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Work-integrated learning programs for higher education students that involve an international component require people in the recipient countries (in-country partners) agreeing to host and engage with the students. Yet research on these programs has focused almost exclusively on the participating students. Thus, the aim of this study was to focus on the in-country partners and gain further understanding about who they are, and how they perceive and experience these programs. Interviews with twelve in-country partners from the Indo-Pacific revealed that in-country partners are professionals contributing significant time and resources, their reputation, and cultural knowledge towards these programs. While they value the energy and ideas the students bring, they are concerned about inadequate cultural preparation of students, and the unilateral nature of the arrangements they have with higher education institutions. Future programs would benefit from including more of the in-country partner's 'voice' in program design and development.

We consider two local reparations cases--the Evanston Restorative Housing Program and Chicago reparations for police torture survivors. We argue that the programs are shaped by the differing political opportunities, the local context, and the social location of their advocates given that one was constructed within government systems in Evanston and the other largely by grassroots organizers in Chicago. Furthermore, both programs are criticized to varying degrees as being exclusive in their design and implementation. We term this exclusion a process of deliberative marginalization, whereby some of the most vulnerable and most directly affected beneficiaries of a redress initiative are left out of deliberations and implementation decisions about the initiative's design. Subsequently, this study shows both the promise and constraints of reparations policy at the level of local government.

In 2020, Science, Technology, Engineering and Math (STEM) faculty within a United Kingdom university implemented an online personal tutoring model. This model aimed to deliver a consistent experience to ~1000 students, supporting learning and fostering a sense of belonging during a global pandemic. Here we describe and evaluate a Curriculum Integrated personal tutor model, designed to provide a structured and dialogic student experience. We provide details on the timetabled activities, aligned to student development needs, and reflect on the model's effectiveness in supporting student learning, building belonging, and providing accessible delivery. We highlight strengths and explore weaknesses, providing recommendations for implementation of this type of model at other institutions.

We summarize national-scale data for Ph.D. earners in engineering or computer science from 2015 to 2019 whose post-graduate school employment is known, highlighting outcomes for biological/biomedical/biosystems engineering students. We use NSF's Survey of Earned Doctorates (SED), which has collected information from Ph.D. recipients in the USA since 1957. The data are collected at the time of degree completion and constitute a greater than 90% response rate. Compared to all engineering and computer science disciplines, biological/biomedical/biosystems engineering has a higher proportion going to 4yr/med/research institutions (52% vs. 33%) and non-profit (3.6% vs. 2.9%) and lower proportion going to industry (33% vs. 48%), government (4.3% vs. 8.4%), and is similar for non-US positions (6.1% vs. 5.7%). Compared to 2010--2014 biological/biomedical/biosystems engineering Ph.D. recipients, more 2015--2019 recipients are going to industry (25% to 33%) and fewer to 4yr/med/research institutions (59% to 52%) and government (5.3% to 4.3%). Across all engineering and computer science disciplines, a smaller proportion of females entered industry (43%) compared to males (49%), while a larger proportion of females entered 4yr/med/research institutions (37%) compared to males (32%). Over half of Asian doctoral recipients entered industry, as compared to 38% of Hispanic doctoral recipients. In contrast, a higher proportion of Hispanic individuals (37%) entered 4yr/med/research institutions after their doctoral programs, as compared to 31% of Asian doctoral recipients. Black doctoral recipients had the highest proportion enter positions in government (14%) and non-profit (4%) sectors. Our results are situated in the broader literature focused on postdoctoral career, training, and employment sectors and trends in STEM. We discuss implications for graduate programs, policymakers, and researchers.

