This innovative practice full research paper explores the role of the instructional team in supporting teamwork within a large, project-based course for first-year cybersecurity students. The study investigates how instructional teams can enhance collaboration and problem-solving skills critical for student success. Guided by two research questions, the study examines: (1) How do students perceive the effectiveness of instructional team support in facilitating teamwork? and (2) What aspects of instructional support shape students' collaboration experiences? At semester's end, 141 students completed a survey reflecting on their teamwork experiences and the instructional team's role. Thematic analysis of the qualitative responses revealed that students highly valued clear guidelines and expectations provided by the instructional team, which improved assignment understanding and coordination. Constructive feedback helped students refine their work, particularly on team milestones. Responsiveness and timely communication were frequently praised, with students noting the importance of quick, helpful replies. The instructional team also assisted with conflict resolution and interpersonal challenges, ensuring a productive team environment. Office hours were especially important for interpreting feedback and improving outcomes. Additional support included teaching teamwork strategies and offering emotional encouragement, which students found motivating. However, students suggested improvements such as clearer, more actionable feedback, refined rubrics, additional templates or examples, and more proactive outreach. These findings underscore the critical influence of a responsive instructional team in fostering collaboration in projectbased learning. By addressing students' feedback, instructional teams can more effectively support the development of essential teamwork and professional skills in STEM education.

This study explored the Norwegian media's coverage (2015-2022) of the discovery of the wreck of a slave ship in 1974 and how this coverage related to contemporary antiracist issues such as Black Lives Matter, the Rhodes Must Fall movement, and the murder of George Floyd. A content analysis was applied to 16 of a total of 24 newspaper articles (online and print versions) informed by critical discourse analysis and tenets of critical race theory. Findings indicate that the overarching objective appears to be documenting the facticity of the Danish-Norwegian slave trade, with a particular focus on the significant role played by Norwegians. The journalists assume the role of archaeologists in making a historical inventory of this epoch. It is argued that, while the above is laudable given the miasma of ignorance surrounding the role of Norwegians in the slave trade, the coverage fails to take cognizance of the over 11% of black and brown Norwegians of African and Asian extraction in whose eyes Norwegian culpability in the slave trade is treated as an isolated compartmentalized historical event dislocated from contemporary antiracist struggles and the racial microaggressions of the everyday that are left unaddressed.

Compton-Lilly and colleagues respond to recent critiques of their viewpoint article, Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading-published in The Reading Teacher. We first respond to specific concerns raised by our critics. We then discuss recent legislation being enacted in statehouses across the United States that does not reflect current research. Finally, we reiterate two preeminent concerns that were not addressed by our critics: (1) instruction must be responsive to readers and (2) teachers must bring a vast range of expertise to competently serve readers who bring multifaceted literate and experiential knowledge to texts. Reiterating concerns raised by other readings scholars, we worry that attending to microdimensions of arguments creates false binaries, obfuscates important areas of agreement, and distracts attention from what truly matters: children.

The recent dissemination of selective research findings related to reading privileges a narrow body of reading scholarship and a singular, unproven solution—teaching phonics. We offer a research‐based correction by presenting two compelling bodies of research to argue that reading instruction must be responsive to individual children. While this confluence of complexity does not deny the importance of phonics, it highlights the significant findings related to: (1) the brain and reading, and (2) the systematic observation of young readers. We argue that reductive and singular models of reading fail to honor the cultures, experiences, and diversity of children. This confluence of research findings reveals an unequivocal need for caution as states, universities, schools, and teachers adopt assumedly universal and narrow approaches to teaching reading.

CULTIVATING A GLOBAL MINDSET IN FIRST YEAR CYBERSECURITY STUDENTS THROUGH INTERNATIONALIZATION OF CURRICULUM

Intercultural competence has taken on renewed importance due to the increasingly diverse nature of work environments. The prevalence of virtual and remote teams in recent years has also contributed to the growing need for an interculturally trained workforce. There is a demand for graduates to be able to effectively work with those from cultures and backgrounds different from their own. Several higher education institutions in the United States have responded to this by first assessing their students using various assessments to determine their intercultural competence. Universities have further incorporated concepts of intercultural competence into their regular curriculum of study with the goal of equipping students with the skills to be successful in intercultural environments. This study is situated in a STEM classroom at the Polytechnic Institute of a large midwestern university. This study also attempts to address the dearth of literature pertaining to intercultural development in STEM fields with a specific focus on the cybersecurity discipline. This study is guided by the research question, how can intercultural competence be characterized for students enrolled in a first-year introductory cybersecurity course? The students enrolled in this course were provided trainings using portable intercultural learning modules (PIMs) focused on productive conflict management as well as the cultural influences on the intent and impact of communication practices. A rubric adapted from the behavioral rubric of Intercultural Skills Development was used to score 50 student reflections following the aforementioned intercultural training. The data was analyzed using a mixed-methods approach. Descriptive statistical analyses were conducted to understand the overall intercultural gains for all students. Furthermore, hierarchical clustering was used to analyze the data. The clustering algorithm helped to divide the students into two clusters, with one displaying high intercultural competence and the other exhibiting low intercultural competence. In addition, patterns of intercultural competence were disclosed in the form of sample quotes from the student reflections. Overall, the results are encouraging as they add to the body of literature at the intersection of cybersecurity education and intercultural competence.

