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Pancreatic ductal adenocarcinoma (PDAC) presents at advanced stages and is refractory to most treatment modalities. Wnt signaling activation plays a critical role in proliferation and chemotherapeutic resistance. Minimal media conditions, growth factor dependency, and Wnt dependency were determined via Wnt inhibition for seven patient derived organoids (PDOs) derived from pancreatic tumor organoid libraries (PTOL). Organoids demonstrating response in vitro were assessed in vivo using patient-derived xenografts. Wnt (in)dependent gene signatures were identified for each organoid. Panc269 demonstrated a trend of reduced organoid growth when treated with ETC-159 in combination with paclitaxel or gemcitabine as compared with chemotherapy or ETC-159 alone. Panc320 demonstrated a more pronounced anti-proliferative effect in the combination of ETC-159 and paclitaxel but not with gemcitabine. Panc269 and Panc320 were implanted into nude mice and treated with ETC-159, paclitaxel, and gemcitabine as single agents and in combination. The combination of ETC-159 and paclitaxel demonstrated an anti-tumor effect greater than ETC-159 alone. Extent of combinatory treatment effect were observed to a lesser extent in the Panc320 xenograft. Wnt (in)dependent gene signatures of Panc269 and 320 were consistent with the phenotypes displayed. Gene expression of several key Wnt genes assessed via RT-PCR demonstrated notable fold change following treatment in vivo. Each pancreatic organoid demonstrated varied niche factor dependencies, providing an avenue for targeted therapy, supported through growth analysis following combinatory treatment of Wnt inhibitor and standard chemotherapy in vitro. The clinical utilization of this combinatory treatment modality in pancreatic cancer PDOs has thus far been supported in our patient-derived xenograft models treated with Wnt inhibitor plus paclitaxel or gemcitabine. Gene expression analysis suggests there are key Wnt genes that contribute to the Wnt (in)dependent phenotypes of pancreatic tumors, providing plausible mechanistic explanation for Wnt (in)dependency and susceptibility or resistance to treatment on the genotypic level.

Abstract Background AZD0156 is an oral inhibitor of ATM, a serine threonine kinase that plays a key role in DNA damage response (DDR) associated with double-strand breaks. Topoisomerase-I inhibitor irinotecan is used clinically to treat colorectal cancer (CRC), often in combination with 5-fluorouracil (5FU). AZD0156 in combination with irinotecan and 5FU was evaluated in preclinical models of CRC to determine whether low doses of AZD0156 enhance the cytotoxicity of irinotecan in chemotherapy regimens used in the clinic. Methods Anti-proliferative effects of single-agent AZD0156, the active metabolite of irinotecan (SN38), and combination therapy were evaluated in 12 CRC cell lines. Additional assessment with clonogenic assay, cell cycle analysis, and immunoblotting were performed in 4 selected cell lines. Four colorectal cancer patient derived xenograft (PDX) models were treated with AZD0156, irinotecan, or 5FU alone and in combination for assessment of tumor growth inhibition (TGI). Immunofluorescence was performed on tumor tissues. The DDR mutation profile was compared across in vitro and in vivo models. Results Enhanced effects on cellular proliferation and regrowth were observed with the combination of AZD0156 and SN38 in select models. In cell cycle analysis of these models, increased G2/M arrest was observed with combination treatment over either single agent. Immunoblotting results suggest an increase in DDR associated with irinotecan therapy, with a reduced effect noted when combined with AZD0156, which is more pronounced in some models. Increased TGI was observed with the combination of AZD0156 and irinotecan as compared to single-agent therapy in some PDX models. The DDR mutation profile was variable across models. Conclusions AZD0156 and irinotecan provide a rational and active combination in preclinical colorectal cancer models. Variability across in vivo and in vitro results may be related to the variable DDR mutation profiles of the models evaluated. Further understanding of the implications of individual DDR mutation profiles may help better identify patients more likely to benefit from treatment with the combination of AZD0156 and irinotecan in the clinical setting.

