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Graduate teaching assistants (GTAs) hold a unique positionality as instructors and research mentors to undergraduate students, research mentees to faculty members, and employees to an institution. With limited pedagogical training and teaching resources, the enactment of planned teaching activities and learning resources may be influenced by how GTAs conceptualize their teacher identity, role, and experiences. In this study, we explored how chemistry GTAs enacted a scaffolded, cooperative-learning case-comparison activity in a second-semester organic chemistry laboratory course. Our study was guided by the conceptual framework of teacher noticing. Teacher noticing -- an instructor observing "important" instructional moments and connecting their observations to theory and practice -- is a part of developing instructional responses based on students' reasoning. Pairing this conceptual framework with a case study methodology, we recruited two GTAs, and conducted a pre-observation interview, two observations, and a post-observation interview. We explored GTAs' teacher noticing -- what they observed and interpreted as well as how they shaped and responded. We exposed the tension and the resolution between learning objectives (i.e., objectives set by the instructional team for students) and teaching objectives (i.e., objectives set by the GTAs for themselves and their students). GTAs' framing seemed to influence their shaping, and their shaping seemed to balance the instructional team's learning objective and GTAs' teaching objectives. Because chemistry GTAs serve as instructors in many science undergraduate courses, understanding the unique GTA framing may support both graduate and undergraduate learning experiences. Furthermore, our study has implications for researchers who design organic chemistry learning resources to consider different ways GTAs may support students' learning. This study additionally has implications for faculty instructors to develop transformative, consistent professional development opportunities focused on transparency, collaboration, and community in teacher learning.

Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students' self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students' approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers' drafts were beneficial, but primarily connected their revisions to receiving feedback.

Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students' experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors' perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers to enacting CRP. Interviews with ten mathematics faculty at Hispanic-serving institutions identified two potential barriers to enacting CRP: first, instructors' hesitance to communicate about student identity, especially with respect to race and gender; and second, instructors holding epistemologies that mathematics is culture-free. Despite these barriers, almost all interviewees implemented the academic success tenet of CRP. These barriers may prevent instruction around cultural competence and sociopolitical consciousness, which are the two tenets that most capitalize on students' informal knowledge, identities, and cultural experiences. Changing discourse by taking more risks in conversation and inviting a more diverse range of people to the undergraduate mathematics community are potential ways to address these barriers.

The writing-to-learn (WTL) literature is varied in how assignments are structured and implemented in the classroom, making it difficult for instructors to identify how to incorporate writing effectively. Drawing on the WTL literature, the MWrite program was established to work with STEM faculty to design, implement, and assess evidence-based WTL assignments. Herein we present a review of the WTL research generated through the MWrite program, situating our findings in a four-dimensional framework of engagement to identify how the MWrite WTL assignment design and implementation has supported students' learning. Our analysis indicates that the multi-faceted design of MWrite WTL assignments supports students' development of conceptual knowledge and disciplinary thinking. The assignments' rhetorical features (i.e., context, audience, and genre) guide how students write about content, and peer review and revision stages encourage a collaborative, knowledge building process between students and their peers.

