Experts Matter. Find Yours.
Connect for media, speaking, professional opportunities & more.
Measuring how teachers' emotions can impact student learning
University of Delaware professor Leigh McLean has developed a new tool for measuring teachers’ emotional expressions and studying how these expressions affect their students’ attitudes toward learning. McLean uses this tool to gather new data showing emotional transmission between teachers and their students in fourth-grade classrooms. McLean and co-author Nathan Jones of Boston University share the results of their use of the tool in a new article in Contemporary Educational Psychology. They found that teachers displayed far more positive emotions than negative ones. But they also found that some teachers showed high levels of negative emotions. In these cases, teachers’ expressions of negative emotions were associated with reduced student enjoyment of learning and engagement. These findings add to a compelling body of research highlighting the importance of teachers’ and students’ emotional experiences within the context of teaching and learning. “Anyone who has been in a classroom knows that it is an inherently emotional environment, but we still don’t fully understand exactly how emotions, and especially the teachers’ emotions, work to either support or detract from students’ learning,” said McLean, who studies teachers’ emotions and well-being in the College of Education and Human Development’s School of Education (SOE) and Center Research in Education and Social Policy. “This new tool, and these findings, help us understand these processes more precisely and point to how we might provide emotion-centered classroom supports.” Measuring teacher and student emotions McLean and Jones collected survey data and video-recorded classroom observations from 65 fourth-grade teachers and 805 students in a Southwestern U.S. state. The surveys asked participants to report their emotions and emotion-related experiences — like feelings of enjoyment, worry or boredom — as well as their teaching and learning behaviors in mathematics and English language arts (ELA). Using the new observational tool they developed — the Teacher Affect Coding System — McLean and Jones also assessed teachers’ vocal tones, body posturing, body movements and facial expressions during classroom instruction and categorized outward displays of emotion as positive, negative or neutral. For example, higher-pitched or lilting vocal tones were categorized as positive, while noticeably harsh or sad vocal tones were categorized as negative. Overall, McLean and Jones found that teachers spent most of their instructional time displaying outward positive emotions. Interestingly though, they did not find any associations between these positive emotions and students’ content-related emotions or learning attitudes in ELA or math. “This lack of association might be because outward positivity is the relative ‘norm’ for elementary school teachers, and our data seem to support that,” McLean said. “That’s not to say that teachers’ positivity isn’t important, though. Decades of research has shown us that when teachers are warm, responsive and supportive, and when they foster positive relationships with their students, students do better in almost every way. It could be that positivity works best when done in tandem with other important teacher behaviors or routines, or it could be that it is more relevant for different student outcomes.” However, they did find that a small subset of teachers — about 10% — displayed notable amounts of negative emotions, with some showing negativity during as much as 80% of their instructional time. The students of these teachers reported reduced enjoyment and engagement in their ELA classes and reduced engagement in their math classes. “We think that these teachers are struggling with their real-time emotion regulation skills,” McLean said. “Any teacher, even a very positive one, will tell you that managing a classroom of students is challenging, and staying positive through the frustrating times takes a lot of emotional regulation. Emotion regulation is a particularly important skill for teachers because children inherently look to the social cues of adults in their immediate environment to gauge their level of safety and comfort. When a teacher is dysregulated, their students pick up on this in ways that can detract from learning.” Recommendations for supporting teacher well-being Given the findings of their study, McLean and Jones make several recommendations for teacher preparation and professional learning programs. As a first step, they recommend that teacher preparation and professional learning programs share information about how negative emotions and experiences are a normal part of the teaching experience. As McLean said, “It’s okay to be frustrated!” However, it is also important to be aware that repeated outward displays of negative emotion can impact students. McLean and Jones also suggest that these programs provide specific training to teachers on skills such as mindfulness and emotion regulation to help teachers manage negative emotions while they’re teaching. “Logically, these findings and recommendations make complete sense,” said Steve Amendum, professor and director of CEHD’s SOE, which offers a K-8 teacher education program. “After working with many, many teachers, I often see teachers' enthusiasm or dislike for a particular activity or content area transfer to their students.” McLean and Jones, however, emphasize that supporting teacher well-being can’t just be up to the teachers. Assistant principals, principals and other educational leaders should prioritize teacher wellness across the school and district. If teachers’ negative emotions in the classroom result in part from challenging working conditions or insufficient resources, educational leaders and policymakers should consider system-wide changes and supports to foster teacher well-being. To learn more about CEHD research in social and emotional development, visit its research page. To arrange an interview with McLean, connect with her directly by clicking on the contact button found on her ExpertFile profile page.
