Scholars from Underrepresented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters: The Benefits and Challenges of Mentoring for Racial and Ethnic Minority Graduate Students

Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students. Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program’s initiation. Separate surveys were created for student mentees and faculty mentors in order to collect feedback about the mentoring program. Mentees and mentors were also asked to rate their satisfaction with the specific individuals in their mentoring network so that the evaluation team could identify issues that arose across participants. Results: We found that students had several motivations for and expectations from SURGE. A majority of the students found the SURGE mentoring program to have been at least somewhat valuable in helping them achieve these expectations. Nonetheless, students did identify a few challenges, namely lack of swift responsiveness from some mentors, not enough guidance on navigating the mentor-mentee relationship, and little to no in-person interaction. While half of the students mentioned that some individuals within their mentoring team were hard to reach, a majority remained satisfied with the overall responsiveness of their mentors. This suggests that the many-to-many mentoring model helped to ensure none were entirely dissatisfied on this measure. Conclusions: These findings support previous research and show promise for mentoring as an effective intervention to the challenges that underrepresented students face in their academic programs and for their retention and representation, particularly in hazards and disaster-related fields. Implications: Overall, given the unique barriers and challenges to retention for minority students in graduate programs, it is important to understand the mentoring needs of underrepresented students in order to provide the best possible help to them during what can be an extraordinarily difficult transition into academia. It is especially crucial to do this for underrepresented students in the fields of hazards and disaster research and practice, as their contributions and perspectives are needed to address social disparities and inequities

Creating Greater Awareness of the Australian Professional Standards for Teachers in Initial Teacher Education

Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate that students found tagging an invaluable practice and that they recognised the importance of using this ePortfolio platform after graduation to build on their growth as educators in alignment with the APST. In this way, the study addresses a significant gap in teacher education literature in this era of accountability

STORIES FOUND WITHIN THE LEARNINGS OF TEACHING IN COVID-19

COVID-19 has disrupted the educational landscape around the world, putting new pressures on schools, colleges and universities, and more specifically on teaching, learning and assessment. Educators feel fragmented, as their identities as well as their roles pivoted when the pandemic directed them home to teach. This paper explores a global story-based educational research project that sought to capture the pressures, stress and self-efficacy of educators across the world. Our digital ethnographic study sought to explore what educators were experiencing; to archive the worries, hopes, concerns and issues encountered by teachers in new spaces and sites as remote emergency practice began. What has emerged from the 635-educator participant study that includes 105 respondents in the higher education/tertiary sector that we have chosen to focus on here, is an attentiveness to the place of learning and teaching. More importantly, the relations between people and place, and the teachers and their students. This paper explores four stories from the higher education data that have been re-storied as an opening to this pandemic and the effects of the pivot on teaching practice to indicate the times and provide voice to our participants

'Kindness and empathy beyond all else' : Challenges to professional identities of Higher Education teachers during COVID-19 times

COVID-19 has continued to effect higher education globally in significant ways. During 2020, many institutions shifted learning online overnight as the sector closed its doors and opened new sites for remote teaching. This article reports on an international study [Phillips et al., 2021] that sought to capture how cross-sectoral teachers experienced these emergency changes during the first months of restrictions. The data, analysed using narrative identity theory, revealed concerns that fall into two broad categories: technologies and relationships. Significantly, it was not a loss of content delivery or changes to assessment that prompted the greatest anxiety for our colleagues, but that they held significant concerns about their students’ mental health; inequities of access to a range of services including technological; and challenges connecting emotionally with their students at a distance. The results provide actionable strategies for higher education institutions to apply in future emergencies where remote teaching is necessary

Melissa Campbell and John Dupre - Covid 19 Oral History Project

During 2022 the Child Nutrition Archives conducted multiple interviews investigating how child nutrition professionals dealt with the Covid 19 pandemic and its effects on the operations of school feeding programs. This interview examines the response of the Louisiana Department of Education Child Nutrition Programs.https://egrove.olemiss.edu/icn_ohistories/1099/thumbnail.jp