ObjectiveThis study was undertaken to assess reproducibility of the epilepsy outcome and phenotype in a lateral fluid percussion model of posttraumatic epilepsy (PTE) across three study sites.MethodsA total of 525 adult male Sprague Dawley rats were randomized to lateral fluid percussion-induced brain injury (FPI) or sham operation. Of these, 264 were assigned to magnetic resonance imaging (MRI cohort, 43 sham, 221 traumatic brain injury [TBI]) and 261 to electrophysiological follow-up (EEG cohort, 41 sham, 220 TBI). A major effort was made to harmonize the rats, materials, equipment, procedures, and monitoring systems. On the 7th post-TBI month, rats were video-EEG monitored for epilepsy diagnosis.ResultsA total of 245 rats were video-EEG phenotyped for epilepsy on the 7th postinjury month (121 in MRI cohort, 124 in EEG cohort). In the whole cohort (n = 245), the prevalence of PTE in rats with TBI was 22%, being 27% in the MRI and 18% in the EEG cohort (p > .05). Prevalence of PTE did not differ between the three study sites (p > .05). The average seizure frequency was .317 ± .725 seizures/day at University of Eastern Finland (UEF; Finland), .085 ± .067 at Monash University (Monash; Australia), and .299 ± .266 at University of California, Los Angeles (UCLA; USA; p  .05). Of the 219 seizures, 53% occurred as part of a seizure cluster (≥3 seizures/24 h; p >.05 between the study sites). Of the 209 seizures, 56% occurred during lights-on period and 44% during lights-off period (p > .05 between the study sites).SignificanceThe PTE phenotype induced by lateral FPI is reproducible in a multicenter design. Our study supports the feasibility of performing preclinical multicenter trials in PTE to increase statistical power and experimental rigor to produce clinically translatable data to combat epileptogenesis after TBI.

ObjectiveProject 1 of the Preclinical Multicenter Epilepsy Bioinformatics Study for Antiepileptogenic Therapy (EpiBioS4Rx) consortium aims to identify preclinical biomarkers for antiepileptogenic therapies following traumatic brain injury (TBI). The international participating centers in Finland, Australia, and the United States have made a concerted effort to ensure protocol harmonization. Here, we evaluate the success of harmonization process by assessing the timing, coverage, and performance between the study sites.MethodWe collected data on animal housing conditions, lateral fluid-percussion injury model production, postoperative care, mortality, post-TBI physiological monitoring, timing of blood sampling and quality, MR imaging timing and protocols, and duration of video-electroencephalography (EEG) follow-up using common data elements. Learning effect in harmonization was assessed by comparing procedural accuracy between the early and late stages of the project.ResultsThe animal housing conditions were comparable between the study sites but the postoperative care procedures varied. Impact pressure, duration of apnea, righting reflex, and acute mortality differed between the study sites (p  0.05). Plasma quality was poor in 4% of the samples in UEF, 1% in Monash and 14% in UCLA. More than 97% of the final cohort were MR imaged at all timepoints in all study sites. The timing of imaging did not differ on D2 and D9 (p > 0.05), but varied at D30, 5 months, and ex vivo timepoints (p  0.05). A decrease in acute mortality and increase in plasma quality across time reflected a learning effect in the TBI production and blood sampling protocols.SignificanceOur study is the first demonstration of the feasibility of protocol harmonization for performing powered preclinical multi-center trials for biomarker and therapy discovery of post-traumatic epilepsy.

Human decision-making is filled with a variety of paradoxes demonstrating deviations from rationality principles. Do state-of-the-art artificial intelligence (AI) models also manifest these paradoxes when making decisions? As a case study, in this work we investigate whether GPT-4, a recently released state-of-the-art language model, would show two well-known paradoxes in human decision-making: the Allais paradox and the Ellsberg paradox. We demonstrate that GPT-4 succeeds in the two variants of the Allais paradox (the common-consequence effect and the common-ratio effect) but fails in the case of the Ellsberg paradox. We also show that providing GPT-4 with high-level normative principles allows it to succeed in the Ellsberg paradox, thus elevating GPT-4's decision-making rationality. We discuss the implications of our work for AI rationality enhancement and AI-assisted decision-making.

Understanding the source of non-native introduced populations is crucial for forecasting geographic invasion potential and understanding the ecological consequences of potential establishment. Here we use genomics to identify the source populations and invasion dynamics of two non-native introduced populations from the iconic avian lineage of ‘great speciators’ known as white-eyes (genus Zosterops). We established confidently for the first time that introduced Zosterops populations in Hawaii and southern California are completely unrelated and derived from independent introductions of the species Z. japonicus and Z. simplex, respectively. We used descriptive population genetic statistics to identify a reduction in genetic diversity and increase in private alleles in the southern California population supporting a recent, potentially ongoing, genetic bottleneck in this population. In contrast, the introduced population in Hawaii showed no such characteristics, likely due to a larger founding population size and repeated introductions in this intentionally introduced population. Ecological niche modeling indicated that there is little environmentally suitable habitat for Z. simplex across the continent of North America, suggesting limited invasion potential, assuming niche conservatism. Yet, portions of the introduced Z. simplex population have already surpassed areas projected as suitable, likely because the urbanized environment of southern California offers biotic resources and microhabitats not captured by our model. Because Z. simplex appears to have overcome both the ‘invasion paradox’ of low founding genetic diversity and relatively unfamiliar environmental conditions in southern California, we suggest that this population may continue expanding beyond our environmental niche model projections in other temperate, urban regions.