NASA Grant Funds Research Exploring Methods of Training Vision-Based Autonomous Systems
Conducting research at 5:30 a.m. may not be everybody’s first choice. But for Siddhartha Bhattacharyya and Ph.D. students Mohammed Abdul, Hafeez Khan and Parth Ganeriwala, it’s an essential part of the process for their latest endeavor. Bhattacharyya and his students are developing a more efficient framework for creating and evaluating image-based machine learning classification models for autonomous systems, such as those guiding cars and aircraft. That process involves creating new datasets with taxiway and runway images for vision-based autonomous aircraft. Just as humans need textbooks to fuel their learning, some machines are taught using thousands of photographs and images of the environment where their autonomous pupil will eventually operate. To help ensure their trained models can identify the correct course to take in a hyper-specific environment – with indicators such as centerline markings and side stripes on a runway at dawn – Bhattacharyya and his Ph.D. students chose a December morning to rise with the sun, board one of Florida Tech’s Piper Archer aircraft and photograph the views from above. Bhattacharyya, an associate professor of computer science and software engineering, is exploring the boundaries of operation of efficient and effective machine-learning approaches for vision-based classification in autonomous systems. In this case, these machine learning systems are trained on video or image data collected from environments including runways, taxiways or roadways. With this kind of model, it can take more than 100,000 images to help the algorithm learn and adapt to an environment. Today’s technology demands a pronounced human effort to manually label and classify each image. This can be an overwhelming process. To combat that, Bhattacharyya was awarded funding from NASA Langley Research Center to advance existing machine learning/computer vision-based systems, such as his lab’s “Advanced Line Identification and Notation Algorithm” (ALINA), by exploring automated labeling that would enable the model to learn and classify data itself – with humans intervening only as necessary. This measure would ease the overwhelming human demand, he said. ALINA is an annotation framework that Hafeez and Parth developed under Bhattacharyya’s guidance to detect and label data for algorithms, such as taxiway line markings for autonomous aircraft. Bhattacharyya will use NASA’s funding to explore transfer learning-based approaches, led by Parth, and few-shot learning (FSL) approaches, led by Hafeez. The researchers are collecting images via GoPro of runways and taxiways at airports in Melbourne and Grant-Valkaria with help from Florida Tech’s College of Aeronautics. Bhattacharyya’s students will take the data they collect from the airports and train their models to, in theory, drive an aircraft autonomously. They are working to collect diverse images of the runways – those of different angles and weather and lighting conditions – so that the model learns to identify patterns that determine the most accurate course regardless of environment or conditions. That includes the daybreak images captured on that December flight. “We went at sunrise, where there is glare on the camera. Now we need to see if it’s able to identify the lines at night because that’s when there are lights embedded on the taxiways,” Bhattacharyya said. “We want to collect diverse datasets and see what methods work, what methods fail and what else do we need to do to build that reliable software.” Transfer learning is a machine learning technique in which a model trained to do one task can generalize information and reuse it to complete another task. For example, a model trained to drive autonomous cars could transfer its intelligence to drive autonomous aircraft. This transfer helps explore generalization of knowledge. It also improves efficiency by eliminating the need for new models that complete different but related tasks. For example, a car trained to operate autonomously in California could retain generalized knowledge when learning how to drive in Florida, despite different landscapes. “This model already knows lines and lanes, and we are going to train it on certain other types of lines hoping it generalizes and keeps the previous knowledge,” Bhattacharyya explained. “That model could do both tasks, as humans do.” FSL is a technique that teaches a model to generalize