Immune checkpoint inhibitors have been found to be effective in metastatic MSI-high colorectal cancers (CRC), however, have no efficacy in microsatellite stable (MSS) cancers, which comprise the majority of mCRC cases. Cabozantinib is a small molecule multi-tyrosine kinase inhibitor that is FDA approved in advanced renal cell, medullary thyroid, and hepatocellular carcinoma. Using Human Immune System (HIS) mice, we tested the ability of cabozantinib to prime MSS-CRC tumors to enhance the potency of immune checkpoint inhibitor nivolumab. In four independent experiments, we implanted distinct MSS-CRC patient-derived xenografts (PDXs) into the flanks of humanized BALB/c-Rag2nullIl2rγnullSirpαNOD (BRGS) mice that had been engrafted with human hematopoietic stem cells at birth. For each PDX, HIS-mice cohorts were treated with vehicle, nivolumab, cabozantinib, or the combination. In three out of the four models, the combination had a lower tumor growth rate compared to vehicle or nivolumab-treated groups. Furthermore, interrogation of the HIS in immune organs and tumors by flow cytometry revealed increased Granzyme B+, TNFα+ and IFNγ+ CD4+ T cells among the human tumor infiltrating leukocytes (TIL) that correlated with reduced tumor growth in the combination-treated HIS-mice. Notably, slower growth correlated with increased expression of the CD4+ T cell ligand, HLA-DR, on the tumor cells themselves. Finally, the cabozantinib/nivolumab combination was tested in comparison to cobimetinib/atezolizumab. Although both combinations showed tumor growth inhibition, cabozantinib/nivolumab had enhanced cytotoxic IFNγ and TNFα+ T cells. This pre-clinical in vivo data warrants testing the combination in clinical trials for patients with MSS-CRC.

Cooperative Extension professionals utilize proven qualitative techniques to collect and analyze information to make data-driven decisions that guide program direction and determine impact. While the process may not always look the same, it is indeed essential to ensure findings are credible and reflective of the data. A codebook is a valuable tool that promotes interrater reliability among teams and enhances the reliability of findings. This article provides an overview of the process used to analyze qualitative data and the steps followed to create a codebook. Examples of the analysis process and codebook development are provided from the 4-H multi-state Youth Retention Study.

The purpose of this narrative inquiry is to better understand why students in higher education are motivated to get involved in student government. We analyzed the responses of ten current student government leaders at public regional comprehensive institutions in the United States. The analysis is guided by Astin's theory of student involvement and the social change model of leadership development. The study finds that many leaders did not initially plan to engage in student government, emphasizing the impact of past civic involvement, current student engagement, and peer invitations on their subsequent student government participation. Implications call for institutions to deepen their understanding of enrolled students and provide accessible avenues for leadership development.

As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating censorship and constraints on what they know are critical and proven pedagogies. This article explores the continued need for "fugitive" practices to employ educational models that de-center Eurocentric narratives and center Black or other marginalized cultures and ways of knowing. We argue that educators committed to antiracist teaching can learn from the legacy of the art of Black teaching and how it was subversively taken up and put into practice by Black teachers over time (Gay, 2002; Givens, 2021; Walker, 2018).

COVID-19 challenges induced a U.S. meatpacking industry bottleneck. Ohio Extension identified the need and responded by creating a three-step hands-on training for teenage junior fair exhibitors. Ohio Extension Meat Scientist and graduate students assisted in demonstrating an on-farm hog harvest and processing event in collaboration with a local Extension office for 4-H and FFA teenagers. To add a practical perspective, a local hog-producing and harvesting family was asked to assist with the event. An online post-survey reflected 90-100% gains in five educational areas and 100% said they would a similar event in the future and recommend it to a friend.

Background This phase I multicenter study was designed to evaluate the safety, tolerability, efficacy, and translational effects on the tumor microenvironment of itacitinib (Janus-associated kinase 1 (JAK1) inhibitor) in combination with epacadostat (indoleamine 2,3-dioxygenase 1 (IDO1) inhibitor) or parsaclisib (phosphatidylinositol 3-kinase δ (PI3Kδ) inhibitor).Methods Patients with advanced or metastatic solid tumors were enrolled and received itacitinib (100–400 mg once a day) plus epacadostat (50–300 mg two times per day; group A), or itacitinib (100–400 mg once a day) plus parsaclisib or parsaclisib monotherapy (0.3–10 mg once a day; group B).Results A total of 142 patients were enrolled in the study. The maximum tolerated dose was not reached for either the combination of itacitinib plus epacadostat (n=47) or itacitinib plus parsaclisib (n=90). One dose-limiting toxicity of serious, grade 3 aseptic meningitis was reported in a patient receiving itacitinib 300 mg once a day plus parsaclisib 10 mg once a day, which resolved when the study drugs were withdrawn. The most common treatment-related adverse events among patients treated with itacitinib plus epacadostat included fatigue, nausea, pyrexia, and vomiting, and for patients treated with itacitinib plus parsaclisib were fatigue, pyrexia, and diarrhea. In the itacitinib plus epacadostat group, no patient had an objective response. Among patients receiving itacitinib 100 mg once a day plus parsaclisib 0.3 mg once a day, three achieved partial response for an objective response rate (95% CI) of 7.1% (1.50 to 19.48). Treatment with itacitinib plus epacadostat demonstrated some increase in tumor CD8+ T cell infiltration and minor changes in six plasma proteins, whereas treatment with itacitinib plus high-dose parsaclisib resulted in downregulation of 20 plasma proteins mostly involved in immune cell function, with no observed change in intratumoral CD8+ T cell infiltration.Conclusion Adverse events with JAK1 inhibition combined with either IDO1 or PI3Kδ inhibition were manageable, but the combinations demonstrated limited clinical activity or enhancement of immune activation in the tumor microenvironment.Trial registration number NCT02559492.