BACKGROUND: Innovative restructuring of cardiac rehabilitation (CR) delivery remains critical to reduce barriers and improve access to diverse populations. Destination Cardiac Rehab is a novel virtual world technology-based CR program delivered through the virtual world platform, Second Life, which previously demonstrated high acceptability as an extension of traditional center-based CR. This study aims to evaluate efficacy and adherence of the virtual world-based CR program compared with center-based CR within a community-informed, implementation science framework. METHODS: Using a noninferiority, hybrid type 1 effectiveness-implementation, randomized controlled trial, 150 patients with an eligible cardiovascular event will be recruited from 6 geographically diverse CR centers across the United States. Participants will be randomized 1:1 to either the 12-week Destination Cardiac Rehab or the center-based CR control groups. The primary efficacy outcome is a composite cardiovascular health score based on the American Heart Association Lifes Essential 8 at 3 and 6 months. Adherence outcomes include CR session attendance and participation in exercise sessions. A diverse patient/caregiver/stakeholder advisory board was assembled to guide recruitment, implementation, and dissemination plans and to contextualize study findings. The institutional review board-approved randomized controlled trial will enroll and randomize patients to the intervention (or control group) in 3 consecutive waves/year over 3 years. The results will be published at data collection and analyses completion. CONCLUSIONS: The Destination Cardiac Rehab randomized controlled trial tests an innovative and potentially scalable model to enhance CR participation and advance health equity. Our findings will inform the use of effective virtual CR programs to expand equitable access to diverse patient populations. REGISTRATION: URL: https://www.clinicaltrials.gov; Unique identifier: NCT05897710.

Educators at religious preK-12 schools attempt to integrate their faith into their teaching. Yet there is limited empirical study about how faith integration self-efficacy may develop. This study examines the relationships between the faith integration self-efficacy of educators at Mennonite preK-12 schools and their past educational experiences and initial teacher education. Regression analysis of survey responses indicates that the quality of initial teacher education is associated with educators' faith integration self-efficacy. However, having attended a Mennonite preK-12 school or a Christian undergraduate institution were not predictive of faith integration self-efficacy. Discussion of results highlights implications for educators and future research.

Proton nuclear magnetic resonance ([superscript 1]H NMR) spectroscopy is an essential characterization tool for organic chemists widely taught in the undergraduate chemistry curricula. Previous work has focused on how students advance from novice to expert in interpreting [superscript 1]H NMR spectra. However, we need to know more about how [superscript 1]H NMR spectroscopy is taught within undergraduate curricula. We sought to characterize instructors' topic-specific pedagogical content knowledge (PCK) for teaching [superscript 1]H NMR spectroscopy as a starting point to investigate how [superscript 1]H NMR spectroscopy is taught. Participants from multiple institutions--six teaching assistants, six novice instructors, and three experienced instructors--collaboratively completed content representations (CoRes) in focus groups. Through qualitative analysis of interview transcripts and CoRes, we characterized instructors' topic-specific PCK in [superscript 1]H NMR spectral interpretation. Analysis of instructors' responses and collective PCK elucidates the role that teaching context, experience, and disciplinary background may contribute to the character of PCK. Implications of this work include the need for research on the integration of explicit learning objectives and teaching strategies for representational competence and skills, understanding and supporting student affective experiences when learning NMR, and instructional contexts that increase autonomy in learning.