information with just a few data samples instead of the massive datasets used in transfer learning. With this type of training, a model should be able to identify an environment based on just four or five images. “That would help us reduce the time and cost of data collection as well as time spent labeling the data that we typically go through for several thousands of datasets,” Bhattacharyya said. Learning when results may or may not be reliable is a key part of this research. Bhattacharyya said identifying degradation in the autonomous system’s performance will help guide the development of online monitors that can catch errors and alert human operators to take corrective action. Ultimately, he hopes that this research can help create a future where we utilize the benefits of machine learning without fear of it failing before notifying the operator, driver or user. “That’s the end goal,” Bhattacharyya said. “It motivates me to learn how the context relates to assumptions associated with these images, that helps in understanding when the autonomous system is not confident in its decision, thus sending an alert to the user. This could apply to a future generation of autonomous systems where we don’t need to fear the unknown – when the system could fail.” Siddhartha (Sid) Bhattacharyya’s primary area of research expertise/interest is in model based engineering, formal methods, machine learning engineering, and explainable AI applied to intelligent autonomous systems, cyber security, human factors, healthcare, explainable AI, and avionics. His research lab ASSIST (Assured Safety, Security, and Intent with Systematic Tactics) focuses on the research in the design of innovative formal methods to assure performance of intelligent systems, machine learning engineering to characterize intelligent systems for safety and model based engineering to analyze system behavior. Siddhartha Bhattacharyya is available to speak with media. Contact Adam Lowenstein, Director of Media Communications at Florida Institute of Technology at adam@fit.edu to arrange an interview today.
The hidden consequences of school suspensions: Insights from 'Suspended Education'
School suspensions have long been a traditional disciplinary strategy used by educational institutions to address behavioral issues. Often perceived as a straightforward solution to handle disruptive conduct, suspensions remove the student from the school environment, theoretically allowing learning to proceed unhindered. University of Delaware sociology professor Aaron Kupchik explores school suspensions in his new book ‘Suspended Education: School Punishment and the Legacy of Racial Injustice.' He looks at how this practice is intrinsically tied to racial inequality and can have negative long-term impacts on students. He notes that beneath this seemingly effective measure, a multitude of unintended consequences lurk, some of which profoundly affect both the individual student and the broader community. And often, there is more harm than good done by this measure, particularly for students of color. Kupchik has appeared in a number of outlets including Time magazine and Delaware Public Media. He can be reached by clicking on his profile.
Digital platforms have emerged as powerful tools for people impacted by the Russo-Ukrainian War. One professor at the University of Delaware has, for over two years, provided reading resources specifically for the children whose lives have been forever changed by this conflict. Roberta Michnick Golinkoff, the Unidel H. Rodney Sharp Chair and Professor at UD's College of Education and Human Development, has developed a website with free interactive e-books, games and other resources to Ukrainian children. A nationally known expert in childhood literacy, Golinkoff worked together with developers to stock the site, Stories with Clever Hedgehog, with materials in both Ukrainian and English. The multilingual platforms allows displaced families all over the world to engage in shared reading with their children, facilitate early literacy development and promote well-being during a time of stress. In addition to enhancing learning experiences, digital platforms provide an essential sense of community and connectivity for students isolated by conflict. Golinkoff, who has appeared in numerous national outlets including NPR, ABC News and The Conversation, is available for interviews on the site as well as literacy in general. Just click her profile to get in touch.