Michael R Shurin,1,2 Alison Morris,3 Alan Wells,1 Sarah E Wheeler1 1Department of Pathology, University of Pittsburgh Medical Center, Pittsburgh, PA, USA; 2Department of Immunology, University of Pittsburgh Medical Center, Pittsburgh, PA, USA; 3Department of Medicine, University of Pittsburgh Medical Center, Pittsburgh, PA, USACorrespondence: Michael R Shurin Email shurinmr@upmc.eduIn the XXI century, we have already witnessed the global spread of three previously unknown coronaviruses. In 2002, the first known case of severe acute respiratory syndrome (SARS) occurred in China and SARS coronavirus (SARS-CoV) was identified in 2003.1 Before SARS pandemic was declared to be over in summer of 2003, about 8500 cases were reported, including almost 900 deaths in 32 countries. Ten years later, in 2012, a novel coronavirus, Middle East respiratory syndrome coronavirus (MERS-CoV), was isolated and was proven to be associated with several clusters of cases, first in the Arabian Peninsula and then in other countries. As a result, almost 2500 cases including more than 850 deaths in 27 countries have been reported.2 In 2019, a novel β-coronavirus caused severe and even fatal pneumonia in Wuhan China, and rapidly spread to other provinces of China and other countries in 2020. The World Health Organization (WHO) on March 11, 2020, declared coronavirus disease 2019 (COVID-19) caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) a pandemic. By mid-May 2020, more than 300,000 people have died and over 4,000,000 have been infected by the coronavirus in almost 200 countries and territories worldwide.

A substantial amount of media comparison research has been conducted in the last decade to investigate whether students learn Science, Technology, Engineering, and Mathematics (STEM) content better in immersive virtual reality (IVR) or more traditional learning environments. However, a thorough review of the design and implementation of conventional and IVR conditions in media comparison studies has not been conducted to examine the extent to which specific affordances of IVR can be pinpointed as the causal factor in enhancing learning. The present review filled this gap in the literature by examining the degree to which conventional and IVR conditions have been controlled on instructional methods and content within the K-12 and higher education STEM literature base. Thirty-eight published journal articles, conference proceedings, and dissertations related to IVR comparison studies in STEM education between the years 2013 and 2022 were coded according to 15 categories. These categories allowed for the extraction of information on the instructional methods and content characteristics of the conventional and IVR conditions to determine the degree of control within each experimental comparison. Results indicated only 26% of all comparisons examined between an IVR and conventional condition were fully controlled on five key control criteria. Moreover, 40% of the comparisons had at least one confound related to instructional method and content. When looking at the outcomes of the studies, it was difficult to gather a clear picture of the benefits or pitfalls of IVR when much of the literature was confounded and/or lacked sufficient information to determine if the conditions were controlled on key variables. Implications and recommendations for future IVR comparison research are discussed.