Textured grip socks are worn by soccer players worldwide to decrease foot movement within the shoe and improve athletic performance. The purpose of this study was to investigate the effects of textured grip socks on performance and in-shoe plantar kinetics during soccer-specific tasks. Eleven collegiate soccer players (4 male, 7 female) participated in this study. Performance and in-shoe kinetic data were collected under 2 sock conditions (normal soccer socks and grip socks) during 3 change-of-direction drills (45-degree, 90-degree, 180-degree changes-of-direction) and 3 soccer-specific drills (dribbling, ball striking, juggling). Kinetic data were recorded across 3 plantar regions (hindfoot, medial forefoot, lateral forefoot) via insoles worn in the shoe and utilized to calculate impulse and peak force. Performance was assessed via time-to-completion (change-of-direction and dribbling drills) or number of successful repetitions (juggling and ball striking drills). Compared to normal soccer socks, grip socks improved performance during dribbling (P = 0.02), dominant limb juggling (P = 0.03), and ball striking at 3 distances (P = 0.04, <0.01, <0.001). Grip socks decreased 180-degree change-of-direction performance (P = 0.03). Hindfoot impulse was smaller during the 45- (P = 0.02) and 90-degree (P = 0.02) change-of-direction drills in grip socks. Hindfoot peak force was smaller during the 90-degree change-of-direction (P = 0.05); medial forefoot (P = 0.02) and total foot (P = 0.02) peak force were greater during the 45-degree change-of-direction drill in grip socks. Despite improvements in soccer-specific performance with grip socks, the lack of consistent significant differences among plantar kinetics indicate that performance outcomes may be driven by at least one other mechanism (e.g., placebo, somatosensory feedback).

Autism spectrum disorder (ASD) and intellectual disability (ID) are heterogenous and prevalent conditions which may occur in isolation or as a co-morbidity. Psychiatric co-morbidity is common with limited treatment options. Preliminary research into electroconvulsive therapy (ECT) for these conditions has been encouraging. Thus, further research in this patient population is warranted. We conducted a 10-year retrospective review of the electronic medical record and identified intellectually capable individuals with ASD (IC-ASD), and those with ASD+ID or ID who received at least three ECT treatments. 32 patients were identified of which 30 (94%) experienced positive clinical response, defined as a clinical global impression-improvement (CGI-I) score of 3 or less. The average retrospective CGI-I score across all groups was 1.97, and results of a t-test performed on CGI-I scores indicated improvement across all groups [t = - 16.54, df = 31, p < 0.001, 95% CI = (1.72, 2.22)]. No significant adverse events were identified based on clinical documentation. Our findings further support previous ECT research in this patient population.

Recent efforts in organic chemistry education research focus on investigating activities and strategies designed to elicit students' mechanistic reasoning. This study investigates how a scaffolded case comparison activity implemented in an introductory organic chemistry course elicits and supports students' mechanistic reasoning in an authentic classroom setting. The activity included an adaptation of a previously reported reasoning scaffold to support small-group student discussions comparing organic reactions. We analyzed students' written responses to the in-class activity using Hammer's resources framework and Toulmin's argumentation model, interwoven to create an anti-deficit approach to exploring students' developing reasoning. The analysis of students' written artifacts sought to identify ways in which a scaffolded case comparison implemented in a collaborative class setting may support students' engagement in complex reasoning and argumentation development. We found that the in-class activity elicited students' writing about various aspects of mechanistic reasoning, including identifying explicit and implicit properties, dynamic reasoning, and multivariate reasoning. These findings indicate that the activity can engage students in complex mechanistic reasoning aspects in the classroom setting. Furthermore, this study extends the literature by detailing the nuances of students' developing causal reasoning with energetic and electrostatic accounts as shown in their writing. The results highlight students' emerging causal reasoning with varying levels of complexity and conceptual integration. This study provides direct implications for instructors seeking to implement similar classroom activities. The findings indicate directions for future research on the development of instructional activities and tools that further support students' developing causal reasoning, such as adapting existing scaffolding structures to support argumentation development and the integration of challenging concepts such as energetics.

