Next Steps for Mind,Brain, and Education: Strengthening Early‐Career Development

An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally.     

Examining the impact of four teaching development programmes for engineering teaching assistants*

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research.     

Stretching and Challenging the Boundaries of Law: Varieties of Knowledge in Biotechnologies Regulation

The paper addresses the question of adaptation of existing regulatory frameworks in the face of innovation in biotechnologies, and specifically the roles played in this by various expert knowledge practices. We identify two overlapping ideal types of adaptation: first, the stretching and maintenance of a pre-existing legal framework, and second, a breaking of existing classifications and establishment of a novel regime. We approach this issue by focusing on varieties of regulatory knowledge which, contributing to and parting of political legitimacy, in principle enable the making of legally binding decisions about risks and benefits of technologies. We base the discussion around two case studies, one of animal biotechnology ethical regulation, the other of ‘advanced therapy’ medicinal product regulation, both in the context of European Union frameworks. Specifically, we explore the knowledge configurations constituting expert committees and other institutional formations of expert regulatory knowledge in their political context. We show that where sectoral and moral boundaries are challenged, different modes of regulatory knowledge beyond scientific forms – legal, procedural, moral, economic and industrial – can shape regulatory innovations either by maintenance of regimes through commensuration and stretching, or through differentiation and separation creating new frameworks. We conclude that establishing an essential techno-scientific difference between pre-existing and novel technologies does not in itself require new regulatory structures, and that the regulatory strategy that is followed will be determined by a combination of different forms of knowledge.