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Three teacher education professors describe their respective professional experiences surrounding the effects of the COVID-19 pandemic. Each detail how their professional experience and foci led them to make changes to best serve the students at their institution. This article intends to serve teacher educators by striking a balance between theory and practical application while candidly addressing successes and areas for improvement.

School-based mentoring programs are plentiful in number; however, studies measuring the impact of school-based mentoring for students with disabilities are limited. The purpose of this study was to examine the effects of mentoring on the academic and social emotional skills of middle school students with documented disabilities, as well as the impact of the mentor-mentee relationship on college-student mentors. The mentoring program paired four college education majors with four middle school males with documented disabilities who were identified by their teacher as needing assistance with academic and socio-emotional skills. A mixed-methods study was used to conduct an in-depth investigation of the impact of the mentor partnership. Data collection methods included (1) mentor and mentee surveys, (2) observations of mentor-mentee activities, (3) interviews with a science teacher and special education teacher, and (4) science grades. Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilities.

In this mixed-methods study, the researchers utilized surveys, interviews, and graduation data to investigate how the regimented structure of a military college impacts college students with disabilities and how these students perceive their educational experiences at a military college. Results suggest that college students with learning disabilities or Attention Deficit/Hyperactivity Disorder may benefit from the structure that a military college provides and requires, especially in the area of time management. Results also suggest that upperclassmen are more likely to acknowledge the benefits of mandatory study periods and regimented daily schedules. Other themes found in the study include the importance of professor attitudes and parental support on the educational experiences of college students with disabilities. Results have implications for college academic support centers, college disability service providers, and freshmen orientation courses where structure and time management can be directly addressed, as well as professional development opportunities for professors that provide information about students with disabilities and college support services. [ABSTRACT FROM AUTHOR]

Over the past few months in the School of Education, a new Assistant Professor, a recently tenured Associate Professor, and an Associate Professor preparing to go up for Full Professor have had regular discussions about the academic career process and the use of technology as an integral part of their work in achieving goals and maintaining balance in their work in higher education. This article includes discussion about the tenure and promotion process and includes suggestions for new and veteran professors. [ABSTRACT FROM AUTHOR]

Human papillomavirus (HPV) virus-like-particles (VLPs) produced by recombinant expression systems are promising vaccine candidates for prevention of cervical cancers as well as genital warts. At high protein concentrations, HPV VLPs, comprised of the viral capsid protein L1 and expressed and purified from yeast, are protected against detectable aggregation during preparation and storage by high concentrations of NaCl. At low protein concentrations, however, high salt concentration alone does not fully protect HPV VLPs from aggregation. Moreover, the analytical analysis of HPV VLPs proved to be a challenge due to surface adsorption of HPV VLPs to storage containers and cuvettes. The introduction of non-ionic surfactants into HPV VLP aqueous solutions provides significantly enhanced stabilization of HPV VLPs against aggregation upon exposure to low salt and protein concentration, as well as protection against surface adsorption and aggregation due to heat stress and physical agitation. The mechanism of non-ionic surfactant stabilization of HPV VLPs was extensively studied using polysorbate 80 (PS80) as a representative non-ionic surfactant. The results suggest that PS80 stabilizes HPV VLPs mainly by competing with the VLPs for various container surfaces and air/water interfaces. No appreciable binding of PS80 to intact HPV VLPs was observed although PS80 does bind to the denatured HPV L1 protein. Even in the presence of stabilizing level of PS80, however, an ionic strength dependence of HPV VLP stabilization against aggregation is observed indicating optimization of both salt and non-ionic surfactant levels is required for effective stabilization of HPV VLPs in solution. © 2005 Wiley-Liss, Inc. and the American Pharmacists Association J Pharm Sci 94:1538–1551, 2005 [ABSTRACT FROM AUTHOR]