Research on student learning in organic chemistry indicates that students tend to focus on surface level features of molecules with less consideration of implicit properties when engaging in mechanistic reasoning. Writing-to-learn (WTL) is one approach for supporting students' mechanistic reasoning. A variation of WTL incorporates peer review and revision to provide opportunities for students to interact with and learn from their peers, as well as revisit and reflect on their own knowledge and reasoning. However, research indicates that the rhetorical features included in WTL assignments may influence the language students use in their responses. This study utilizes machine learning to characterize the mechanistic features present in second-semester undergraduate organic chemistry students' responses to two versions of a WTL assignment with different rhetorical features. Furthermore, we examine the role of peer review on the mechanistic reasoning captured in students' revised drafts. Our analysis indicates that students include both surface level and implicit features of mechanistic reasoning in their drafts and in the feedback to their peers, with slight differences depending on the rhetorical features present in the assignment. However, students' revisions appeared to be primarily connected to the peer review process "via" the presence of surface features in the drafts students read (as opposed to the feedback received). These findings indicate that further scaffolding focused on how to utilize information gained from the peer review process (i.e., both feedback received and drafts read) and emphasizing implicit properties could help support the utility of WTL for developing students' mechanistic reasoning in organic chemistry.

Across undergraduate STEM learning contexts in several countries, students' intrapersonal attributes of epistemic beliefs, self-efficacy beliefs, intrinsic motivation, and sense of identity have been found to influence learning and to change in response to educational practices. However, research can mask individual and demographic differences in student's attributes that may moderate or mediate the relationship between educational practices and learning outcomes. We employed variable-centered and person-centered methods to examine individual and demographic differences in changes in students' intrapersonal attributes and patterns of interrelationship among attributes with a study sample of students (N = 4,500) in 14 STEM undergraduate courses (8 biology, 4 chemistry, and 2 statistics) at three research universities in the United States. Variable-centered analyses revealed overall increases in students' science self-efficacy beliefs and epistemic beliefs even though these outcomes were not intentionally targeted as learning objectives. However, person-centered analyses indicated that not all students experienced these gains. For example, self-identified Asian/Pacific Islander and Black students were more likely to be members of groups demonstrating a decrease in science self-efficacy, whereas Asian/Pacific Islander students and men were less likely to be members of the subgroup with consistently evaluativist epistemic beliefs and higher GPAs. Using latent profile analysis (LPA), we identified five distinct student profiles that reflected different patterns of interrelationship of epistemic beliefs, science and writing self-efficacy beliefs, and science identity. We discuss the implications of these findings for educational practices, particularly with regard to intentionally fostering diverse students' self-efficacy, sense of identity, and adaptive epistemic beliefs.

Appealing to students' affect in academic settings, such as demonstrating chemistry's relevance to their life, is one strategy instructors may use to support students' in learning. This study investigates the types of connections that students make to organic chemistry when responding to an open-ended writing assignment. Students enrolled in an introductory level organic chemistry course were asked to choose and write about an organic molecule they felt was important to their life, in doing so students wrote about the molecule's relevance to their life. Analysis of the writing was supported by semi-structured interviews with a subset of the students in which they discussed their approach to completing the assigment. Conclusions from this study suggest that students successfully made connections between their chosen molecule and their life. Considered through the lens of relevance, students can both seek and find relevance in organic chemistry topics on a personal, societal, or vocational level; and therefore may reinforce their comprehension and appreciation of chemistry.

