Search

Generation Z is gaining popularity as the name used to refer to those born beginning in the mid to late 1990s. This is the generation that follows the Millennials, and they are just starting to arrive on college campuses. Much attention has been paid to Millennials and their impact on society, and because of this Generation Z members are often lumped together with this older cohort. But Generation Z students are unique, and universities and colleges must prepare to meet the challenges of instructing this new generation. Engineering educators in particular are being challenged to adapt to the speed of technological change. Faculty must consider how to adjust to this new environment, including the changing needs and expectations of Generation Z students. This paper explores these topics. The first section will explore the concept of a generation and describe some of the attributes associated with Generation Z. The second section will review the development of engineering education in the United States and some of the major reforms that have occurred in the past 100 years. The last section will discuss potential changes in the classroom to try and address some of the characteristics of Generation Z students.

The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher education programs is gaining prominence (Bell & Brant, 2015; Nardozi, Restoule, Broad, Steele, & James, 2014; Tanaka, 2016). Since the Truth and Reconciliation Commission of Canada's Calls to Action (2015), efforts are being made across Ontario to "educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms" (TRC #62, p. 7). Despite growing efforts within teacher preparation programs, many settler teacher candidates are still anxious (Kanu, 2011; Morcom & Freeman, 2019); they fear practicing inadvertent cultural appropriation, and/or offending or misinforming their students and colleagues. To address these concerns, we posed the research question: What impact would Indigenous guest speakers and workshop leaders have on helping Settler teacher candidates navigate Indigenous content in a culturally appropriate and respectful manner? Using an action research framework, we explored how Indigenous ways of knowing impacted the attitudes of teacher candidates in a Bachelor of Education program. The data we collected suggests that by listening to and learning from Indigenous teachings, teacher candidates can attain a deeper understanding of relationality (Wilson, 2008) as it applies to Indigenous ways of knowing. While certain questions remained, pre-service teachers had an increased knowledge of Indigenous content, and felt more comfortable integrating Indigenous perspectives into their classroom practice.

Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning. While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university faculty and teacher candidates. The research questions included: (1) How do teacher candidates experience and perceive a co-teaching model with their faculty? and (2) What elements of teacher candidates' experiences during co-teaching reflect the cognitive apprenticeship model of learning? Through this study it was identified that teacher candidates co-teaching with their faculty led to strengthened understanding of integrated STEM education, particularly in STEM content and PCK. Making thinking visible using cognitive apprenticeship through co-teaching led to teacher candidates developing an understanding of STEM education in their personal teaching practice and building their capacity to become confident and resourceful STEM educators.

This research focuses on one teacher's lived experience as he contributes towards a broader understanding of possibilities and constraints afforded by technologies, materials, and relationality during this recent shift in pandemic pedagogy. The pandemic drastically altered the way curriculum is enacted as there were shifts in the learning environment, the subject matter, and the way teachers and students engaged in literacy practices. To understand this shift, we explore: What are the participating teacher's perceptions about how multiliteracies are utilized for classroom practice and pedagogy? How did this teacher's pedagogy continue or change once the pandemic influenced curriculum enactment? This paper focuses on how one grade 6 teacher explored this pandemic pedagogical landscape in his classroom. This experience contributes to learning from the past, navigating the present, and continuing to shape the future of effective instruction in an elementary classroom. [ABSTRACT FROM AUTHOR]

Phosphine is a widely used fumigant for controlling insects in stored grain, but fumigation effectiveness is often compromised by suboptimal distribution of the gas. Leaks in the grain bin wall and roof, foreign material in the grain, and phosphine placement contribute to regions of insufficient concentration of fumigant, resulting in insect survival and leading to phosphine-resistant insect populations. Phosphine distribution was studied during field tests in temporarily sealed bins to compare distribution from conventional probed tablets to the distribution using a closed-loop recirculation system. The results showed uneven distribution patterns and leakage over time with conventional probed tablets, which resulted in some areas in the lower half of the grain mass receiving no phosphine and some other locations remaining below the target phosphine concentration for the entire period of fumigation. The closed-loop fumigations with the same phosphine dosage yielded much more uniform phosphine concentrations, but suffered from equal or greater phosphine leakage losses.

A major concern in grain storage and management facilities is the effective control of insects and pests that reside in stored grain. Currently, the best studied method of subduing these insects is fumigating the grain bins with phosphine. However, many grain storage insects have developed a resistance to phosphine due to its misuse over the years, partially due to bin leakage, leading to minimum pest control in grain and increased product damage. The first step in managing the issue of fumigant leakage is by identifying environmental conditions that may impact the bins’ total air loss, and ultimately, fumigant loss. One way to quantify the leakage potential of a structure is to perform pressure tests. Data collected from these tests statistically quantify the significance of atmospheric conditions on bin leakage, as well as quantify leakage area in the bin. These tests were performed on a 500 bushel grain bin filled with canola seed, sealed with plastic sheeting and Gorilla duct tape. A PVC pipe “arm” and shop vacuum (Shop-Vac® 5-gallon 6-Peak HP) contraption was designed for pressure application. Constant pressure testing methods were performed to collect data for calculations of leakage area. Tests were repeated in varying environmental conditions. Data analysis included performing single sample ttests to determine significance of environmental conditions, as well as using previously established relationships to quantify predicted leakage area in each scenario. It was concluded that atmospheric conditions significantly affect gas leakage from structures (p < 0.001), so pressure test conditions should match fumigation conditions for an accurate initial fumigant dosage. Constant pressure tests accurately predict equivalent leakage area of bin, with areas demonstrating a variance of 3.4 x 10-5. Future tests to improve fumigating processes could include relationships between phosphine concentration and the leakiness of the bin, as well as automated constant pressure testing devices.

Many have warned against a direct "brain scan to lesson plan" approach when attempting to transfer insights from neuroscience to the classroom. Similarly, in the effective design and implementation of learning technology, a judicious interrelation of insights associated with diverse theoretical perspectives (e.g., neuroscientific, pedagogical and classroom praxis) may be required. A design-based research approach to the development of learning technology informed by neuroscience may be one way of achieving this interrelation. Accordingly, here we report on some of the preliminary research of a web app, known as "zondle Team Play", that allows teachers to teach whole classes using a games-based approach and which draws on concepts from neuroscience. Rather than just exploring "what works" in terms of the technology, low-fidelity prototyping and participant design helped us explore aspects of praxis and affordances of the technological design that were contingent upon each other. Five cycles of design, intervention, analysis and reflection revealed some potential benefits of a neuroeducational approach to learning technology design, including the development of related pedagogy, identification of immediate and future neuroeducational research questions and the development of language and terms suitable for communicating across interdisciplinary boundaries.

Background: Independent second-checking of medication is part of everyday practice across many parts of the NHS. A robust, independent second check is built into medication administration protocols to reduce the risk of drug errors affecting patients. Aim: This work aims to determine the barriers and facilitators regarding a robust independent second check of medication before administration to patients within adult critical care. Method: Nurses in adult critical care were invited to participate in focus groups. They were asked to discuss factors that they felt enabled or prevented a robust second check of medication. Thematic analysis was undertaken by three critical care pharmacists Findings: The major themes identified as barriers to an independent second check were: geography of the critical care unit; IT; routine; complex process; and personnel. Conclusion: There are complex barriers to undertaking a robust second check and addressing some of these could improve patient safety. [ABSTRACT FROM AUTHOR]