Background Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person. However, ERT is not without consequences. For example, students may have inadequate technological supports, such as reliable internet and computers. Students may also have poor learning environments at home and may need to find added employment to support their families. In addition, there are consequences to faculty. It has been shown that female instructors are more disproportionately impacted in terms of mental health issues and increased domestic labor. This research aims to investigate instructors’ and students’ perceptions of their transition to ERT. Specifically, during the transition to ERT at a research-intensive, Minority-Serving Institution (MSI), we wanted to: (1) Identify supports and barriers experienced by instructors and students. (2) Compare instructors’ experiences with the students’ experiences. (3) Explore these supports and barriers within the context of social presence, teaching presence, and/or cognitive presence as well as how these supports and barriers relate to scaffolding in STEM courses. Results Instructors identified twice as many barriers as supports in their teaching during the transition to ERT and identified casual and formal conversations with colleagues as valuable supports. Emerging categories for barriers consisted of academic integrity concerns as well as technological difficulties. Similarly, students identified more barriers than supports in their learning during the transition to ERT. More specifically, students described pre-existing course structure, classroom technology, and community as best supporting their learning. Barriers that challenged student learning included classroom environment, student availability, and student emotion and comfort. Conclusions Together, this research will help us understand supports and barriers to teaching and learning during the transition to ERT. This understanding can help us better plan and prepare for future emergencies, particularly at MSIs, where improved communication and increased access to resources for both students and instructors are key.

Students are more likely to learn in college science, technology, engineering, and math (STEM) classrooms when instructors use teacher discourse moves (TDMs) that encourage student engagement and learning. However, although teaching practices are well studied, TDMs are not well understood in college STEM classrooms. In STEM courses at a minority-serving institution (MSI; n = 74), we used two classroom observation protocols to investigate teaching practices and TDMs across disciplines, instructor types, years of teaching experience, and class size. We found that instructors guide students in active learning activities, but they use authoritative discourse approaches. In addition, chemistry instructors presented more than biology instructors. Also, teaching faculty had relatively high dialogic, interactive discourse, and neither years of faculty teaching experience nor class size had an impact on teaching practices or TDMs. Our results have implications for targeted teaching professional development efforts across instructor and course characteristics to improve STEM education at MSIs.

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Ceftolozane/tazobactam (c/t) is a potent β-lactam antibiotic which combines the fifth generation cephalosporin ceftolozane and tazobactam, a β-lactamase inhibitor. The c/t combination therapy was approved in 2014 for the treatment of multidrug resistant (MDR) Enterobacteriaceae, especially intra-abdominal and urinary tract infections. The aim of this study is to assess c/t activity and to examine the association of c/t resistance with four common β-lactamase resistance genes found in clinical Enterobacteriaceae isolates collected from mainly urinary tract infections in an agricultural region in California (USA) between 2013-2020. We tested 993 Extended Spectrum β-lactamases (ESBL) producing Enterobacteriaceae isolates (885 E. coli, 94 K. pneumoniae, 14 other) for c/t susceptibility by Kirby-Bauer disk diffusion and screened using PCR for four common resistance genes with β-lactamase activity(blaTEM, blaOXA, blaSHV, and blaCTX-M) for 855 of the isolates. We also investigated co-resistance of c/t and nine other β-lactam antibiotics. We found that most isolates were susceptible to c/t (58.3%), while 38.5% showed intermediate resistance, and 3.2% were resistant. We also found that K. pneumoniae isolates were more resistant to c/t than E. coli isolates, and that c/t may be a good alternative to carbapenems, in that that some carbapenem resistant isolates were susceptible to c/t. Genotypic analysis showed blaSHV and blaCTX-M are independently associated with elevated c/t resistance. Although c/t demonstrated strong activity against Enterobacteriaceae, the high percentage of isolates with intermediate susceptibility emphasizes the need for close monitoring and continued surveillance for c/t resistance among ESBLs

Background: Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person. However, ERT is not without consequences. For example, students may have inadequate technological supports, such as reliable internet and computers. Students may also have poor learning environments at home and may need to find added employment to support their families. Additionally, there were consequences to faculty. It has been shown that female instructors are more disproportionately impacted in terms of mental health issues and increased domestic labor. This research aims to investigate instructors' and students' perceptions of their transition to ERT. Specifically, we wanted to: 1. Identify supports and barriers during the transition to ERT; 2. Compare instructors experiences with the student experiences; 3. Explore these supports and barriers within the context of social presence, teaching presence, and/or cognitive presence during ERT as well as how these supports and barriers relate to scaffolding in emergency remote courses Design: Using grounded theory techniques, we applied two-cycle, qualitative analyses to assess the instructor transcripts. In first-cycle analysis, we used open coding to develop initial ideas from the data. We then used second cycle coding to generate categories with definitions and criteria agreed upon during discussion-based consensus building. Finally, these categories and descriptions were used to code student survey data. Analyses/Interpretations: Instructors identified twice as many barriers as supports in their teaching during the transition to ERT and identified casual and formal conversations with colleagues as valuable supports. Emerging categories for barriers consisted of academic integrity concerns as well as technological difficulties. Similarly, students identified more barriers than supports in their learning during the transition to ERT. More specifically, students described pre-existing course structure, classroom technology, and community as best supporting their learning. Barriers that challenged student learning included classroom environment, student availability, and student emotion and comfort. Contribution: Together, this research will help us understand supports and barriers to teaching and learning during the transition to ERT. This understanding can help us better plan and prepare for future emergencies, particularly at MSIs, where improved communication and increased access to resources for both students and instructors are key.