Cross-Cultural Service Learning as Pedagogy for Character Development in Occupational Therapy Doctoral Students

Occupational therapists must demonstrate a broad spectrum of knowledge, clinical reasoning skills, and professionalism to be effective practitioners. Development of ethical practice must begin with the educational process to shape character traits as building blocks of moral reasoning. This article puts forth a cross-cultural service learning curricular module as lived experience for development of character traits in occupational therapy students. This mixed methods study investigated lived experience in the form of cross-cultural service learning as a pedagogy for development of character traits, as measured by the CIVIC, necessary to navigate professional ethical standards. Findings suggest a cross-cultural lived experience for occupational therapy doctoral students providing seating and mobility services in Guatemala significantly impacted character traits associated with professional ethical standards. Similar lived experience embedded in an occupational therapy curriculum may contribute to character development to guide ethical practice for the next generation of occupational therapists

The utility of micro-computed tomography for the non-destructive study of eye microstructure in snails

Molluscan eyes exhibit an enormous range of morphological variation, ranging from tiny pigment-cup eyes in limpets, compound eyes in ark clams and pinhole eyes in Nautilus, through to concave mirror eyes in scallops and the large camera-type eyes of the more derived cephalopods. Here we assess the potential of non-destructive micro-computed tomography (µ-CT) for investigating the anatomy of molluscan eyes in three species of the family Solariellidae, a group of small, deep-sea gastropods. We compare our results directly with those from traditional histological methods applied to the same specimens, and show not only that eye microstructure can be visualised in sufficient detail for meaningful comparison even in very small animals, but also that μ-CT can provide additional insight into gross neuroanatomy without damaging rare and precious specimens. Data from μ-CT scans also show that neurological innervation of eyes is reduced in dark-adapted snails when compared with the innervation of cephalic tentacles, which are involved in mechanoreception and possibly chemoreception. Molecular tests also show that the use of µ-CT and phosphotungstic acid stain do not prevent successful downstream DNA extraction, PCR amplification or sequencing. The use of µ-CT methods is therefore highly recommended for the investigation of difficult-to-collect or unique specimens.Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. The attached file is the published pdf

Characterizing Mathematics Graduate Student Teaching Assistants’ Opportunities to Learn from Teaching

Exemplary models to inform novice instruction and the development of graduate teaching assistants (TAs) exist. What is missing from the literature is the process of how graduate students in model professional development programs make sense of and enact the experiences offered. A first step to understanding TAs’ learning to teach is to characterize how and whether they link observations of student work to hypotheses about student thinking and then connect those hypotheses to future teaching actions. A reason to be interested in these connections is that their strength and coherence determine how well TAs can learn from experiences. We found TAs can connect observations and future teaching, but that the connections vary in quality. Our analysis suggests future revisions to TA development programs, which we discuss in the conclusion

How did the work impact me? Reflections of the researchers and facilitators of BME success projects

Programme leaders and members of programme teams attended inclusive teaching workshops focused on race equality. After the workshops, programme leaders were interviewed to discuss how they were going to implement inclusive practice enhancements. The core team who facilitated the workshops and conducted the interviews reflected on their experiences of leading change associated with reducing the BME attainment gap. Considering a critical incident which theyd experienced during the workshop or during the interviews, they each wrote personal narratives to explore emotions which the incident had stimulated as well as consideration of how theyd responded at the time and what they could have done differently. The four narratives were considered to identify key themes. Two common themes identified were the stimulation of negative emotions (e.g. anger) and the inability to challenge comments and stereotyping assumptions at the time of the incident. Considering the results in light of literature associated with staff development, the use of personal narrative and leading diversity related change, in addition to autoethnographical thoughts associated with the authors own experiences of race, racism and privilege, five recommendations for colleagues involved in race-related staff development were identified