Franklin Pierce University

A reflective practice is an essential skill for teachers to be more self-efficacious. While various approaches and strategies can be implemented to develop reflective practices, podcasting has the potential to be a beneficial form of professional

We present a gene model for the ortholog ofGlycogen phosphorylase(Glyp) in theD. ananassaeMay 2011 (Agencourt dana_caf1/DanaCAF1) genome assembly ofDrosophila ananassae(GenBank Accession: GCA_000005115.1). This ortholog was characterized as part of a developing dataset to study the evolution of the insulin/insulin-like growth factor signaling pathway (IIS) across the genusDrosophilausing the Genomics Education Partnership gene annotation protocol for Course-based Undergraduate Research Experiences.

Neurodiversity research is increasingly important to how educators view and address disabilities and neurological conditions in higher education. This study investigated if professional development could increase faculty teacher self-efficacy (TSE) to meet the needs of neurodiverse college students better. Training sessions were administered to educate faculty about neurodiverse students’ needs and equip them with evidence-based, best practice teaching strategies. Pre and post-surveys measured TSE. Findings indicate that receiving professional development for neurodiverse students increased faculty TSE. This study suggests that higher education institutions can support faculty in increasing their TSE and hopefully make a difference in the outcomes for neurodiverse students.

We report the isolation, sequencing, and annotation of the novel bacteriophage vB_Ec_Tarrare, which infects the Escherichia coli K-12 strain. It was isolated from a bat guano sample collected in Rindge, NH, USA. Its genome is 40,953 base pairs long with 49 putative protein-coding genes and no transfer RNAs.