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We surveyed over 300 graduate students at a Southeastern research university to increase our understanding of their perceptions of (a) the connection between teaching and research, (b) the means by which integration occurs, and (c) the extent to which teaching and research contribute to a shared skill set that is of value in both contexts. We also examined differences across disciplines in the perception of this teaching-research nexus. Overall, findings indicate that graduate students perceive important relationships between teaching and research, and they point toward opportunities for administrators to promote teaching and research integration.

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs' teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs' teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs' efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research.

We explore and critically reflect on the research development of eight science or engineering doctoral students serving as research assistants over the course of an academic year. We use a cognitive apprenticeship framework, assumed to explain doctoral students' skill development, to interpret narratives of skill development for students and their faculty supervisors, and compare these narratives against empirical measurements of student research skill development over the course of an academic year. We found abundant evidence for the "cognitive" component of cognitive apprenticeship, but questionable evidence for the "apprenticeship" component. We suggest that cognitive apprenticeship can be particularly potent in the development of students' research skills through research assistantship, but not without deliberate intention of both faculty supervisor and student.

In 2013, 36 Ancestors of African descent were identified in an unmarked eighteenth-century burial ground during construction in Charleston, South Carolina. The site, later referred to as the Anson Street African Burial Ground, was buried beneath the growing city and forgotten in the centuries that followed. The ethical treatment of these ancestral remains was of paramount importance to our community. Historically, narratives relating to the lives of African descendant people in Charleston have been inadequately documented and shared. For these reasons, we engaged the local African American community in a multifaceted memorialization process. Together, we sought to sensitively ensure that the Ancestors' identities and lives were fully explored according to the collective descendant community's wishes. To this end, we involved the community in researching and celebrating the Ancestors' lives through arts and education programs and analyzed their and community members' DNA to elucidate their ancestry. Our engagement initiatives increased access for all ages to archaeological, historical, and genetic research and encouraged active participation in the design of a permanent memorial. The Anson Street African Burial Ground Project provides a successful example of community-engaged activist archaeology focused on honoring the Ancestors and their descendants. [ABSTRACT FROM AUTHOR]

Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and research skill performance in graduate school. Research experience characteristics including duration, autonomy, collaboration, and motivation were also examined. Undergraduate research experience was linked to heightened graduate school performance in all research skills assessed. While autonomy and collaboration were highlighted in student interviews, duration was most strongly correlated to significant increases in research skill performance. Based on these findings, we advocate for the inclusion of research experiences into the undergraduate science curriculum coupled with the creation of centralized offices of undergraduate research and faculty incentives for involving undergraduates in their research.

Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess the relationship of participants' teaching experiences and available teaching support systems with changes in their teaching orientation over time. These individuals represent an important but understudied link in the STEM pipeline, because they serve as primary instructors in large, introductory science laboratory classes for undergraduates at large research universities. Mentor involvement in teaching and departmental/university training and support for teaching were significantly related to change in teaching orientation toward more student-centered beliefs. Consideration of why other factors failed to evidence a relationship with teaching orientations and recommendations for how study findings can influence policy and practice are offered.

The development of research skills and scientific reasoning underpins the mission of graduate education in science, technology, engineering and mathematics (STEM) fields, yet our understanding of this process is mainly drawn from self-report and faculty survey data. In this study, we empirically investigate the pattern of research skill development using STEM graduate students' written research proposals. Analyses of proposal performance data suggest a potential developmental trajectory of research skills, in which the ability to effectively situate work in context using primary literature, and to generate testable hypotheses, emerge early in students' careers, while other skills, such as data analysis and forming conclusions from data, appear to develop later. We discuss these findings in relation to threshold concepts theory, a framework which posits that intellectual growth occurs in transformative leaps rather than a gradual progression, especially as it applies to graduate student research skill development. (Contains 5 tables and 4 figures.)

This article considers the policing of protests against 'fracking' at Barton Moss, Salford, Greater Manchester between November 2013 and April 2014. The article seeks to make sense of the policing response to the protest camp established at the Barton Moss site and to consider what the policing of anti-fracking protests reveals about state responses to resistance in the current era. The article begins by sketching out the background to fracking in the UK and to the specific protest at Barton Moss. It then provides some detail about the nature of policing experienced at the camp during its five month operation before considering how the policing of anti-fracking protests--and protest policing more generally--need to be considered in relation to the general function of police. To do this we draw upon the concept of pacification to consider both the destructive and productive effects of the exercise of police power and suggest that this concept, and the reorientation of critical policing studies that it demands, are essential for understanding police and state violence in contemporary liberal democracies. Keywords Police; fracking; protest; pacification; violence, 'Fracking' in the UK--all out for shale? Fracking or hydraulic fracturing is the process of extracting shale gas from solid rock hundreds of metres, if not kilometres, below the surface [...]

