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In the United States, students are increasingly diverse in their academic and linguistic abilities. The specialization of teaching professionals has been the primary method used in order to respond to this increase. Programs for these professionals have largely been siloed along the dichotomous groupings of students identified in law, namely, disabled/nondisabled or English proficient/nonproficient. However, the reality of students is much more complex and interdisciplinary approaches present an opportunity for meeting the realistic needs of all students. This study used a one-time, open-ended survey to gather the perceptions of four preservice special education teachers who worked collaboratively with students identified as English-Language Learners (ELL) and their teacher. These perceptions were analyzed in light of recent literature calling for increased collaboration among professionals in special and bilingual education.

The researchers conducted a qualitative case study to describe the experiences (over the course of a semester) of an interdisciplinary team of three special education and three psychology undergraduates who participated in a relational learning community and a graduate student who designed and facilitated this learning community. An Associate Professor and special education researcher oversaw and co-facilitated the project. The design of the learning community promoted the building of rapport and trust among the group members and the progress of the group toward a common goal of incorporating principles from psychology to develop teaching strategies for students who are struggling in math and experiencing severe math anxiety. Gathering more frequent and individualized feedback would have helped the learning community facilitator make some key adjustments earlier in the project, but the incorporation of rapport building activities that supported trust and collaboration among the group was supportive of group progress toward a common goal. We learned key lessons about how to design and implement a learning community that can be applied to the field of education, interdisciplinary collaboration, and other contexts.

The purpose of this study was to investigate the effect of wine style and cane sugar addition in the liqueur d’expedition (dosage) solution on volatile aroma compounds (VOCs) in traditional method sparkling wine. There were 24 bottles of each treatment produced. Treatments were sparkling wine zero dosage (ZD); NV sparkling wine + sugar (BS); unoaked still Chardonnay wine + sugar (UC); Pinot noir 2009 sparkling wine + sugar (PN); Niagara produced Brandy + sugar (B) and Icewine (IW). The control treatment in the sensory analysis was an oaked still Chardonnay wine + sugar (OC) because the zero-dosage wine was not suitable for a difference test that compared wines with sugar to one without. Standard wine chemical parameters were analysed before disgorging and after liqueur d’expedition was added and included; pH, titratable acidity (TA g/L), alcohol (v/v %), residual sugar (RS g/L), free and total SO2 and total phenolics (A.U.). Volatile aroma compounds (VOCs) analysed by Headspace Solid- Phase Micro-Extraction Gas Chromatography-Mass Spectrometry (HS-SPME-GC-MS) included two alcohols, and six ethyl esters. ZD wines had the highest foam height and highest dissolved oxygen level. Sugar affected VOC concentrations in all treatments at five weeks post-disgorging, but by 15 weeks after liqueur d’expedition addition, the wine with added sugar had similar VOC concentrations to the ZD wines. The type of wines used in the dosage solutions had more influence on VOC concentrations than sugar addition.