IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 11, Issue 1, Winter 2022

This special issue of the journal is devoted to creating antiracist classrooms through interdisciplinary teaching, learning, curriculum, and leadership. The essays in this special issue explore a variety of issues related to doing the work—both personally and in the curriculum—of creating antiracist classrooms and universities. Indeed, the first essay of this special issue details the author’s thinking about and experiences with constructing a 21- day programmatic approach that offered structured learning along with accountability measures for graduate students, staff, and faculty at Boston University who were interested in unlearning racism and learning antiracism. After cautioning readers that antiracist efforts run the risk of being molded by neoliberal racist academia, the second essay explores how contingent faculty might be impacted in unique ways compared to their more secure counterparts when those faculty teach antiracist curriculum without institutional support to do this work. In light of the fact that Critical Race Theory (CRT) has been publicly debated and even banned in some places in the American education system, the third essay argues that successfully curating and teaching an antiracist curriculum cannot be done without properly understanding the value of CRT in teacher education. It also offers an example assignment for an antiracist composition and rhetoric curriculum as well as the author’s experience participating in an antiracist reading group for faculty at her university. The fourth and final essay explores intersectionality in both a case study of and interview with Dr. Carmen Twillie Ambar, an African-American woman who has successfully advanced through successive layers of academic positions in public and private institutions to become the president at two different American liberal arts colleges. Detailing Dr. Ambar’s emphasis on personal integrity and concern about historically disadvantaged student groups, it also explores her philosophy and varied experiences as a woman leader in academia. Additionally, this essay details the five foci of Dr. Ambar’s Presidential Initiative at Oberlin, which offer a heuristic model for other organizations doing antiracist work at universities. Our Impact book reviews explore texts that address antiracist classroom strategies. Both reviewers examine books initially written for K-12 educators, but show how these books can serve all educators in their classrooms, including university educators. Our first reviewer details an author’s practical guide to class discussions about race that also offers guidance for more effective classroom experiences. Our second reviewer explores an author’s call to decenter whiteness in schools both by helping their teacher candidates understand their racism and oppression as part of their teacher development training and by offering concrete strategies to disrupt the focus on whiteness in curriculum and curricular decisions. By offering these two windows into anti-racist curricula and practices for younger learners, we suggest that post-secondary educators also can deepen their understanding of some incoming students’ experiences and expectations regarding antiracism in their classrooms

Statistical Mechanics of Glass Formation in Molecular Liquids with OTP as an Example

We extend our statistical mechanical theory of the glass transition from examples consisting of point particles to molecular liquids with internal degrees of freedom. As before, the fundamental assertion is that super-cooled liquids are ergodic, although becoming very viscous at lower temperatures, and are therefore describable in principle by statistical mechanics. The theory is based on analyzing the local neighborhoods of each molecule, and a statistical mechanical weight is assigned to every possible local organization. This results in an approximate theory that is in very good agreement with simulations regarding both thermodynamical and dynamical properties

Polymer-membrane pH electrodes as internal elements for potentiometric gas-sensing systems

The use of polymer-membrane pH electrodes as internal sensing elements for the fabrication of inexpensive ammonia and carbon dioxide gas sensing systems is reported. The pH-responsive polymer membranes are prepared by incorporating tridodecylamine as the neutral carrier in plasticized poly(vinyl chloride) membranes. Both static and continuous-flow gas-sensing arrangements are described. For miniature static gas sensors, the internal polymer pH electrode can be made with or without an internal reference solution. In the latter case, the polymeric membrane is coated directly onto a graphite substrate. The polymer pH electrode can also be prepaerd in tubular form and used in conjunction with a gas dialysis chamber for automated continuous-flow determinations of carbon dioxide and ammonia. Slopes, response times, and reproducibility of these new gas-sensing systems are evaluated using optimized internal electrodes, flow rates, and gas-permeable membrane materials. When appropriate reagents and materials ar used, the static sensors exhibit slopes in the range 48-62 mV/decace with potentials reproducible to less than +/-1.5 mV at gas concentrations greater than 10-3 M.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/25336/1/0000782.pd

Medication Education of Acutely Hospitalized Older Patients

OBJECTIVES: To determine the amount of time spent providing medication education to older patients, the impact of medication education on patients’ knowledge and satisfaction, and barriers to providing medication education. DESIGN: Telephone survey of patients within 48 hours of hospital discharge and direct survey of physicians and pharmacists. SETTING: Internal medicine ward in a tertiary care teaching hospital. PARTICIPANTS: Patients 65 years of age and over regularly taking at least one medication. MEASUREMENTS: Patient demographics, medication use, time spent receiving or providing medication education, and satisfaction scores. MAIN RESULTS: Forty-seven respondents with a mean age of 77.1 years reported that physicians spent a mean of 10.5 minutes (range, 0–60 minutes) and pharmacists spent a mean of 5.3 minutes (range, 0–40 minutes) providing medication education. Fifty-one percent reported receiving no education from either physician or pharmacist, and only 30% reported receiving written medication instructions. Respondents were generally quite satisfied with their education. Physicians identified one or more barriers to providing education 51% of the time and pharmacists 80%. Lack of time was the most common barrier (18%) identified by physicians, but pharmacists cited lack of notification of discharge plans (41%) and lack of time (39%) as the main barriers. Respondents made many medication errors and knew little about their medications. CONCLUSIONS: Although older hospitalized patients received little medication education or written information and made many medication errors with and without medication education, approximately one half of physicians perceived no barriers to providing education