Asking students to explain why phenomena occur at a molecular level is vital to increasing their understanding of chemistry concepts. One way to elicit students' mechanistic reasoning and guide construction of knowledge is through Writing-to-Learn (WTL), which is a promising approach for students in organic chemistry courses. In the design of WTL assignments, rhetorical aspects provide an authentic context by designating a role, genre, and audience for students. This context can support students' learning, but, if the rhetorical aspects misalign with the learning objectives of the assignment, they can hinder students' ability to achieve these objectives. In this project, we designed a WTL assignment about a base-free Wittig reaction, which we implemented in an organic chemistry laboratory course. Here, we explore how changes in the rhetorical aspects of this assignment can influence the way students explain two different comparisons of reaction mechanisms. We consider how students use explicit and implicit properties and how the use of these features compares within the context of the reaction. Results indicate that, when the rhetorical aspects align with the learning objectives of the assignment, students provide more productive elaborations that use both explicit and implicit properties. This is supported by both the analysis of students' writing and students' feedback about the assignments.

Chemistry graduate teaching assistants (GTAs) have substantial facetime with undergraduate students at large research institutions where they lead discussion and lab sessions. Emerging research describes GTAs' content and teaching knowledge for introductory chemistry classes, but we need to know more about how GTAs manage their classes in the moment and how they assess student learning during class time. We conducted classroom observations and post-observation interviews with six chemistry GTAs with various years of teaching experience and who were teaching a variety of classes (e.g., general chemistry discussion, biochemistry discussion, organic chemistry lab, computational chemistry lab, and more). These GTAs were each observed and interviewed multiple times over the course of a semester. Through qualitative analysis guided by the teacher noticing framework, we describe what chemistry GTAs notice, or pay attention to, regarding student learning in their teaching sessions and how they interpret what they notice. We found that chemistry GTAs often paid attention to the types of questions that students asked but relied on their students to take initiative to ask questions in order to assess their learning. Also, GTAs often focused on superficial features of their class sessions to assess learning, like whether students finished their tasks and left their session early. However, some GTAs noticed more sophisticated evidence of student understanding, such as when students connected content covered across multiple class sessions. The results from this study contribute to our understanding of how chemistry GTAs lead their sessions and evaluate student learning during their sessions. Results serve to inform potential training designs that can support chemistry GTAs' teacher learning through learning to notice--and to create opportunities to notice--significant features of their classrooms.

Natural history museums are vital repositories of specimens, samples and data that inform about the natural world; this Formal Comment revisits a Perspective that advocated for the adoption of compassionate collection practices, querying whether it will ever be possible to completely do away with whole animal specimen collection.

Preclinical MRI studies have been utilized for the discovery of biomarkers that predict post-traumatic epilepsy (PTE). However, these single site studies often lack statistical power due to limited and homogeneous datasets. Therefore, multisite studies, such as the Epilepsy Bioinformatics Study for Antiepileptogenic Therapy (EpiBioS4Rx), are developed to create large, heterogeneous datasets that can lead to more statistically significant results. EpiBioS4Rx collects preclinical data internationally across sites, including the United States, Finland, and Australia. However, in doing so, there are robust normalization and harmonization processes that are required to obtain statistically significant and generalizable results. This work describes the tools and procedures used to harmonize multisite, multimodal preclinical imaging data acquired by EpiBioS4Rx. There were four main harmonization processes that were utilized, including file format harmonization, naming convention harmonization, image coordinate system harmonization, and diffusion tensor imaging (DTI) metrics harmonization. By using Python tools and bash scripts, the file formats, file names, and image coordinate systems are harmonized across all the sites. To harmonize DTI metrics, values are estimated for each voxel in an image to generate a histogram representing the whole image. Then, the Quantitative Imaging Toolkit (QIT) modules are utilized to scale the mode to a value of one and depict the subsequent harmonized histogram. The standardization of file formats, naming conventions, coordinate systems, and DTI metrics are qualitatively assessed. The histograms of the DTI metrics were generated for all the individual rodents per site. For inter-site analysis, an average of the individual scans was calculated to create a histogram that represents each site. In order to ensure the analysis can be run at the level of individual animals, the sham and TBI cohort were analyzed separately, which depicted the same harmonization factor. The results demonstrate that these processes qualitatively standardize the file formats, naming conventions, coordinate systems, and DTI metrics of the data. This assists in the ability to share data across the study, as well as disseminate tools that can help other researchers to strengthen the statistical power of their studies and analyze data more cohesively.