What Is Humanistic STEM and Why Do We Need It?

Getting students who are planning on technical careers to value their general education courses, particularly in the humanities, is not an easy task. The experiences of two professors from disciplines that cross the so-called divide between STEM and Humanities motivate not only a series of courses blending the two to the advantage of their own students but also a virtual pedagogical community to support efforts taking place elsewhere

Humanistic STEM: From Concept to Course

Blending perspectives from the humanities and STEM fosters the creativity of all students. The culturally implicit dichotomy between the two meta-disciplines can be overcome with carefully designed courses and programs intent on doing so. The why and how of doing so through an online course is described with qualitative evidence of the success. Future plans for a full slate of such course and a virtual community are discussed

From Crossing Campus to Crossing Continents: Faculty, Chair, and Global Partner Perspectives on an International Sabbatical

A sabbatical – a period of paid leave granted to faculty for research or study - is a construct in higher education that has experienced ebbs and flows in its favorability, though there are persistent arguments that it is important for research-active faculty (Pietsch, 2011). Early career faculty are focused on achieving tenure as this is high stakes at most institutions. Once tenure is achieved, the next goalpost is full professor. The day-to-day responsibilities of faculty can distract from and dilute efforts aimed at strategic planning, long-term planning, and reflection necessary to achieve this level of promotion. So it follows that faculty place a very high value on sabbatical leave time for its impact on career progression, with one study ranking sabbaticals second only to successful external funding (Smith et al., 2016). Faculty and institutions can benefit from sabbaticals through collaborative ideation to reveal new research ideas, development of new expertise, strategic dissemination efforts, support of student research, and much more. Individual faculty members who have engaged in a sabbatical report stronger engagement with colleagues and sense of social responsibility, with a higher tendency towards teamwork, creativity, and innovation (Shirbagi & Gholami, 2020). Sabbatical could also serve as a tool to combat imposter syndrome and reduce the gap between academics and non-academics through “experimental” sabbaticals (e.g., a year of consulting) (Bothello & Roulet, 2019). It is important to note, though, that benefits to students are not inherent in sabbaticals, as one now-dated study reported no difference in student evaluations of teaching before and after faculty sabbaticals (Miller & Bai, 1998). Faculty overwhelmingly agreed that sabbatical improved their attitude, making them a better faculty member (Miller & Kang, 2006)

An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course

Education researchers have conducted studies on the relationship of learning mode to student performance, but few studies have evaluated pass rate, grade distribution and student withdrawal rate in an introductory research methods course. In this study, researchers examined 2,097 student grades from the 2015-2016 academic year to determine if such a relationship existed. In this study, learning mode was significantly related to failure rate, grade distribution and withdraw rate. Synchronous video home students had a significantly higher failure rate than traditional In-Person or online students. Online student grade distributions were significantly different than In-Person classroom, synchronous video home or synchronous video classroom students. Online Students tended to earn more A s and fewer B s and D s. Synchronous video home students also had a significantly higher withdraw rate than synchronous video classroom students. Recommendations for further research include investigating variables which may impact student performance such as faculty experience with course content and technology and how students select learning modes when taking classes. Future research should continue to employ outcome-based studies to measure the impact of learning mode on student performance. This remains a key issue from the perspective of the students and the institution

Updated guidelines, updated curriculum: The GAISE College Report and introductory statistics for the modern student

Since the 2005 American Statistical Association's (ASA) endorsement of the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report, changes in the statistics field and statistics education have had a major impact on the teaching and learning of statistics. We now live in a world where "Statistics - the science of learning from data - is the fastest-growing science, technology, engineering, and math (STEM) undergraduate degree in the United States," according to the ASA, and where many jobs demand an understanding of how to explore and make sense of data. In light of these new reports and other changes and demands on the discipline, a group of volunteers revised the 2005 GAISE College Report. The updated report was endorsed by the Board of Directors of the American Statistical Association in July 2016. To help shed additional light on the revision process and subsequent changes in the report, we review the report and share insights into the committee's thoughts and assumptions.Comment: in press, CHANC

A Comparison of Online and Traditional Chemistry Lecture and Lab

While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as individual topics or exams. Regarding lab courses, only one study is available and it involves moderating variables that are largely uncontrolled. In this work, we compared the student pass rates, withdrawal rates, and grade distributions between asynchronous online and traditional formats of an introductory chemistry lecture as well as its associated lab course. The study was based on the 823 university records available for the 2015–2016 academic year. Student pass and withdrawal rates between the two modes were quite similar and did not appear to be statistically significant. However, grade distributions for both the lecture and lab differed between the two learning modes, showing significant statistical associations. Online students were more likely to earn As in both lecture and lab while traditional in-person students were more likely to earn Cs or Ds. Further research should include replication of this study with a larger data set. Additionally, this study should be repeated in three to five years to determine if advances in course design, standardization and delivery platforms further reduce or eliminate differences between learning modes. Future studies should also use qualitative tools for a better understanding of why students fail or withdraw from courses

