Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity

A host of simple teaching strategies—referred to as “equitable teaching strategies” and rooted in research on learning—can support biology instructors in striving for classroom equity and in teaching all their students, not just those who are already engaged, already participating, and perhaps already know the biology being taught.     

Intra-abdominal pressures during activity in women using an intra-vaginal pressure transducer

Abstract

Strenuous physical activity has been linked to pelvic floor disorders in women. Using a novel wireless intra-vaginal pressure transducer, intra-abdominal pressure was measured during diverse activities in a laboratory. Fifty-seven women performed a prescribed protocol using the intra-vaginal pressure transducer. We calculated maximal, area under the curve and first moment of the area intra-abdominal pressure for each activity. Planned comparisons of pressure were made between levels of walking and cycling and between activities with reported high pressure in the literature. Findings indicate variability in intra-abdominal pressure amongst individuals doing the same activity, especially in activities that required regulation of effort. There were statistically significant differences in maximal pressure between levels of walking, cycling and high pressure activities. Results for area under the curve and first moment of the area were not always consistent with maximal pressure. Coughing had the highest maximal pressure, but had lower area under the curve and first moment of the area compared to most activities. Our data reflect novel findings of maximal, area under the curve and first moment of the area measures of intra-abdominal pressure, which may have clinical relevance for how physical activity relates to pelvic floor dysfunction.     

The balanced equation to training chemistry ITAs

In an effort to meet the challenge of preparing new international graduate students in chemistry for assignments as teaching assistants (TAs), an innovative training program was designed which incorporated the collaborative efforts of language, pedagogy, and subject matter specialists. This paper describes the approach taken in providing discipline-specific training for new international TAs (ITAs) by providing the rationale and curriculum for such a program and describing the implementation of this program through the academic year. The paper concludes by describing the results of the project on those ITAs who participated and the benefits and limitations of using this approach.Mark W. Tanner obtained his Ph.D. (1991) in Educational Linguistics at the University of Pennsylvania. He is currently, Coordinator of the International Teaching Assistant Program at the University of Washington. Sara Selfe obtained her Ph.D. (1984) in Organic Chemistry at the University of Washington. She is currently Senior Lecturer in the Chemistry Department at the University of Washington and is working to improve the opportunities for Native Americans in the sciences. Deborah Wiegand obtained her Ph.D. (1990) in Analytical Chemistry at Northern Illinois University. Currently she lectures in the Chemistry Department and is Director of the Women in Science Program at the University of Washington.This article previously was accepted for publication in Lewis, K.G. (Ed.). (1993).The TA experience: Preparing for multiple roles. Stillwater, OK: New Forums Press.     

Exploring sense of community in a relocated sports fan group

Geographical relocation may create a number of adjustment issues for individuals including isolation and loneliness. For some, cheering for a team and being part of a fan group may be one way to address these issues and development a sense of community (SOC). The development of SOC, however, may be complicated when individuals no longer live near the team they root for. Though sport fan groups often exist outside of the area of the team, it is unclear if and how SOC develops in these groups, and further, how participation in the group influences views of the current residence. This paper addresses this gap by exploring SOC in one such ‘relocated’ sports fan group. Findings suggest elements of two prominent theories of SOC, and also extend that research by showing the process through which SOC develops, and how group participation impacts feelings towards the current residence.     

Benefits to University Students Through Volunteering in a Health Context: A New Model

Individual interviews explored 50 British University students’ accounts of sustained volunteering within health settings and a model was developed using grounded theory. Phase one – ‘Getting involved’ – outlines ‘motives and catalysts’ for students starting to volunteer wherein altruistic motives of compassion for others are juxtaposed with perceptions of enhanced employability. Phase two – ‘Maintaining commitment’ – includes three components (‘Making connections’, ‘Developing resilience’ and ‘Keeping the balance’), which represent important aspects of continuing volunteering participation. Phase three – ‘Reaping the rewards’ – focuses on the benefits of volunteering including self-development. Our findings have implications for the training and support of student volunteers.     

‘Being a Member of a Club makes me feel special!’ Children’s Responses to a Community Literacy Project.

This article presents the findings of a preliminary small‐scale evaluation of one aspect of the Read It Project, a community literacy project initiated and managed by Leeds Education 2000. It focuses on the reading attitudes and behaviour of children who attended Read It Clubs in 1998/9, based on survey data collected from sixty‐one participating children. It is clear children enjoyed the Read It Clubs they attended, valued the experience and believed they gained from it.