Knowledge, attitudes and practices of Australian trainee childcare educators regarding their role in the feeding behaviours of young children

Background: Early childhood (2–5 years) is acknowledged as a critical time for the establishment of healthy behaviours. The increasing number of children and amount of time spent in childcare provides strong rationale to explore the important role that childcare services and childcare educators play in influencing healthy eating behaviours of young children in their care. Methods: This study used a qualitative exploratory approach to describe the knowledge, attitudes and practices of Australian childcare trainee educators’ regarding their role in the feeding of young children. Results: All participants agreed that feeding of young children was an important part of their role, but described challenges to the promotion of healthy eating and the adoption of responsive child feeding practices. These included personal beliefs and experiences with food, the bi-directional nature of child feeding, conflicting parental requests and/or unsupportive centre-based policies and procedures. Conclusion: Training about responsive child feeding practices within the childcare sector should include all childcare staff; aim to enhance relational efficacy and communication skills with parents; and empower childcare staff to lead organisational change. To support this, childcare centres need to provide coherent centre-based healthy eating policies inclusive of healthy food provision and desirable feeding practices

A Two-Tier Urban Delivery Network with Robot-based Deliveries

In this paper, we investigate a two-tier delivery network with robots operating on the second tier. We determine the optimal number of local robot hubs as well as the optimal number of robots to service all customers and compare the resulting operational cost to conventional truck-based deliveries. Based on the well-known p-median problem, we present mixed-integer programs that consider the limited range of robots due to battery size. Compared to conventional truck-based deliveries, robot-based deliveries can save about 70% of operational cost and even more, up to 90%, for a scenario with customer time windows

Flexible Time Window Management for Attended Home Deliveries

In the competitive world of online retail, customers can choose from a selection of delivery time windows on a retailer's website. Creating a set of suitable and cost-efficient delivery time windows is challenging, since customers want short time windows, but short time windows can increase delivery costs significantly. Furthermore, the acceptance of a request in a particular short time window can greatly restrict the ability to accommodate future requests. In this paper, we present customer acceptance mechanisms that enable flexible time window management in the booking of time-window based attended home deliveries. We build tentative delivery routes and check which time windows are feasible for each new customer request. We offer the feasible long delivery time windows as a standard and let our approaches decide when to offer short time windows. Our approaches differ in the comprehensiveness of information they consider with regard to customer characteristics as well as detailed characteristics of the evolving route plan. We perform a computational study to investigate the approaches' ability to offer short time windows and still allow for a large number of customers to be served. We consider various demand scenarios, partially derived from real order data from a German online supermarket

Panel Discussion on Open Access: What’s in it for me?

Background The 2016 Tri-Agency Open Access Policy on Publications is a landmark for the open access movement in Canada. It stipulates that peer-reviewed journal publications arising from Tri-Agency funded research must be made freely accessible within 12 months of publication. This and other open access policies emphasize the societal advantage of openly accessible research, but how does the researcher benefit? Summary Panelists will highlight the benefits of open access as well as other open research practices, with a focus on the perspective of graduate students and early career researchers. One benefit is the increased impact of open access publications compared to subscription-based publications, as shown in citation-based studies as well as altmetrics such as download reports available through Western’s institutional repository, Scholarship@Western. Another benefit is enhanced collaboration, encompassing not only open access publishing but also open data practices, both of which enable researchers to more readily learn from and build off of each other’s work. Finally, authors benefit from retaining rights to their work, which includes various open access publishing options as well as negotiating greater control over their research post-publication. Interdisciplinary Reflection Open access is particularly valuable for interdisciplinary researchers insofar as it makes research easily discoverable. This allows for cross-fertilization across disciplines, since researchers are more easily able to access, read, and build on work in other areas. Librarians often select journal subscriptions that support active research in a particular discipline, but open access journals are available to all, regardless of an institution’s research focus