This study demonstrates the positive impact of peer review and a multisemester writing capstone on inquiry, science literacy, and critical thinking skills.

This case study on nine bilingual teachers in Texas during their first year in a graduate education program examines both the development of critical consciousness among the educators and the ways in which critical consciousness shapes how these teachers come to understand their roles as teachers and leaders of a sociopolitically marginalized student group and community. Our analysis supports the proposition that teacher leadership programs can influence the development of social justice leadership, and it suggests that engaging teachers in certain types of structured learning opportunities can promote risk taking and a willingness to assume responsibility through the development of a sense of agency and efficacy.

The COVID-19 pandemic and the migration to online learning have presented unique challenges to undergraduate research, reducing opportunities to participate in highimpact practices, including in-person summer research programs. To mitigate some of these effects, Loyola Marymount University adapted its summer undergraduate research program, traditionally held as a six-week program on campus, to a remote structure. This article describes methods for migrating an existing program online and utilizes a mixed-methods approach to analyze student satisfaction and self-perceived changes in transferable knowledge and life skills and confidence in research ability. The data supported the hypothesis that a virtual summer research program can provide meaningful student research experiences, supportive relationships with faculty mentors, and an increase in students’ desire to pursue research opportunities in the future.

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