Exploring the ripple effect: How teachers' emotions impact student engagement and learning outcomes
The classroom environment is a dynamic ecosystem where the emotional state of educators can significantly influence students' engagement and learning outcomes. In a new article published in Contemporary Educational Psychology, University of Delaware Associate Research Professor Leigh McLean offers a new tool—the Teacher Affect Coding System—for measuring teachers’ emotional expressions and studying how these expressions affect their students’ attitudes toward learning. With co-author Nathan Jones of Boston University, McLean uses this tool to gather new data showing emotional transmission between teachers and their students in fourth-grade classrooms. In the study, McLean and Jones, found that teachers displayed far more positive emotions than negative ones. But they also found that some teachers—about 10%—displayed notable amounts of negative emotions, with some showing negativity during as much as 80% of their instructional time. The students of these teachers reported reduced enjoyment and engagement in their ELA classes and reduced engagement in their math classes. Given the findings of their study, McLean and Jones make several recommendations for teacher preparation and professional learning programs. As a first step, they recommend that teacher preparation and professional learning programs share information about how negative emotions and experiences are a normal part of the teaching experience. As McLean said, “It’s okay to be frustrated!” McLean is available for interviews on the study, the tool and how teachers can help mitigate this effect. Click on her profile to contact her.
Canada’s RRSP Program Has Too Many Jobs
Summary: Since its inception in 1957, the Registered Retirement Savings Plan (RRSP) has been a cornerstone of Canada’s retirement system. However, the RRSP has taken on roles far beyond its original mandate, notably through the Home Buyers’ Plan (HBP) and the Lifelong Learning Plan (LLP). Although these programs provide short-term benefits, they significantly damage the long-term health of Canadians' retirement savings. This article explores how these additional roles are sabotaging retirement savings, highlights statistics about the state of RRSPs today, and discusses the disastrous impact these trends will have on future retirees. While listening to a recent economic presentation by Don Drummond, TD Bank's Chief Economist at the Mortgage Professionals Canada conference, the following stat stood out to me: "Median RRSP savings are $146K (RRSPs have been in existence for 6 decades)" I was stunned by how low this value was. Even with a government pension, in today's economic climate, to achieve a successful retirement, we need more than $146K saved. This prompted me to explore how the average value of RRSPs in Canada could be so low after some of us have had as much as 60 years to save. The average senior aged 65 in Canada receives $18,197 per year from OAS and CPP. If qualified for GIS, they would receive another $15,186 annually, for a total of $33,338 annually. This isn't much income, especially for homeowners who must pay for property taxes, utilities, upkeep, and maintenance. How it All Began At inception, the RRSP was called a Registered Retirement Annuity and was created in 1957. At the time, Canadians could contribute up to 10% of their income to a maximum of $2,500 annually. The goal was to give all Canadians the same tax benefits as members of registered employer-sponsored pension plans. Benefits of the RRSP Plan 1. Tax-Deferral: Contributions to an RRSP are tax-deductible, which can reduce your tax bill. 2. Tax-Free Growth: Your savings grow tax-free while the money is in the plan. 3. Retroactive: You can carry forward any unused contribution room to future years. The Multitasking Disaster Studies show that people are dreadful at multitasking; the same is true of government programs. Here is where the program went wrong. In 1992, the Home Buyer’s Plan (HBP) was made more flexible, which allowed first-time homebuyers to withdraw RRSP funds to buy a house. Then, in 1999, the Lifelong Learning Plan (LPP) was introduced, which permitted withdrawals to pay for education. The Home Buyers' Plan (HBP) was not introduced in 1957 alongside the Registered Retirement Savings Plan (RRSP) creation. Instead, the HBP was introduced in 1992 as a federal initiative to help Canadians buy their first homes by allowing them to withdraw funds from their RRSPs without tax penalties as long as they met specific conditions. Here's a timeline of crucial HBP withdrawal limits since its inception: Timeline of HBP and LLP Withdrawal Limits: 1992 - Introduction of the HBP • Maximum Withdrawal Limit: $20,000 per individual. • Purpose: To help first-time homebuyers purchase or build a home. 1999 – Introduction of Lifelong Learning Plan (LLP) • The annual withdrawal limit is $10,000 per individual • The lifetime withdrawal maximum is $20,000 per individual 2009 - First HBP increase • New Limit: $25,000 per individual. • The increase was introduced as part of federal budget changes to reflect rising housing costs. 