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This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual awareness ([C]MLA) identified in the pedagogical responsiveness of five literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators' pedagogical responsiveness in literacy. Findings based on data from LTEs' Scholarly Personal Narratives (SPNs) and comprehensive bi-weekly reports showed that educators reflected certain elements of [C]MA and [C]MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs).Factors influencing awareness were assumptions based on otherness and teaching experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators' pedagogical responsiveness as they developed the ability to capitalize on linguistic and cultural difference. Implications for teacher educators' awareness and responsiveness are highlighted.

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Molecular genetic laboratory exercises can be ineffective due the student's lack of connection to the complex and sequential protocols. In this inquiry-based molecular genetic laboratory exercise, we harness students' fascination with human forensics and provide a real-life scenario using biomolecular techniques to identify "whose blood is on the t-shirt." We use fish blood to create realistic blood stains on clothing and challenge the students to use DNA analyses to clear or implicate suspects. Safety concerns are minimized through the use of fish blood, while maximizing both realism and the likelihood of student success due to fishes' nucleated red blood cells. The goal in designing this laboratory exercise was to create a feasible protocol for large (over 300 students) second year university courses. During two 3 hour laboratory sessions, students learn and apply clean/sterile technique, DNA extraction, polymerase chain reaction, restriction fragment length polymorphisms, and agarose gel electrophoresis. The students also learn to interpret the resulting gel bands in terms of inclusive or exclusive evidence. Students have consistently ranked this lab as their favorite of five taken as part of a second year Genetics course.

The professional development (PD) was a six-week long summer-intensive NSF- funded project that took place at a large university in western Texas. It was designed to provide a research-rich learning environment in data science and cybersecurity for STEM teachers in the region, which is mainly rural. Because of geographical isolation, rural teachers lack the resources to prepare their 6th -12th grade students for STEM careers and often find it difficult to bring innovative science teaching into their schools. The team was comprised of nine teachers, five professors, and six graduate students. In analyzing teacher reflections, we found the teachers gradually developing a scientist persona. They acquired sophisticated pedagogical knowledge to integrate complex concepts into their 6th-12th STEM curriculum without sacrificing the state standards, while creating a community of learners. This led to reduced feelings of isolation often experienced by rural teachers. It is clear that partnerships between universities and rural school districts can transform the way STEM disciplines are delivered, creating a strong pipeline for rural students in the STEM workforce.