple roles. Stillwater, OK: New Forums Press.Lewis, K. (Ed.) (1993). The TA experience: Preparing for multiple roles. Stillwater, OK: New Forums Press.Marincovich, M., Prostko, J., & Stout, F. (Eds.). (1998). The professional development of graduate teaching assistants. Bolton, MA: Anker.Nyquist, J. D., Abbott, R. D., Wulff, R. D., & Sprague, J. (Eds.) (1991). Preparing the professoriate of tomorrow to teach: Selected readings in TA training. Dubuque, IA: Kendall Hunt.Nyquist, J. D., & Woodford, B. J. (2000). Re-envisioning the Ph.D.: What concerns do we have? [online]. Seattle, WA: University of Washington, Center for Instructional Development & Research.Palmer, M. S. (2011, Spring). Graduate student professional development: A decade after calls for national reform. Studies in Graduate and Professional Development, 14, 1-17.Prieto, L. R., Meyers, S. A. (1999). Effects of training and supervision on the selfefficacy of psychology graduate teaching assistants. Teaching of Psychology, 26(4), 264-266.Prieto, L. R., & Scheel, K. R. (2008). Teaching assistant training in counseling psychology. Counseling Psychology Quarterly, 21(1), 49-59.Southern Association of Colleges and Schools (2006). Faculty Credential Guidelines. Accessed online at http://www.sacscoc.org/pdf/081705/faculty%20credentials.pdfUniversity System of Georgia (2006). Faculty Employment Policy. Accessed online at http://www.usg.edu/policymanual/section8/C245Wulff, D., Austin, A., & Associates (2004). Paths to the professoriate: Strategies for enriching the preparation of future faculty. San Francisco, CA: Jossey-Bass

Defeating the Developer\u27s Dilemma: An Online Tool for Individual Consultations

This chapter introduces an online consultation tool that helps resolve the tension that developers often experience in consultations between offering quick fixes and providing in-depth but time-consuming conceptual understanding. The tool that the Eberly Center for Teaching Excellence has developed provides instructors with concrete teaching strategies to address common teaching problems, while also educating them about the pedagogical principles informing those strategies. The tool can be used to enhance traditional face-to-face consultations or, by itself, to reach a wider faculty audience, including adjunct and off site faculty

Pulse shape discrimination of charged particles with a silicon strip detector

Abstract A simple and effective pulse shape discrimination technique is applied to a silicon strip detector array. Excellent charge identification from H up to the Ni projectile has been obtained and isotope separation up to N has also been observed. The method we systematically studied is essentially based on a suitable setting of the constant fraction discriminators, and its main advantage is that no additional electronic modules are needed compared to the ones used in the standard TOF technique

Targeting DNA Damage Response and Replication Stress in Pancreatic Cancer

Background and aims: Continuing recalcitrance to therapy cements pancreatic cancer (PC) as the most lethal malignancy, which is set to become the second leading cause of cancer death in our society. The study aim was to investigate the association between DNA damage response (DDR), replication stress and novel therapeutic response in PC to develop a biomarker driven therapeutic strategy targeting DDR and replication stress in PC. Methods: We interrogated the transcriptome, genome, proteome and functional characteristics of 61 novel PC patient-derived cell lines to define novel therapeutic strategies targeting DDR and replication stress. Validation was done in patient derived xenografts and human PC organoids. Results: Patient-derived cell lines faithfully recapitulate the epithelial component of pancreatic tumors including previously described molecular subtypes. Biomarkers of DDR deficiency, including a novel signature of homologous recombination deficiency, co-segregates with response to platinum (P < 0.001) and PARP inhibitor therapy (P < 0.001) in vitro and in vivo. We generated a novel signature of replication stress with which predicts response to ATR (P < 0.018) and WEE1 inhibitor (P < 0.029) treatment in both cell lines and human PC organoids. Replication stress was enriched in the squamous subtype of PC (P < 0.001) but not associated with DDR deficiency. Conclusions: Replication stress and DDR deficiency are independent of each other, creating opportunities for therapy in DDR proficient PC, and post-platinum therapy

Research-Based Strategies to Promote Academic Integrity

A cursory glance at the literature on cheating paints a bleak picture. In the past decades, the prevalence of cheating has hovered at discouragingly high level, with about 75% of students admitting to some sort of cheating, and with peaks of over 90% in some prevalence studies. Given these figures, where does a wellintentioned instructor start? A good place to start untangling this complex problem is to understand it better. Academic dishonest behaviors vary in their frequency, seriousness, and motivations behind them, but they have been extensively researched, and we can abstract general principles to conceptualize this problem. Once we understand the dynamics better, we can try to adopt contextualized approaches that get at the root of the problem instead of stopgap measures. Below are some highlights from both the leading theoretical models and the available empirical evidence

The Chakra System as a Framework for Holistic Educational Development

As my interests and job duties have shifted toward holistic educational development beyond teaching support, I have sought a conceptual framework to organize my efforts. Joining my identities of educational developer and yogi, I have adapted the chakra system from yoga philosophy. The One Thing in my personal life has become The One Thing in my professional life too, informing programming and pointing out voids to fill. This essay reviews the classic articulation of the chakra system in the seven major chakras and offers examples of how the chakras can illuminate our institutional work, both individually and as an integrated system