Pancreatic ductal adenocarcinoma (PDAC) is a highly lethal cancer with high incidences of p53 mutations. AZD1775 (adavosertib, previously MK-1775) is a small molecule WEE1 inhibitor that abrogates the G2M checkpoint and can potentially synergize with DNA damaging therapies commonly used in PDAC treatment. The purpose of this study was to identify combination partners for AZD1775, including standard chemotherapy or targeted agents, in PDAC preclinical models. Low powered preliminary screens demonstrated that two of the four PDX models responded better to the combinations of AZD1775 with irinotecan or capecitabine than to either single agent. Following the screens, two full powered PDAC PDX models of differing p53 status were tested with the combinations of AZD1775 and irinotecan or capecitabine. The combinations of AZD1775 and SN38 or 5-FU were also tested on PDAC cell lines. Cellular proliferation was measured using an IncuCyte Live Cell Imager and apoptosis was measured using a Caspase-Glo 3/7 assay. Flow cytometry was conducted to measure alterations in cell cycle distribution. Western blot analysis was used to determine the effects of the drug combinations on downstream effectors. In PDX models with mutated p53 status, there was significant tumor growth inhibition from the combination of AZD1775 with irinotecan or capecitabine (P ≤ 0.03), while PDX models with wild type p53 did not show anti-tumor synergy from the same combinations (P ≥ 0.08). The combination of AZD1775 with SN38 or 5-FU significantly decreased proliferation in all PDAC cell lines, and enhanced apoptosis in multiple cell lines. Cell cycle distribution was disrupted from the combination of AZD1775 with SN38 or 5-FU which was recorded as G2M arrest and decreased G1 phase. AZD1775 inhibited phospho-CDC2 and increased the expression of γH2AX that was either maintained or enhanced after combination with SN38 or 5-FU. The combination of AZD1775 with irinotecan/SN38 or capecitabine/5-FU showed anti-tumor effects in vivo and in vitro in PDAC models. These results support further investigation for these combination strategies to enhance outcomes for PDAC patients.

Over the past decade, immunotherapies have revolutionized the treatment of cancer. Although the success of immunotherapy is remarkable, it is still limited to a subset of patients. More than 1500 clinical trials are currently ongoing with a goal of improving the efficacy of immunotherapy through co-administration of other agents. Preclinical, small-animal models are strongly desired to increase the pace of scientific discovery, while reducing the cost of combination drug testing in humans. Human immune system (HIS) mice are highly immune-deficient mouse recipients rtpeconstituted with human hematopoietic stem cells. These HIS-mice are capable of growing human tumor cell lines and patient-derived tumor xenografts. This model allows rapid testing of multiple, immune-related therapeutics for tumors originating from unique clinical samples. Using a cord blood-derived HIS-BALB/c-Rag2nullIl2rγnullSIRPαNOD (BRGS) mouse model, we summarize our experiments testing immune checkpoint blockade combinations in these mice bearing a variety of human tumors, including breast, colorectal, pancreatic, lung, adrenocortical, melanoma and hematological malignancies. We present in-depth characterization of the kinetics and subsets of the HIS in lymph and non-lymph organs and relate these to protocol development and immune-related treatment responses. Furthermore, we compare the phenotype of the HIS in lymph tissues and tumors. We show that the immunotype and amount of tumor infiltrating leukocytes are widely-variable and that this phenotype is tumor-dependent in the HIS-BRGS model. We further present flow cytometric analyses of immune cell subsets, activation state, cytokine production and inhibitory receptor expression in peripheral lymph organs and tumors. We show that responding tumors bear human infiltrating T cells with a more inflammatory signature compared to non-responding tumors, similar to reports of “responding” patients in human immunotherapy clinical trials. Collectively these data support the use of HIS mice as a preclinical model to test combination immunotherapies for human cancers, if careful attention is taken to both protocol details and data analysis.

Abstract Background Polo-like kinase 1 (Plk1) is a serine/threonine kinase that is a key regulator of multiple stages of mitotic progression. Plk1 is upregulated in many tumor types including colorectal cancer (CRC) and portends a poor prognosis. TAK-960 is an ATP-competitive Plk1 inhibitor that has demonstrated efficacy across a broad range of cancer cell lines, including CRC. In this study, we investigated the activity of TAK-960 against a large collection of CRC models including 55 cell lines and 18 patient-derived xenografts. Methods Fifty-five CRC cell lines and 18 PDX models were exposed to TAK-960 and evaluated for proliferation (IC50) and Tumor Growth Inhibition Index, respectively. Additionally, 2 KRAS wild type and 2 KRAS mutant PDX models were treated with TAK-960 as single agent or in combination with cetuximab or irinotecan. TAK-960 mechanism of action was elucidated through immunoblotting and cell cycle analysis. Results CRC cell lines demonstrated a variable anti-proliferative response to TAK-960 with IC50 values ranging from 0.001 to > 0.75 μmol/L. Anti-proliferative effects were sustained after removal of drug. Following TAK-960 treatment a highly variable accumulation of mitotic (indicating cell cycle arrest) and apoptotic markers was observed. Cell cycle analysis demonstrated that TAK-960 treatment induced G2/M arrest and polyploidy. Six out of the eighteen PDX models responded to single agent TAK-960 therapy (TGII

