Scientists and academicians in the field of science writing agree that context and method are important components of research to be reported. This ideal is balanced by science journalists who try to relay findings with a minimum of complex and potentially confusing facts. Here, a specific report on genomics is traced from its original source in a scientific journal through to popular press publications. These data were examined in the context of previously published findings that have shown that the reader needs a clear understanding of the context of reported results to make an informed judgment about their meaning. This study reveals that these five reports, ranging from research article to popular press news article, differ in what is said rather than how it is said. This is surprising given the premise that in science reporting, the primary role of the journalist is to translate science into non-scientific language.

This chapter describes a yearlong seminarfocused on teaching that is offered to all incoming tenure-track [aculty at Connecticut College, a smallresidential liberal artscollege. This seminarisdistinctive because it isfacilitated by second-and tilird-ycar [acuity: Weargile that this peer-mentoting model has three distinct bCllcfits. First, it avoids many of the pitfalls identified with traditional one-onone mcntoring. Second, it addresses thedistinctive challenges thatfacultyface at small colleges. Third, it provides a strong base for faculty to pursue the scholarship of teaching and learning (SoTL). Webelieve that ourpeer-mentoring model may wellbe adaptable to different typesof institutions. As evidence of our [aculty'snewfoundengagement in SoTL, where previously littleor flO critical attention waspaid to teaching; program participants have made presentations and run workshops 01/ our own campus and at regional and national conjerences, have begun to serve 01/ teaching committees within theirdisciplinary organizations. ami havegOl/e Ofl topublish their pedagogical workin a varietyofnational publicatiol/s, botli disciplinary and tcachingjocused.A t the Connecticut College Center for Teaching and Learning (CTL), we started out with the simple idea of giving more than mere lip service to the notion of the importance of teaching. Part of the original mandate of the CTL was to support new faculty-a straightforward if potentially paternalistic 327 328 To Improve theAcademy idea. Although the amount and kind of teaching experiences that incoming facuIty bring to Connecticut College vary widely, all faculty face the challenge of teaching in a new environment. New faculty have undergone graduate training at large research universities where the type of teaching demonstrated is not necessarily a good fit in the classrooms of small liberal arts institutions. They may be assigned to teach new and unfamiliar courses. There are also new contexts for their work in the classroom, in their departments, and in the college as a whole.Since 1998, Connecticut College's Christian A. Johnson Teaching Seminar for Incoming Faculty has been supporting faculty in their roles as teachers, scholars, and community members and has addressed those challenges that face new faculty members through a regularly scheduled sequence of meetings.I Our peer-mentoring model uses second-and third-year faculty as well as the CTL's director and faculty fellow to lead monthly seminars on topics such as local campus culture, course design, active learning, learning styles, diversity and power in the classroom, and balancing the many demands of campus life. Cohorts of new faculty-no longer isolated in their buildings and departments-are forming bonds and transforming the teaching culture at our college. Teaching has become something not only valued but also shared and discussed.After describing the basics of our yearlong seminar, we will discuss the ways in which our peer-mentoring model addresses many of the challenges new faculty face at smaller institut...

The notable growth of faculty development programs and centers at small institutions warrants attention before their next stages of growth. We aim to capture and convey the central issues coalescing around the professionalization of teaching and learning activities and the work of faculty developers at small colleges. While this descriptive review draws direct comparisons to other types of institutions, particularly large research and comprehensive universities that serve as the norm for our profession's faculty development practices, its main purpose is to address the distinctive characteristics of professional development at small colleges in general and liberal arts colleges in particular. Toward this end, we identify and explore four key issues: the characteristics and traditions related to teaching and learning in these institutional settings; the models and structures for teaching and learning programs at such colleges; the distinctive components of successful faculty development work at such institutions; and the broad applications that small college programs have for other institutional types and the future of our profession.

Gegenläufig zu vielfachen Tendenzen der Entsolidarisierung im Zuge neoliberaler Umbrüche entstehen gegenwärtig neue Formen der Solidarität, die (teils) traditionelle Grenzen überschreiten. Diese lassen sich angemessen verstehen, wenn man erstens in historischer Perspektive Unterschiede und Überschneidungen zu Begriffen wie Hilfe, Utopie oder Solidarismus analysiert. Zur Rekonstruktion der Rede über Solidarität helfen zweitens fünf Begriffskontinuen, innerhalb derer sich die Diskussion aktuell bewegt. Diese Kontinuen schärfen den Blick auf Annahmen und Begrenzungen des Diskurses. Der Beitrag argumentiert vor diesem Hintergrund für ein praxeologisches Verständnis von Solidarität. Gerade politische Praktiken der Solidarität haben das Potenzial, bestehende Strukturen und Diskurse zu kritisieren und Wege für eine Transformation der Gesellschaft aufzuzeigen, ohne in bloße Sozialromantik zu verfallen.

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