2019 - Second HBP Increase • New Limit: $35,000 per individual. • Announced in the 2019 federal budget to support affordability for first-time homebuyers. 2019 -HBP Enhancement for Life Events • The HBP was expanded to allow individuals experiencing a marriage or common-law partnership breakdown to participate, even if they were not first-time homebuyers. 2024 - Recent increase • New Limit: $60,000 per individual. • The increase was introduced as part of federal budget changes to reflect rising costs. A Flawed Strategy The Home Buyers' Plan (HBP) and Lifelong Learning Plan (LLP) were introduced in Canada as tools to make housing and education more accessible. While well-intentioned, these programs effectively allow individuals to borrow from their future retirement savings—a strategy that can have significant negative consequences. Ask any high school economics student, and they will tell you that compromising two of the three main elements (principle and time) in investing growth will lead to a disappointing return. Here is the formula: principle X interest + time = compounded return. Are We Borrowing From the Future to Pay for Today? The Problem with the Home Buyers’ Plan (HBP): Addressing Housing Affordability at the Expense of Retirement The HBP permits individuals to withdraw up to $60,000 from their RRSP to buy a first home. In an environment of rising house prices, this measure may help buyers cobble together a down payment, but it drains retirement funds. The funds are unavailable to grow tax-free over decades, diminishing the compounding returns essential for retirement security. The Problem with the Lifelong Learning Plan (LLP): Financing Education by Sacrificing Retirement The LLP allows up to $20,000 in RRSP withdrawals to fund education, which can help individuals upskill. However, education often doesn’t yield immediate returns, and the withdrawn funds lose their growth potential, including the compounded returns. Why This Harms Future Retirees Issue #1: Loss of Compounding Growth Withdrawals disrupt the power of compounding, which is vital for retirement savings. For example, $35,000 left in an RRSP for 25 years at a 6% annual return could grow to over $150,000. If that same $35,000 were withdrawn 15 years ago and repaid over the same period as required by the HBP program, it would be worth $54,311, a loss of $95,689 Issue #2: Repayment Struggles While repayments are required, life’s expenses (mortgage, childcare, loans) often make it hard to repay on schedule. Failure to repay means the amount withdrawn is added to taxable income, further reducing the effectiveness of the programs. Issue #3: Insufficient Savings Most Canadians are already under-saving for retirement. Encouraging them to dip into their RRSPs exacerbates this shortfall. Two Different Problems. One Harmful Solution Housing Affordability Rising house prices are driven by supply-demand imbalances, speculation, and policy failures—not a lack of down payments. Increasing the HBP withdrawal limit does nothing to address the root causes of affordability, but it may drive prices higher by giving buyers more purchasing power. Retirement Security Retirement savings should be preserved and grown to ensure financial stability in later years. Programs like HBP and LLP blur the line between short-term needs and long-term planning. Why Would our Government Do This? Political Expediency Housing affordability and access to education are politically sensitive issues. Allowing individuals to tap into their RRSPs is a cost-neutral policy for the government (unlike direct subsidies or programs). Policies like these help politicians get elected or stay in office. And in proper political form, these policies only tell half the story. Vote for us because we will help you buy your first home, which is a great campaign strategy. Vote for us because we will make it look like we help you buy your first home when, in fact, we will set up a program that will allow you to borrow from yourself at the cost of your retirement, which is political suicide. Short-Sighted Economic Policies Policymakers may believe that homeowners and educated individuals are more financially secure, even if their retirement savings are compromised. The logic might be that owning a home or having better job prospects could mitigate future hardship. Assuming Home Equity is a Safety Net The government might assume that homeownership ensures financial stability in retirement. However, this overlooks that rising housing costs often mean seniors have high debt levels or are "house rich but cash poor." The Bigger Problem with the HBP and LLP Programs: No Warnings or Education Given to Canadians Neither the HBP nor the LLP adequately informs individuals of the long-term consequences of their