Agriculture teachers need knowledge and skills in a range of agricultural mechanics topics, such as metal fabrication and power mechanics. Teacher professional development (PD) is one method for improving teacher competence. Both Sorensen et al. (2014) and Yopp et al. (2020) reported differences in teachers' PD needs based on years of teaching experience. Could their findings be consistent on a national level? Moreover, do other teacher demographic factors such as teacher certification route and career phase yield differences in teachers' agricultural mechanics PD needs? Using human capital theory as our guiding framework, the purpose of our study was to examine potential differences in teachers' agricultural mechanics PD needs based on selected teacher demographic factors. We employed Borich's (1980) needs assessment model to structure our study. Further, we used a valid and reliable 72-item instrument and followed Dillman et al.'s (2014) recommendations to collect data from a random sample of teachers from across the United States. One hundred teachers responded to our instrument, yielding a response rate of 27.5%. We found that: (1) there were no statistically significant differences in teachers' agricultural mechanics PD needs based on teacher certification route and (2) there were statistically significant differences in teachers' agricultural mechanics PD needs based on career phase. We recommend that Agricultural Education stakeholders facilitate career phase-differentiated PD opportunities for teachers. Doing so will help to positively impact the teacher competence development process for those who most need it. [Note: The page range (1-22) shown on the PDF header is incorrect. The correct page range is 245-264.]

Colleges and universities may desire to become more trauma-informed in light of our growing understanding of the impact that trauma can have on student outcomes. However, there has been little research on what strategies and practices colleges and universities should implement to become more trauma-informed. One approach to this work could be to start in the college classroom to determine which trauma-informed strategies and practices are most beneficial to students with an understanding that undergraduate and graduate students may have different needs. In this study, I surveyed 60 School of Education students, including both undergraduate and graduate students, to evaluate their perceptions of the importance of specific trauma-informed strategies and practices in the classroom, as well as their perceptions of how trauma-informed the host university is overall. Both undergraduate and graduate students believed the host university is moderately trauma-informed. However, there was a perceived significant difference between undergraduate and graduate students as to how important specific trauma-informed classroom strategies and practices were. I discuss the importance of faculty reflecting on various trauma-informed strategies and practices they could implement in the classroom.

The global COVID-19 pandemic has caused many adaptations to preservice teacher preparation, especially supporting completion of field-based internship experiences. This mixed methods research project utilized surveys to analyze the impact of virtual settings on (1) intern (n=14) and mentor teacher (n=5) experiences and relationships; and (2) the use of instructional technology, specifically Technological Pedagogical Content Knowledge (TPACK). Key findings indicated (1) reversals of traditional mentor/intern relationships; and (2) the role of technology as the foundation of instructional decision-making, resulting in challenges when adapting pedagogies of classroom management, assessment, and differentiation to virtual settings.

An increasing amount of literature from academic, government, and non-government organizations (Kluzer et al., 2018; Kluzer & Pujol Priego, 2018) points to the need for post-secondary institutions to do more to prepare students to be fluent in the consumption, understanding, and use of digital media and tools. Digital fluency is increasingly seen as an essential skillset for graduates' employability and citizenship. However, while there is strong consensus about the need for students to be more digitally fluent, there is less consensus about what digital fluency is or how to teach it. This paper will offer a working definition of digital fluency and describe an approach to fostering student digital fluency development that can be applied to a wide range of courses. Drawing on frameworks by various government and non-government organizations, as well as current scholarship in the field of teaching digital literacy (Caulfield, 2017; Hinrichsen & Coombs, 2013; Ng, 2012; Ungerer, 2016), this paper will first provide an explanation of the rationale behind the framework tool that the author has developed and conclude with an explanation of how to use the tool to embed specific and authentic digital fluency skill development at the course level.

With an increasing number of English Language Learners (ELLs), the landscape of public schools in the United States has been rapidly changing. However, ELLs' academic performance is consistently lower than their native English-speaking peers' and many in-service teachers feel ill-prepared to teach ELLs in a culturally and linguistically responsive way. This is especially true for mainstream teachers who teach STEM-related subjects. This study explores how pre-service elementary school teachers perceive culturally and linguistically responsive mathematics and science teaching practices for ELLs. A qualitative research design with interviews and constant comparative analysis was employed. Pre-service teachers' lively voices that unpack their beliefs on the characteristics of culturally and linguistically responsive math and science teaching are illustrated around teachers' scaffolding strategies, ELLs' learning experiences, and environments. Suggestions for teacher educators, education scholars, and practitioners are provided to advance the discourse of how to better prepare teachers to teach mathematics and science to ELLs.

