Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged.     

Gene-environment processes linking aggression, peer victimization, and the teacher-child relationship

Aggressive behavior in middle childhood is at least partly explained by genetic factors. Nevertheless, estimations of simple effects ignore possible gene-environment interactions (G × E) or gene-environment correlations (rGE) in the etiology of aggression. The present study aimed to simultaneously test for G × E and rGE processes between aggression, on the one hand, and peer victimization and the teacher-child relationship in school, on the other hand. The sample comprised 124 MZ pairs and 93 DZ pairs assessed in Grade 1 (mean age = 84.7 months). Consistent with rGE, children with a presumed genetic disposition for aggression were at an increased risk of peer victimization, whereas in line with G × E, a positive relationship with the teacher mitigated the genetically mediated expression of aggression.     

See–Judge … Act? The Role of Action in the Anti-Racist Catholic Theological Classroom

Abstract

This essay explores a tension in the Catholic theological classroom brought about when teachers aim at dismantling racial injustice with resources from antiracist pedagogy. Where Catholic social thinkers package together reflection, judgment, and action, antiracist educators recommend forestalling the last step—action. The essay's primary aim is to clarify the tension—why it comes about and how it reveals itself—and proposes that Catholic theological educators respond by helping students broaden their understanding of action.     

Environmental education in a ‘green classroom’

The ‘Green Classroom’ in the Botanical Garden of Ulm is an experiential learning forum outside school. Its educational concept is based on experimental learning and is geared towards expanding biological knowledge and developing positive attitudes towards small animals such as invertebrates and insects. The attitudes of 68 school students towards small animals, before and after they visited the ‘Green Classroom’, were assessed and the answers they gave in their questionnaires were compared with those of 60 students froma control group that was not yet exposed to this learning environment. Although the students spent only one morning in the ‘Green Classroom’, some of their attitudes towards small animals improved after their visit. These studies underscore the necessity for direct observation and familiarization of the environment including small animals such as invertebrates and insects for appreciating issues related to biodiversity and conservation.     

Pedagogical Approaches: Using Charettes to Perform Civic Engagement in Technical Communication Classrooms and Workplaces

Charettes offer a productive way of combining theory and practice to address some of the difficult matters of getting students to see and perform technical communication as students, professionals, servers, and citizens. This collaborative activity helps students prepare for an increasingly modular professional world by revealing the contingent rhetoricity of professional autonomy. Charettes can help technical writing programs and students integrate service and civic learning into the curriculum by using indigenous professional genres that actively demand stakeholder participation. The intensity and pragmatic force of charettes can assist students in building their ethos while working with fellow stakeholders. The wide range of possible documents involved in the process associated with charettes can help technical communication students and teachers explore the connections between rhetorical exigencies and genre and put their skills to good use in a culture where many are looking for new ways to build critical citizenship.     

Collective team behaviour of Australian Rules football during phases of match play

Using the spatiotemporal characteristics of players, the primary aim of this study was to determine whether differences in collective team behaviour exist in Australian Rules football during different phases of match play. The secondary aim was to determine the extent to which collective team behaviour differed between competing teams and match half. Data was collected via 10 Hz global positioning system devices from a professional club during a 2 × 20 min, 15-v-15-match simulation drill. Five spatiotemporal variables from each team (x centroid, y centroid, length, width, and surface area) were collected and analysed during offensive, defensive, and contested phases. A multivariate analysis of variance comparing phase of match play (offensive, defensive, contested), Team (A & B), and Half (1 & 2) revealed that x-axis centroid and y-axis centroid showed considerable variation during all phases of match play. Length, width, and surface area were typically greater during the offensive phase comparative to defensive and contested phases. Clear differences were observed between teams with large differences recorded for length, width, and surface area during all phases of match play. Spatiotemporal variables that describe collective team behaviour may be used to understand team tactics and styles of play.     

The influence of match phase and field position on collective team behaviour in Australian Rules football

This study investigated the influence of match phase and field position on collective team behaviour in Australian Rules football (AF). Data from professional male athletes (years 24.4 ± 3.7; cm 185.9 ± 7.1; kg 85.4 ± 7.1), were collected via 10 Hz global positioning system (GPS) during a competitive AFL match. Five spatiotemporal metrics (x-axis centroid, y–axis centroid, length, width, and surface area), occupancy maps, and Shannon Entropy (ShannEn) were analysed by match phase (offensive, defensive, and contested) and field position (defensive 50, defensive midfield, forward midfield, and forward 50). A multivariate analysis of variance (MANOVA) revealed that field position had a greater influence on the x-axis centroid comparative to match phase. Conversely, match phase had a greater influence on length, width, and surface area comparative to field position. Occupancy maps revealed that players repositioned behind centre when the ball was in their defensive half and moved forward of centre when the ball was in their forward half. Shannon Entropy revealed that player movement was more variable during offence and defence (ShannEn = 0.82–0.93) compared to contest (ShannEn = 0.68–0.79). Spatiotemporal metrics, occupancy maps, and Shannon Entropy may assist in understanding the game style of AF teams.     

Metabolic time-course response after resistance exercise: A metabolomics approach

This study analysed the time course of the global metabolic acute response after resistance exercise (RE), with the use of proton nuclear magnetic resonance (¹H NMR) spectroscopy. Ten young healthy males performed 4 sets of 10 repetitions at 70% of one-repetition maximum in the leg press and knee extension exercises and had the serum metabolome assessed at 5, 15, 30 and 60 min post-RE. Measurements were also performed 1 h earlier and immediately before the exercises, as an attempt to characterise each participant’s serum metabolome at rest. One-way ANOVA was applied and the significance level was set at P ≤ 0.05. RE promoted an increase in 2-hydroxybutyrate, 2-oxoisocaproate, 3-hydroxyisobutyrate, alanine, hypoxanthine, lactate, pyruvate and succinate concentrations. However, isoleucine, leucine, lysine, ornithine and valine had their concentrations decreased post-RE compared with at rest. This is the first study to show significant changes in serum concentration of metabolites such as 2-oxoisocaproate, 2-hydroxybutyrate, 3-hydroxyisobutyrate, lysine, hypoxanthine and pyruvate post-RE, attesting metabolomics as an interesting approach to advance in the understanding of global RE-induced metabolic changes. Moreover, the present data could influence the time point of blood collection in the future studies that aims to investigate metabolism and exercise.     

Demonstration of pelvic anatomy by modified midline transection that maintains intact internal pelvic organs

Gross dissection for demonstrating anatomy of the human pelvis has traditionally involved one of two approaches, each with advantages and disadvantages. Classic hemisection in the median plane through the pelvic ring transects the visceral organs but maintains two symmetric pelvic halves. An alternative paramedial transection compromises one side of the bony pelvis but leaves the internal organs intact. The authors propose a modified technique that combines advantages of both classical dissections. This novel approach involves dividing the pubic symphysis and sacrum in the median plane after shifting all internal organs to one side. The hemipelvis without internal organs is immediately available for further dissection of the lower limb. The hemipelvis with intact internal organs is ideal for showing the complex spatial relationships of the pelvic organs and vessels relative to the intact pelvic floor. Anat Sci Educ 3:254–260, 2010. © 2010 American Association of Anatomists.