Background While many research-based instructional strategies in STEM have been developed, faculty need support in implementing and sustaining use of these strategies. A number of STEM faculty professional development programs aim to provide such pedagogical support, and it is necessary to understand the activity and learning process for faculty in these settings. In this paper, a taxonomy for describing the learning opportunities in faculty (online) learning community meetings is presented. Faculty learning communities, meeting either in-person or (increasingly) online, are a common form of professional development. They aim to develop the pedagogical and reflective skills of participants through regular meetings centered on conversations about teaching and learning. Results The tool presented in this paper, the Taxonomy of Opportunities to Learn (TxOTL), provides a structured approach to making sense of the dynamic interactions that occur during faculty learning community meetings. The origins and development of the TxOTL are described, followed by a detailed presentation of the constructs that make up the TxOTL: communicative approach used in a conversation, the concepts developed, and the meeting segment category. The TxOTL characterizes the learning opportunities presented by a faculty learning community conversation through describing the content of the conversation as well as how participants engage in the conversation. Examples of the tool in use are provided through an application to a faculty online learning community serving instructors of a physical science curriculum. A visual representation used to compactly display the results of applying the taxonomy to a meeting is detailed as well. These examples serve to illustrate the types of claims the TxOTL facilitates. Conclusions The TxOTL allows one to examine learning opportunities available to a faculty learning community group, analyze concept development present in their conversations, track change over time in a given group, and identify patterns between meeting segment categories and communicative approaches. It is useful for researchers as well as facilitators of these STEM faculty professional development groups. The taxonomy is most applicable to faculty (online) learning communities, with limited use for workshops and K-12 professional development contexts.

Background Faculty Learning Communities (FLCs) and Faculty Online Learning Communities (FOLCs) are ways to support STEM faculty implementing research-based curricula. In these communities, faculty facilitators take on the role of sharing expertise and promoting discussion. However, as members gain more experience, their needs change from addressing logistical to pedagogical issues. Hence, facilitators need to change their practices in response. However, there is little research on the mechanisms of faculty facilitator change. In this article, we provide a case study of a specific STEM FOLC facilitator and demonstrate the usefulness of a teacher change model to investigate facilitator change. Results Guided by our adaptation of the InterconnectedModelofProfessionalGrowth(IMPG), we conducted interviews with FOLC facilitators, and selected a case facilitator who reported changes in facilitation goals and strategies over time. The model helped us identify specific areas of change and potential mechanisms for these changes. Using themes of change identified in the case facilitator interview, we developed coding schemes to analyze his FOLC meetings over a 2-year period. We found empirical evidence from multiple data sources, including FOLC meetings and facilitator reflections, that supported the change themes, including: changing his role as an “expert” by sharing his own expertise less and drawing on others’ expertise more frequently, changing his response to members’ comments by jumping in to answer less frequently and withholding his own responses more often to encourage member sharing, and a change in group discussions towards less logistical and more pedagogical conversations. Conclusions Our findings suggest that the IMPG can be fruitfully adapted to study facilitator change. A diagrammatic representation of the IMPG provides a description the types of change the case facilitator experienced and the factors that supported those changes. We discuss how the methodology used to analyze facilitator actions in FOLC group meetings may be useful to study other types of professional growth. Finally, because our analytical model allowed us to identify mechanisms of facilitator change, we describe the implications and provide suggestions to support facilitators in other faculty community groups.

While microbiome research is a rapidly expanding field of study, relatively little is known of the microbiomes associated with Foraminifera. This preliminary study investigated microbes associated with four species of Foraminifera, representing two taxonomic orders, which host three kinds of algal endosymbionts. A major objective was to explore potential influences on the microbiome composition, including phylogenetic relatedness among the host species, similarities in algal symbionts hosted, and environmental conditions from which the specimens were collected. Samples examined from two locations along the middle Florida Keys reef tract included 45 foraminiferal specimens and four environmental samples. Bacterial DNA extraction from individual specimens was followed by amplification and amplicon sequencing of the V4 variable region of the 16S rRNA gene; results were obtained from 21 specimens. The Order Miliolida, Family Soritidae, was represented by 5–8 specimens of each of three species: Archaias angulatus and Cyclorbiculina compressa, which both host chlorophyte symbionts, and Sorites orbiculus, which hosts dinoflagellate symbionts. Three Ar. angulatus specimens from which the microbiome was successfully sequenced shared 177 OTUs. Six C. compressa specimens successfully sequenced shared 58 OTUs, of which 31 were also shared by the three specimens of Ar. angulatus. Four successfully sequenced S. orbiculus specimens shared 717 unique OTUs. The 13 soritid specimens shared 26 OTUs, 23 of which represented Proteobacteria, predominantly of the bacterial family Rhodobacteraceae. The fourth foraminiferal species, Amphistegina gibbosa (Order Rotaliida) hosts diatom endosymbionts. Bacterial DNA extraction was attempted on 16 Am. gibbosa, including both normal-appearing and partly-bleached specimens. Only six OTUs, four of which represented Proteobacteria, were found in all eight specimens successfully sequenced. The partly bleached specimens shared nearly twice as many unique microbial OTUs (32) as the normal-appearing specimens (19). All Am. gibbosa specimens shared only four microbial OTUs with the soritid species, three of which may have been contaminants, indicating minimal commonality between the microbiomes of Am. gibbosa and the soritid taxa.

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