One-Shot (Public) Sociology: A Teaching Note on Developing Sociologically-Informed Student Workshops on College Campuses

In this teaching note, we outline ways in which sociologists can expand their reach beyond the classroom by accepting students’ invitations to develop short, sociologically informed curricula for campus groups. We argue that sociologists are especially well-equipped to moderate and deliver this kind of programming on college campuses because many of the issues that students are dealing with are directly connected to our course content. In addition to sharing concrete strategies we developed for responding to these requests, we also share lessons learned in the process of doing public sociology on our campuses. We contend that through our engagement with campus programming, we can foster a sociological imagination, promote social change, and bring students into the discipline of sociology

Expanding the Life-Span, Life-Space Approach using Critical Race Theory and Intersectionality

Super’s (1980, 1996) life-span, life-space approach of career development has had a major influence on the field of career counseling by shifting the focus beyond a ‘singular point of entry’ into to careers to one multiple transition points and trajectories. While Super’s body of theoretical and empirical contributions to the field of career development are vast, the theory does not adequately address the experiences of Black youth. This article focuses on both theory and praxis by discussing the life-span, life-space approach in the context of career development of Black youth. We describe how critical race theory and intersectionality can be used as key organizing principles in an expanded framework along with Super’s life-span, life-space approach to guide practices in college and career counseling. We end with a discussion of the implications for practice

What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention

What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention

What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention

What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention

“It’s Just Nice Having a Real Teacher”: Student Perceptions of Online versus Face-to-Face Instruction

With recent increases in online enrollment, undergraduate students are far more likely to experience an online learning environment than they were in the past. While existing literature provides general insight into reasons why students may or may not prefer online instruction, it is unclear whether these preferences are shaped by student’s perceptions of online learning or actual experience with online courses. To address this gap, undergraduate students enrolled in either online (n=370) or face-to-face (n=360) courses were surveyed about their course format preference. A content analysis of the responses was performed with the findings suggesting that 1) student perceptions may be based on old typologies of distance education akin to correspondence courses, regardless of actual experience with online courses, and 2) course preferences are related to issues involving teaching presence and self-regulated learning. The implications of this research for developing more effective online pedagogy are discussed

Maximum likelihood estimation of renal transporter ontogeny profiles for pediatric PBPK modeling

Optimal treatment of infants with many renally cleared drugs must account for maturational differences in renal transporter (RT) activity. Pediatric physiologically-based pharmacokinetic (PBPK) models may incorporate RT activity, but this requires ontogeny profiles for RT activity in children, especially neonates, to predict drug disposition. Therefore, RT expression measurements from human kidney postmortem cortical tissue samples were normalized to represent a fraction of mature RT activity. Using these data, maximum likelihood estimated the distributions of RT activity across the pediatric age spectrum, including preterm and term neonates. PBPK models of four RT substrates (acyclovir, ciprofloxacin, furosemide, and meropenem) were evaluated with and without ontogeny profiles using average fold error (AFE), absolute average fold error (AAFE), and proportion of observations within the 5-95% prediction interval. Novel maximum likelihood profiles estimated ontogeny distributions for the following RT: OAT1, OAT3, OCT2, P-gp, URAT1, BCRP, MATE1, MRP2, MRP4, and MATE-2 K. Profiles for OAT3, P-gp, and MATE1 improved infant furosemide and neonate meropenem PBPK model AFE from 0.08 to 0.70 and 0.53 to 1.34 and model AAFE from 12.08 to 1.44 and 2.09 to 1.36, respectively, and improved the percent of data within the 5-95% prediction interval from 48% to 98% for neonatal ciprofloxacin simulations, respectively. Even after accounting for other critical population-specific maturational differences, novel RT ontogeny profiles substantially improved neonatal PBPK model performance, providing validated estimates of maturational differences in RT activity for optimal dosing in children

The role of response modalities in cognitive task representations

The execution of a task necessitates the use of a specific response modality. We examined the role of different response modalities by using a task-switching paradigm. In Experiment 1, subjects switched between two numerical judgments, whereas response modality (vocal vs. manual vs. foot responses) was manipulated between groups. We found judgment-shift costs in each group, that is irrespective of the response modality. In Experiment 2, subjects switched between response modalities (vocal vs. manual, vocal vs. foot, or manual vs. foot). We observed response-modality shift costs that were comparable in all groups. In sum, the experiments suggest that the response modality (combination) does not affect switching per se. Yet, modality-shift costs occur when subjects switch between response modalities. Thus, we suppose that modality-shift costs are not due to a purely motor-related mechanisms but rather emerge from a general switching process. Consequently, the response modality has to be considered as a cognitive component in models of task switching