decisions. To make matters worse, the participants of these programs will likely realize the impact once it is too late to take action. People considering retirement are often in their late 50s to early 60s, past their prime saving years. Borrowing from retirement accounts may seem like “borrowing from yourself,” but this lost growth can never be recouped. Many Canadians are not well enough informed to assess these trade-offs, leading to decisions that harm their financial future. In Case You’re Thinking, These Seniors Have Inadequate Savings - But at They At Least their Homes. The HBP and LLP programs may reflect a government view that seniors would be better off owning a home than relying solely on inadequate savings. But this is flawed for a number of reasons: A home is not a liquid asset—it cannot pay for groceries or healthcare. Also, Seniors with insufficient retirement savings often need help with financial distress despite owning property. They sometimes need reverse mortgages or sell their homes out of desperation. An Unfortunate Misguided Solution Rather than “quick fixes” that appear to solve immediate challenges while creating long-term problems, the Federal government should instead focus on longer-term, systemic solutions For housing: Governments need to curb speculative investments and provide targeted assistance for first-time buyers. Plus they need to focus on programs that increase housing supply, such as income tax incentives for homeowners to build accessory dwelling units (ADUs). These units could be rented out or used for caregivers. Or adopt a policy allowing first-time home buyers to not pay tax on their first $250,000 of income. First-time home buyers could use the tax savings as a down payment. For Education: Governments need to expand grant programs and low-interest loans to prevent reliance on retirement funds. This will not only help us increase the number of skilled workers to fill critical gaps in vital sectors such as technology, healthcare engineering and the trades. It will also contribute to a higher GDP and build a more sustainable tax base for future generations. Encouraging Canadians to steal from their future is not a sustainable strategy. Retirement savings should be viewed as sacred - not a piggy bank for solving unrelated issues. Don’t Retire … Re-Wire! Sue
Babies whose mothers took kale or carrot capsules when pregnant responded more favourably to these smells The research shows that the process of developing food preferences begins in the womb, much earlier than previously thought The research follows up on an earlier study Babies show positive responses to the smell of foods they were exposed to in the womb after they are born, according to a new study. The findings, led by Durham University, UK, could have implications for understanding how healthy eating habits might be established in babies during pregnancy. The research included scientists from Aston University, UK, and the Centre national de la recherche scientifique (CNRS) and University of Burgundy, France. It is published in the journal Appetite. Researchers analysed the facial expressions of babies who had been repeatedly exposed to either kale or carrot in the womb after birth. Newborns whose mothers had taken carrot powder capsules when pregnant were more likely to react favourably to the smell of carrot. Likewise, babies whose mothers had taken kale powder capsules while pregnant reacted more positively to the kale scent. Research co-lead author and supervisor Professor Nadja Reissland, of the Fetal and Neonatal Research Lab, Department of Psychology, Durham University, said: “Our analysis of the babies’ facial expressions suggests that they appear to react more favourably towards the smell of foods their mothers ate during the last months of pregnancy. Potentially this means we could encourage babies to react more positively towards green vegetables, for example, by exposing them to these foods during pregnancy. “In that respect, the memory of food the mother consumes during pregnancy appears to establish a preference for those smells and potentially could help to establish healthy eating habits at a young age.” This study is a follow-up to a 2022 research paper where the researchers used 4D ultrasound scans at 32 and 36 gestational weeks to study foetal facial expressions after their pregnant mothers had ingested a single dose of either 400mg of carrot or kale capsules. Foetuses exposed to carrot showed more “laughter-face” responses while those exposed to kale showed more “cry-face” responses. For the latest study, the researchers followed up 32 babies from the original research paper – 16 males and 16 females – from 36 weeks gestation until approximately three weeks after birth. Mothers consumed either carrot or kale capsules every day for three consecutive weeks until birth. When the babies were about three weeks old, the research team tested newborns’ reactions to kale, carrot, and a control