Whether doctoral students are funded primarily by fellowships, research assistantships, or teaching assistantships impacts their degree completion, time to degree, learning outcomes, and short- and long-term career outcomes. Variations in funding patterns have been studied at the broad field level but not comparing engineering sub-disciplines. We addressed two research questions: How do PhD student funding mechanisms vary across engineering sub-disciplines? And how does variation in funding mechanisms across engineering sub-disciplines map onto the larger STEM disciplinary landscape? We analyzed 103,373 engineering and computing responses to the U.S. Survey of Earned Doctorates collected between 2007 and 2016. We conducted analysis of variance with Bonferroni post hoc comparisons to examine variation in funding across sub-disciplines. Then, we conducted a k-means cluster analysis on percentage variables for fellowship, research, and teaching assistantship funding mechanism with STEM sub-discipline as the unit of analysis. A statistically significantly greater percentage of biomedical/biological engineering doctoral students were funded via a fellowship, compared to every other engineering sub-discipline. Consequently, biomedical/biological engineering had significantly lower proportions of students supported via research and teaching assistantships than nearly all other engineering sub-disciplines. We identified five clusters. The majority of engineering sub-disciplines grouped together into a cluster with high research assistantships and low teaching assistantships. Biomedical/biological engineering clustered in the high fellowships grouping with most other biological sciences but no other engineering sub-disciplines. Biomedical/biological engineering behaves much more like biological and life sciences in utilizing fellowships to fund graduate students, far more than other engineering sub-disciplines. Our study provides further evidence of the prevalence of fellowships in life sciences and how it stretches into biomedical/biological engineering. The majority of engineering sub-disciplines relied more on research assistantships to fund graduate study. The lack of uniformity provides an opportunity to diversify student experiences during their graduate programs but also necessitates an awareness to the advantages and disadvantages that different funding portfolios can bestow on students.

Purpose: The purpose of this investigation was to evaluate language development and disorders course titles across communication sciences and disorders (CSD) graduate programs in an effort to determine whether adolescents were specifically being recognized via inclusive language or dedicated courses. The findings can be used to propel important discussions about the need for inclusive course titles, inform initial directions for improvements in preprofessional education, and guide broader changes in the discipline, especially for the adolescent population. Method: A review of accredited CSD graduate programs across the United States was conducted using the American Speech-Language-Hearing Association EdFind database. A total of 298 master's-level CSD programs were used for this study. CSD course titles located in each of the university's graduate catalogs were documented, categorized, and reviewed by the research team. Results: Of the 298 CSD graduate programs reviewed, one in eight specifically included the word "adolescent(s)" or "adolescence" in the titles of their language development and disorders courses. Remarkably, only four adolescent-focused courses, two of which were listed as electives, were offered across all reviewed programs. A post hoc analysis of the language used in course titling revealed that 42 titles used inclusive terminology. Conclusions: Adolescents are developmentally distinct from children, yet a majority of CSD graduate programs used ambiguous or exclusive words in the titles of their language development and disorders courses. The unintentional failure to recognize this important difference in course titles may be contributing to the ongoing neglect of adolescents within the field. Reframing collective thinking is required for change. Reasons and suggestions for including adolescents in course titles and separate offerings are provided to assist CSD graduate programs in leading the way toward improving equity for adolescents.

This review aimed to synthesize the group design literature to identify the evidence-based reading comprehension interventions for children with ASD. The primary aim was to identify which reading comprehension interventions had demonstrated positive effects for students with ASD in group design studies. This review was initiated using both PsychInfo and ERIC in October 2019 with a second review completed in April 2020. For studies to be included, they had to include pre-/post-data on a reading comprehension intervention and include students with ASD as well as to be (1) peer-reviewed, (2) written in English, and (3) published between 2000 and 2019. The decision to review articles from 2000 forward was based on the publication of the National Reading Panel report (2000) and the wealth of research on the Big Five areas of reading. Five studies were found that met criteria, with a total of 141 students and 87% of the intervention group meeting criteria for ASD. Results showed effectiveness for reading comprehension interventions using anaphoric questions, direct instruction, and comprehension training strategies. These instructional strategies are consistent with single-case design study findings showing efficacy for these strategies with individual students and are important in supporting the variability of executive functioning skills needed for integrating passage information with whole group instruction as well.

