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This essay explores some of the difficulties in aligning one's teaching and research priorities when teaching at a small liberal arts college; it then reflects on textual editing for the classroom as one way of synthesizing these commitments.

Research has documented that service provision for English learners (ELs) with disabilities is a complicated endeavor in K-12 schools. Recent studies have examined how English language development and special education services are often in tension with one another, as logistical and ideological barriers hinder efforts in schools to provide these dual services. Despite these findings, studies to date have solely investigated elementary contexts, leaving scarce understanding of service provision in secondary grades. This qualitative embedded case study examined dual service provision for 12 ELs with disabilities across two middle schools. Utilizing intersectionality for its theoretical framework, the analysis revealed that dual service provision policies and academic tracking structures melded in ways that resulted in interrelated social, linguistic, and academic oppression for ELs with disabilities. The findings highlight the importance of examining schools' de facto language education policies and learning environments to ensure equitable opportunities for the academic and linguistic development of ELs with disabilities.

Introduction: Our aim was to measure hepatitis C virus (HCV) screening and linkage-to-care rates in an urban emergency department (ED) before and after implementing an HCV viral RNA (vRNA) reflex testing protocol within a HCV screening program for at-risk patients. Our hypothesis was that using a reflex testing protocol would increase HCV testing rates of at-risk patients in the ED, which would increase the linkage-to-care rate. Methods: In August 2018, our institution implemented an automated, electronic health record-based HCV screening protocol in the ED for at-risk patients. In January 2019, we implemented an HCV vRNA reflex testing protocol (reflex testing) for all positive HCV antibody (Ab) tests that were initiated through the screening protocol. We compared completion rates of HCV vRNA testing and the rate of linkage to care for patients with positive HCV Ab test results before and after implementation of reflex testing (five months per study period). Results: Prior to reflex testing implementation, 233/425 (55%) patients with a positive HCV Ab test had an HCV vRNA test performed, whereas 270/323 (84%) patients with a positive HCV Ab test result had vRNA testing after reflex testing implementation (odds ratio [OR], 4.2; 95% confidence interval (CI): 3.0-6.0; P < 0.001). Of the eligible patients with positive HCV Ab test results who could be linked to care, 45 (10.6%) were linked to care before HCV reflex implementation and 46 (14.2%) were linked to care with reflex testing (OR, 1.4; 95% CI: 0.9-2.2; P = 0.13). Conclusion: Implementing a reflex testing initiative into an HCV screening program in the ED can result in an increase of the percentage of patients who receive an HCV vRNA test after having had a positive HCV Ab. Hepatitis C virus vRNA reflex testing was not associated with a statistically significant increase in linkage-to-care rates for HCV Ab-positive patients; however, further studies are required.

Most experienced educators recognize that many students will not complete optional assignments, and often those students who need additional help do not seek assistance. Current research demonstrates that students in underrepresented populations (see definition below) are less likely to seek support than others because they see needing help as a confirmation that they don't really "belong" in college in the first place. Research shows that those who do access currently optional supports such as tutoring are more likely to succeed, so this research group looked for ways to build structured connections between underrepresented students and resources. We found that our peers at various VCCS colleges had programs that were working to build these connections for our students, so in our resource-constrained environment, we chose to focus on what exists that works, is scalable, and could be implemented in stages as resources permit. Our proposal reflects increased resource allocation on both the academic support (tutoring) side and the student support (TRIO, Pathway to the Baccalaureate, Success Coaches) side to increase structured contact between the student and the support to decrease the "stigma" of seeking help. We propose this because in our roles as administrators and faculty we know that often our students need both academic support and holistic support.

Performance-based assessment is a common approach to assess the development and acquisition of practice competencies among health professions students. Judgments related to the quality of performance are typically operationalized as ratings against success criteria specified within a rubric. The extent to which the rubric is understood, interpreted, and applied by assessors is critical to support valid score interpretations and their subsequent use. Therefore, the purpose of this study was to examine evidence to support a scoring inference related to assessor ratings on a clinically oriented performance-based examination. Think-aloud data showed that rubric dimensions generally informed assessors' ratings, but specific performance descriptors were rarely invoked. These findings support revisions to the rubric (e.g., less subjective, rating-scale language) and highlight tensions and implications of using rubrics for student evaluation and making decisions in a learning context.

Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks.

Large-scale collections of induced pluripotent stem cells (iPSCs) could serve as powerful model systems for examining how genetic variation affects biology and disease. Here we describe the iPSCORE resource: a collection of systematically derived and characterized iPSC lines from 222 ethnically diverse individuals that allows for both familial and association-based genetic studies. iPSCORE lines are pluripotent with high genomic integrity (no or low numbers of somatic copy-number variants) as determined using high-throughput RNA-sequencing and genotyping arrays, respectively. Using iPSCs from a family of individuals, we show that iPSC-derived cardiomyocytes demonstrate gene expression patterns that cluster by genetic background, and can be used to examine variants associated with physiological and disease phenotypes. The iPSCORE collection contains representative individuals for risk and non-risk alleles for 95% of SNPs associated with human phenotypes through genome-wide association studies. Our study demonstrates the utility of iPSCORE for examining how genetic variants influence molecular and physiological traits in iPSCs and derived cell lines.