ContextThe population of Norwayw as 5.29 million in the last quarter of 2017,with immigrants, that is, first and second generation, comprising1 7. 3% of the total.⁵The capital city,O slo, wasr egistered with ap opulation of 673,468 with 33.1 %c omingf rom immigrant backgrounds.T he highest categories obtained for immigrants from Pakistan (22,000), followed by Poland, Somalia, Sweden (13,000 -14,000) and Iraq respectively, accordingt oS tatistics Norway.⁶Due to the ragingc ivil war, the highestd emographic growth has been among refugees from Syria: "At the beginning of 2017,there were20,800 immigrants from Syria, while the corresponding figure for the previous year was 9,700."⁷As this study was conducted in Oslo, and pertinent to the topic of antisemitism is the skewed distribution of certain ethnic groups to which we shallr eturn to later.While the total percentageo fi mmigrantsi sa t3 3.1% for Oslo, Figure 1s hows that immigrants tend to cluster around the northeast and southeast regions of the capital.Districts such as Alna, Grorud, and Stovner,which are often referred to collectivelya sG roruddalen, and Søndre Nordstrand, all in dark redo nt he map, have over 50 %w ith immigrant backgrounds.While the two regionsc omprise 27 %o fO slo'sp opulation, 98 %o ft he residents have immigrant backgrounds from countries such as Pakistan, Somalia, Poland,I raq, and Eritrea to name the most prominent.⁸ Cf. ibid., 22.  Cf. "KeyF iguresf or the Population," Statistics Norway, last updatedM arch1 4, 2018, https:// www.ssb.no/en/befolkning/nokkeltall/population. Cf. "Kommune fakta Oslo" [Facts on Municipality Oslo],

Few interventions addressing student wellbeing have been designed or evaluated specifically with doctoral students in mind despite the doctoral experience being distinct from that of other students. We therefore explore the benefits of interventions designed specifically to address a key source of stress or anxiety for doctoral students, namely thesis writing. This research uses a mixed-methods approach to explore the ways in which doctoral thesis writing support sessions, in the form of writing workshops or writing retreats, can reduce the stress and anxiety associated with thesis writing specifically or academic writing more generally. Firstly, we quantified the reduction in writing related stress and anxiety associated with workshop participation using a survey completed before and after workshop attendance. Subsequently, we gathered student experiences of workshop participation through focus group interviews. Survey responses showed a clear reduction in participants’ levels of stress and anxiety related to thesis writing and focus group respondents described many clear benefits of participating in writing support sessions. We conclude that participation in thesis writing workshops and writing retreats is a valuable strategy for reducing stress and anxiety associated with thesis writing. The sense of empowerment and confidence that comes from discussing thesis writing in a supportive environment with others in the same situation, and the opportunity to experiment with new tools and strategies, is very valuable for improving the wellbeing of doctoral students.

Hazardous materials (HAZMAT) released into the atmosphere pose both an immediate and chronic risk to human health. Characteristic examples include the Sarin gas terrorist attacks in Japan (1995), the infamous chemical accidents of Bhopal, India (1984) and Seveso, Italy (1976), such nuclear disasters as Fukushima (2012), and the recent use of chemical weapons and nerve agents in Syria (2013-2018). A prompt and accurate prediction of the whereabouts of the HAZMAT and a forecast of its dispersion and deposition are important to enable responders to undertake appropriate mitigation strategies and extract people from affected regions. Hazard predictions, however, require accurate knowledge of the release parameters (the so-called source term), as well as the local meteorological information. In many situations, this information is unknown or highly uncertain. HAZMAT sensor readings will indicate the presence of HAZMAT, and this must be turned rapidly into a warning to ensure the safety of personnel in the vicinity. This currently requires either a static network of pre-deployed sensors, which can be costly and necessitates substantial planning, or the manual collection of sensor measurements, e.g., using handheld devices and HAZMAT suits, which can be time-consuming and places personnel at risk.