This study examined effects of pronunciation training using automatic speech recognition technology on common pronunciation errors of Korean English learners. Participants were divided into two groups. One group was given instruction and training about the use of automatic speech recognition for pronunciation practice. The other group was not given such instruction or training as a control group. A pre- and post-test experimental design was used. The treatment period was four weeks. Participants who were taught about using automatic speech recognition for pronunciation practice showed small but significant improvements in pronunciation accuracy than those who did not. In addition, automatic speech recognition was found to assist in the diagnostic evaluation of common pronunciation errors, although it did not produce statistically significant improvements. Participants responded positively to the use of automatic speech recognition for pronunciation practice and testing, although there remain some concerns over technical aspects of the test.

This qualitative study explored the use of the terms high-, low-, and no-tech among preservice teachers during a sudden shift to virtual instruction. Focus areas included how preservice teachers and mentor teachers described the role and purpose of these varied levels of technology for their teaching in a virtual setting. The findings show that choices related to levels of technology use are nuanced and complicated and include a need for consideration of the context. We include a simplified framework to guide future instructional decisions for the integration of technology at various levels.

Real-world applications of statistics are rarely 'off the top of your head'; however, statistics and research methods courses default to closed-book exams that only test rote learning. Trending research supports open-book exams testing the application of student knowledge rather than memory, however statistics courses in psychology are lagging amidst fears of cheating in online open-book multiple-choice exams. The aim of this study was twofold; first, to develop an online open-book multiple-choice exam that tests the application of psychology statistics and research methods knowledge, and second, to demonstrate that it is just as reliable a source of final grades as traditional closed-book exams. We compared results from a new Applied Exam (N = 104 undergraduate third-year psychology statistics students) with the previous year's Traditional Exam (N = 81), correlating these with Research Report grades (the best course-assessment indicator of real-world performance). Similarly strong positive correlations were observed between the written assessments and the Traditional Exam (0.59**) or Applied Exam (0.54**), and both exams display comparable bell curves for grade differentiation, suggesting we can depend on the new Applied Exam for final course grade data. It also reflects a better alignment with course objectives and graduate qualities for effective problem solving in novel situations. Automated assessment of applied knowledge benefits psychology instructors and organisations in reducing administration, and psychology students by alleviating the anxiety in closed-book invigilated exams. Together this presents an opportunity to improve student outcomes by encouraging the development of real-world skills, preparing them for competitive job markets that value critical thinking.

The purpose of this photovoice study was to better understand how the recent COVID-19 global health pandemic has professionally and emotionally impacted current school leadership. Educators faced varied challenges during this unprecedented time with a rapid shift from in-class to online or hybrid learning and often back and forth between both. The findings identified three overarching themes as major challenges faced by school leaders and professional school counselors during this pandemic: problem solving, emotional brutality, and exhaustion. The findings inform education stakeholders and policymakers about the experiences of educators in times of crisis, specifically during the recent global health pandemic. Implications for the practice led to the need for educators to identify their own opportunities and challenges to further adapt to these new expectations amid a disruptive time that has become the "new norm." Educators are charged with reshaping education by providing the necessary resources to ensure effective teaching and learning (academic factors) and physical and emotional well-being (non-academic factors). Adapting to this new norm requires sound leadership support systems to be in place. Further research is encouraged to engage in additional interviews and focus groups, including photovoice methodology to continue examining the experiences of educators currently charged with keeping both academic and non-academic factors initiatives accountable during challenging times.

The value and practice of cultivating a departmental culture that supports student and faculty success is critical to its effectiveness and sustainability in institutions of higher education. In this qualitative study, we apply a pedagogy of intentionality as our theoretical lens. Methodologically, we utilized a collaborative autoethnographic approach to explore experiences of departmental culture among educational leadership faculty at a public university in the southeastern United States. We were particularly interested in gathering qualitative data to increase our understanding regarding how a shift in departmental values and priorities impacted how faculty felt and assessed their individual experiences during their time within the department. Overall findings reveal the transformational process of a purposeful departmental culture shift from toxic to healthy. Evidence demonstrates (a) faculty's initial toxic culture experience characterized by a hostile, inequitable, and hierarchical working environment; (b) ways key faculty members utilized the opportunity of departmental personnel change to intentionally envision and effect a cultural transformational shift characterized by community and collegial interdependence and relationships; and (c) evidence of faculty's current experiences within a healthy culture, whose core features are professional, familial, diverse, and authentic. Faculty as guardians of culture was an associated finding.