odour. Separate wet cotton swabs dipped in either carrot or kale powders, or water as the control, were held under each infant’s nose and their reaction to the different smells was captured on video. The babies did not taste the swabs. Scientists then analysed the footage to see how the newborns reacted and compared these reactions with those seen before the babies were born to understand the effects of repeated flavour exposure in the last trimester of pregnancy. The research team found that, from the foetal to newborn period, there was an increased frequency in “laughter-face” responses and a decreased frequency in “cry-face” responses to the smell the babies had experienced before birth. Humans experience flavour through a combination of taste and smell. In foetuses, this happens through inhaling and swallowing the amniotic fluid in the womb. Research co-lead author Dr Beyza Ustun-Elayan carried out the research while doing her PhD at Durham University. Dr Ustun-Elayan, who is now based at the University of Cambridge, said: “Our research showed that foetuses can not only sense and distinguish different flavours in the womb but also start learning and establish memory for certain flavours if exposed to them repeatedly. This shows that the process of developing food preferences begins much earlier than we thought, right from the womb. By introducing these flavours early on, we might be able to shape healthier eating habits in children from the start.” The researchers stress that their findings are a baseline study only. They say that longer follow-up studies are needed to understand long-term impacts on child eating behaviour. They add that further research would also need to be carried out on a larger group of infants, at different points in time. They say that the absence of a control group not exposed to specific flavours makes it challenging to fully disentangle developmental changes in the babies from the effects of repeated flavour exposure. Future research should also factor in post-birth flavour experiences, such as some milk formulas known to have a bitter taste, which could impact babies’ responses to the smell of bitter and non-bitter vegetables. The research involved the children of white British mothers, and the researchers say that future studies should be widened to explore how different cultural dietary practices might influence foetal receptivity to a broader array of flavours. Research co-author Professor Jackie Blissett, at Aston University’s School of Psychology, said: “These findings add to the weight of evidence that suggests that flavours of foods eaten by mothers during late pregnancy are learnt by the foetus, preparing them for the flavours they are likely to experience in postnatal life.” Research co-author Professor Benoist Schaal, National Centre for Scientific Research (CNRS)-University of Burgundy, France said: “Foetuses not only detect minute amounts of all types of flavours the mothers ingest, but they overtly react to them and remember them while in the womb and then after birth for quite long times. In this way, mothers have an earlier than early teaching role, as the providers of the infant’s first odour or flavour memories.” Visit https://doi.org/10.1016/j.appet.2025.107891 to read the full research paper in Appetite.
The ethics of using AI in academic writing: Opportunities and challenges in education
A major topic buzzing around educational circles right now is the use of AI in academic writing. With AI tools becoming more sophisticated, students and educators find themselves navigating a new academic landscape. It’s both exciting and daunting. Joshua Wilson, an associate professor of education at the University of Delaware, can discuss this landscape. Drawing on his research in automated writing evaluation (AWE), Wilson explores how AI tools – particularly generative AI – can transform the teaching and learning of writing by supporting critical thinking and knowledge transformation. He emphasizes that AI can help writers overcome lower-level constraints, such as grammar and organization, enabling deeper reflection and metacognitive engagement. Additionally, AI tools hold promise for helping students structure their thoughts and ideas, serving as valuable aids in organizing ideas before they begin writing. Thus, making writing more accessible and less intimidating for learners at all levels. However, he cautions that the value of AI depends on its thoughtful integration into educational practices, alignment with learning theories, and addressing challenges such as equity, feedback accuracy, and ethical use. He provides actionable insights for educators, researchers, and policymakers on how AI can enhance writing instruction, critical thinking and accessibility while avoiding potential pitfalls. Wilson has appeared in publications including The Washington Post, The Baltimore Sun and The Philadelphia Inquirer. To speak with Wilson further about AI and writing, click on his profile.