Spoken language in schools, now often branded as oracy, is seeing something of a resurgence of interest. This is well-founded and to be welcomed. Nevertheless, the policy-level coopting of oracy, as a concept open to various interpretations, raises questions concerning the desirable degree of prescription and conformity to be promoted in pupils' spoken language. Though often encompassing talk as pedagogy, oracy is strongly associated with developing the skills of spoken language. Such skills rest on a number of assumptions and norms around participation in talk that merit examination. This article explores common classroom orthodoxies in terms of who speaks, when they may speak and how they must speak. As a way of examining these orthodoxies, the article proposes a greater acknowledgement of "orality" alongside, and as a precursor to, oracy. Using an illustration from a real lesson, it argues that raising the profile of orality is a reminder of the importance of understanding and appreciating specific and diverse oral traditions before bringing to bear the generalities and possible standardisation of oracy.

The biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students' true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. For human physiology and cell biology, we developed sets of realistic and hypothetical problems matched to the same lesson learning objectives (LLOs). Problems were considered hypothetical if (i) known biological entities (molecules and organs) were given atypical or counterfactual properties (redefinition) or (ii) fictitious biological entities were introduced (invention). Several chatbots scored significantly worse on hypothetical problems than on realistic problems, with scores declining by an average of 13%. Among hypothetical questions, redefinition questions appeared especially difficult, with many chatbots scoring as if guessing randomly. These results suggest that, for a given LLO, hypothetical problems may have different cognitive demands than realistic problems and may more accurately reveal students' ability to apply biology core concepts to diverse contexts. The Test Question Templates (TQT) framework, which explicitly connects LLOs with examples of assessment questions, can help educators generate problems that are challenging (due to their novelty), yet fair (due to their alignment with pre-specified LLOs). Finally, ChatGPT's rapid improvement toward expert-level answers suggests that future educators cannot reasonably expect to ignore or outwit chatbots but must do what we can to make assessments fair and equitable.

South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu-Natal and one in England, aimed to support in-service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9-12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In-service teachers (n = 120) and preservice teachers (n = 93) took part in this mixed-methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research.

Background: Engineering curricula are built around faculty and accreditors' perceptions of what knowledge, skills, and abilities graduates will need in engineering careers. However, the people making these decisions may not be fully aware of what industry employers require for engineering graduates. Purpose/Hypothesis: The purpose of this study is to determine how industry employer-sought professional and technical skills vary among engineering disciplines and levels of education. Design/Method: Using a large sample (n = 26,103) of mined job advertisements, we use the O*NET skills database to determine the frequencies of different professional and technical skills for biomedical, civil, chemical, electrical, environmental, and mechanical engineers with bachelor's, master's, and PhD degrees. Results: The most frequently sought professional skill is problem-solving; the most frequently sought technical skills across disciplines are Microsoft Office software and computer-aided design software. Although not the most frequently requested skills, job advertisements including the Python and MATLAB programming languages paid significantly higher salaries than those without. Conclusions: The findings of this study have important implications for engineering program leaders and curriculum designers choosing which skills to teach students so that they are best prepared to get and excel in engineering jobs. The results also show which skills students can prioritize investing their time in so that they receive the largest financial return on their investment.

In this article, we focus on dance as intra- and intergenerational learning that cultivates corporeal knowledge held in common. Three interrelated projects reveal how danced connections between life stages develops an aesthetics of complex interaction and a mutuality of learning that enacts citizenry through communities in motion in the urban-scape. The projects approach dance practice through an expanded concept of choreography that takes into account the site, situation and life stage of dancers. We propose that moving together is a social choreography, a method for developing body-place awareness and civic participation, sharing experiences and bodily practices and performing relational complexity.

Students with disabilities continue to experience barriers to accessing tertiary (i.e., postsecondary) education in Australia. Using the principles of Universal Design for Learning (UDL) may help educators proactively address barriers through the design of more accessible and inclusive educational experiences. However, at present, references to UDL appear in only a small number of Australian educational policies and tertiary institute websites, and few tertiary educators use UDL in practice. In this article, we describe how a team of educators, learning designers, accessibility advocates, and people with disabilities from multiple institutions across Australia collaborated to co-create a free, accessible eLearning program to build workforce knowledge and skill in UDL. We first describe how the advisory group was established, how the Knowledge to Action cycle was used to guide the activities of the advisory group, and the evaluation framework that was used to assess the outcomes of the eLearning program. We share potential future activities to raise awareness of UDL and influence policy and practice in local contexts and propose directions for future work in this area.