NICER and Fermi GBM Observations of the First Galactic Ultraluminous X-Ray Pulsar Swift J0243.6+6124

Swift J0243.6+6124 is a newly discovered Galactic Be/X-ray binary, revealed in late 2017 September in a giant outburst with a peak luminosity of 2 × 10[superscript 39](d/7 kpc)[superscript 2] erg s[superscript -1] (0.1-10 keV), with no formerly reported activity. At this luminosity, Swift J0243.6+6124 is the first known galactic ultraluminous X-ray pulsar. We describe Neutron star Interior Composition Explorer (NICER) and Fermi Gamma-ray Burst Monitor (GBM) timing and spectral analyses for this source. A new orbital ephemeris is obtained for the binary system using spin frequencies measured with GBM and 15-50 keV fluxes measured with the Neil Gehrels Swift Observatory Burst Alert Telescope to model the system's intrinsic spin-up. Power spectra measured with NICER show considerable evolution with luminosity, including a quasi-periodic oscillation near 50 mHz that is omnipresent at low luminosity and has an evolving central frequency. Pulse profiles measured over the combined 0.2-100 keV range show complex evolution that is both luminosity and energy dependent. Near the critical luminosity of L ∼ 10[superscript 38] erg s[superscript -1], the pulse profiles transition from single peaked to double peaked, the pulsed fraction reaches a minimum in all energy bands, and the hardness ratios in both NICER and GBM show a turnover to softening as the intensity increases. This behavior repeats as the outburst rises and fades, indicating two distinct accretion regimes. These two regimes are suggestive of the accretion structure on the neutron star surface transitioning from a Coulomb collisional stopping mechanism at lower luminosities to a radiation-dominated stopping mechanism at higher luminosities. This is the highest observed (to date) value of the critical luminosity, suggesting a magnetic field of B ∼ 10[superscript 13] G.United States. National Aeronautics and Space Administratio

Effects of antiplatelet therapy on stroke risk by brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases: subgroup analyses of the RESTART randomised, open-label trial

Background Findings from the RESTART trial suggest that starting antiplatelet therapy might reduce the risk of recurrent symptomatic intracerebral haemorrhage compared with avoiding antiplatelet therapy. Brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases (such as cerebral microbleeds) are associated with greater risks of recurrent intracerebral haemorrhage. We did subgroup analyses of the RESTART trial to explore whether these brain imaging features modify the effects of antiplatelet therapy

An ethnographic investigation of maternity healthcare experience of immigrants in rural and urban Alberta, Canada

Background: Canada is among the top immigrant-receiving nations in the world. Immigrant populations may face structural and individual barriers in the access to and navigation of healthcare services in a new country. The aims of the study were to (1) generate new understanding of the processes that perpetuate immigrant disadvantages in maternity healthcare, and (2) devise potential interventions that might improve maternity experiences and outcomes for immigrant women in Canada. Methods: The study utilized a qualitative research approach that focused on ethnographic research design and data analysis contextualized within theories of organizational behaviour and critical realism. Data were collected over 2.5 years using focus groups and in-depth semistructured interviews with immigrant women (n = 34), healthcare providers (n = 29), and social service providers (n = 23) in a Canadian province. Purposive samples of each subgroup were generated, and recruitment and data collection – including interpretation and verification of translations – were facilitated through the hiring of community researchers and collaborations with key informants. Results: The findings indicate that (a) communication difficulties, (b) lack of information, (c) lack of social support (isolation), (d) cultural beliefs, e) inadequate healthcare services, and (f) cost of medicine/services represent potential barriers to the access to and navigation of maternity services by immigrant women in Canada. Having successfully accessed and navigated services, immigrant women often face additional challenges that influence their level of satisfaction and quality of care, such as lack of understanding of the informed consent process, lack of regard by professionals for confidential patient information, short consultation times, short hospital stays, perceived discrimination/stereotyping, and culture shock. Conclusions: Although health service organizations and policies strive for universality and equality in service provision, personal and organizational barriers can limit care access, adequacy, and acceptability for immigrant women. A holistic healthcare approach must include health informational packages available in different languages/media. Health care professionals who care for diverse populations must be provided with training in cultural competence, and monitoring and evaluation programs to ameliorate personal and systemic discrimination