This study was inspired by the final regulations for the No Child Left Behind Act (NCLB) indicating that each state has the option to develop a new assessment for students whose disabilities have kept them from obtaining proficiency. Sets of high school science achievement items were enhanced for the new test. A 3-by-2, within subjects, experimental design was used with 400 participants from 3 states. Although items remained connected to grade-level content standards, in the enhanced condition they were easier for all groups. Changes in measurement precision were mixed for students in the group eligible for the new examination. Participants tended to report that individual enhancements made items easier, but that packages of enhancements did not affect the difficulty of items. (Contains 8 tables.)

Objectives: In 2013, the burials of 36 individuals of putative African ancestry were discovered during renovation of the Gaillard Center in downtown Charleston, South Carolina. The Charleston community facilitated a bioarchaeological and mitogenomic study to gain insights into the lives of these unknown persons, referred to as the Anson Street Ancestors, including their ancestry, health, and lived experiences in the 18th century. Methods: Metric and morphological assessments of skeletal and dental characteristics were recorded, and enamel and cortical bone strontium stable isotope values generated. Whole mitochondrial genomes were sequenced and analyzed. Results: Osteological analysis identified adults, both females and males, and subadults at the site, and estimated African ancestry for most individuals. Skeletal trauma and pathology were infrequent, but many individuals exhibited dental decay and abscesses. Strontium isotope data suggested these individuals mostly originated in Charleston or sub‐Saharan Africa, with many being long‐term residents of Charleston. Nearly all had mitochondrial lineages belonging to African haplogroups (L0‐L3, H1cb1a), with two individuals sharing the same L3e2a haplotype, while one had a Native American A2 mtDNA. Discussion: This study generated detailed osteobiographies of the Anson Street Ancestors, who were likely of enslaved status. Our results indicate that the Ancestors have diverse maternal African ancestries and are largely unrelated, with most being born locally. These details reveal the demographic impact of the trans‐Atlantic slave trade. Our analysis further illuminates the lived experiences of individuals buried at Anson Street, and expands our understanding of 18th century African history in Charleston. [ABSTRACT FROM AUTHOR]

Official public order policing policy in England and Wales has apparently undergone significant changes in the period since the G20 meeting in London in 2009 in order to move towards a new 'human rights compliant' framework, based on dialogue, communication and a commitment to 'facilitating' peaceful protest, which was proposed as a necessary response to help the police service 'adapt to the modern day demands of public order policing' (HMIC 2009, 27). It was our aim in conducting this research to test this official position against the empirical reality of the policing of 'anti-fracking' protests across the UK. Drawing upon longitudinal case studies of the policing of UK-wide protests against 'fracking', this paper seeks to make a contribution to the growing body of academic research that seeks to evaluate the impact of the apparent policing policy changes on the 'real-world' day-to-day operational policing of such protests. In developing our analysis, we draw attention to the definitions of 'acceptable' and 'unacceptable' protest defined by the police and consider the extent to which these definitions are reflected in the police response to anti-fracking protest. The article suggests that, in the case of antifracking protests, an official policing commitment to a human rights approach to protest facilitation is at odds with the empirical reality. [ABSTRACT FROM AUTHOR]

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs' teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs' teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs' efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research. [ABSTRACT FROM AUTHOR]

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs' teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs' teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs' efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research. [ABSTRACT FROM AUTHOR]

In recent years public order policing policy in England and Wales has undergone significant changes. A 'human rights compliant' model of protest policing has been developed since 2009 and this article makes a contribution to the body of academic work considering the impact of these changes on operational policing. Drawing upon a longitudinal case study of the policing of protests against 'fracking' in Salford, Greater Manchester, in 2013–14, the article contrasts post-2009 policy and academic discourses on protest policing with the experiences of anti-fracking protesters. To develop this assessment, the article also draws attention to previously unexplored definitions of acceptable and unacceptable protest set out by police in more recent policy, and considers the extent to which these definitions are reflected in the police response to anti-fracking protest. The article suggests that a police commitment to a human rights approach to protest facilitation is, at least in the case of anti-fracking protest, contingent on the focus and form of political activism. [ABSTRACT FROM AUTHOR]

In the wake of the death of Ian Tomlinson at the London G20 protests in 2009, Her Majesty's Inspectorate of the Constabulary proposed a number of reforms aimed at making public order policing strategies more 'human-rights compliant'. One of the most significant developments has been the introduction of Protest Liaison Officers whose role is to build links between police and protesters through the establishment of dialogue and relationships based on trust. These developments have led to a burgeoning scholarship in public order policing in recent years. Whilst some studies have documented the development of 'dialogue policing' strategies, none have yet captured the complex interplay between these practices and the more overt forms of coercion and control experienced by protesters. In this paper, we begin to fill this lacuna. Drawing on unique data on the experiences of anti-fracking protesters - a hard to reach group whose narrative has not been presented in the academic literature to date - we contrast official accounts with the material conditions faced by protesters. Focusing on protesters' experiences of both dialogue policing and mass arrest, we find little evidence of the progressive 'shift' reflected in official public order policing discourses. Rather, we argue that dialogue policing can have a legitimising function, enabling the police to define protest groups as irrational and 'uncooperative' and therefore ripe for violent policing. [ABSTRACT FROM AUTHOR]