Richard Turner Conducts Workshop on Florida’s Shallow-Water Echinoderms
Richard Turner, professor emeritus of biological sciences, ran the Florida Association of Aquatic Biologists’ Fall 2024 Marine Taxonomy Workshop in November alongside Janessa Fletcher from the Florida Fish and Wildlife Conservation Commission. Over four days, they taught attendees how to identify Florida’s many shallow-water echinoderms. Florida’s coastal areas host more than 210 species of shallow-water echinoderms, which are seafloor animals such as starfish, sea urchins and sand dollars. They are often a dominant presence in marine ecosystems, Turner said. The workshop included six presentations that broke down the characteristics of each individual species followed by a chance to examine and practice identifying both Turner’s and Fletcher’s collections of specimens. Attendees came from a variety of workplaces, including environmental consulting firms, museums and state agencies responsible for identifying seafloor animals collected in surveys and for conducting dietary studies of marine fish. The workshop, which happened at University of Tampa Marine Science Center, was organized by Florida Tech alum David Karlen ‘93. While Turner wasn’t his advisor, he said he hired Karlen to help study echinoderms that were collected off the east coast of Florida during Project SEAMAP in the 1980s. If you're interested in learning more about shallow-water echinoderms like starfish, sea urchins and sand dollars or a reporter looking to speak with Richard Turner - simply contact Adam Lowenstein, Director of Media Communications at Florida Institute of Technology at adam@fit.edu to arrange an interview today.
Florida Tech’s Pallav Ray Seeks to Improve Accuracy of Rainfall Predictions During Monsoon Season
Growing up in Kolkata, India, Pallav Ray recalls hot spring days leading up to summer’s monsoon season. Temperatures sat above 35 degrees Celsius (95 degrees Fahrenheit), rarely falling below that. When it rained, however, that’s when he could find relief – often by walking barefoot on the cool ground. Now an associate professor of ocean engineering and marine sciences at Florida Tech, Ray studies tropical climate dynamics and their variability using observations, models and theory. His paper, “Rain‐Induced Surface Sensible Heat Flux Reduces Monsoonal Rainfall Over India,” was published in Geophysical Research Letters and highlights research he said was inspired by his childhood in India’s hot climate. His research, funded by the National Oceanic and Atmospheric Administration (NOAA), found that including a variable that is often neglected by climate models could improve the accuracy of rainfall predictions. In turn, that could help agriculture industries better prepare for regional irrigation and flooding during monsoon season. Ray’s climate modeling research spans across the globe, from India, to Chicago, Ill., and most recently the Indo-Pacific Maritime Continent archipelago, which includes countries such as Indonesia and New Guinea. The variable, notated as “Qp,” represents precipitation-induced sensible heat flux, which is a component of surface energy that influences precipitation. It essentially accounts for how precipitation cools land surface temperatures. Qp is calculated using a formula accounting for the specific heat of rainwater, density of rainwater, the rate of rain, surface temperature and the temperature of raindrops when they hit the surface. This variable is important, Ray explained, because the temperature of raindrops is typically cooler than the temperature of the surface, so when it rains, the surface cools down. During monsoon season, land is warm and the ocean is cooler, which pushes moist air from the ocean to the land. The higher the temperature difference between the land and the ocean, the stronger the monsoon because it brings more moisture, Ray explained. In testing Qp, Ray and his team of researchers ran simulations investigating the variable’s role on precipitation. They found that when incorporating it, not only is anticipated precipitation reduced by up to 5% – which he says is a significant reduction – but the models also reflect changes in the spatial distribution of precipitation. “The moment we include that term, it cools down the surface, land surface. The temperature difference is smaller between the land and the ocean,” Ray said. “That reduces the overall precipitation overland because now less moisture is coming from the ocean.” In India, Ray explained, most models, overestimate precipitation. His results generated predictions that were much closer to observed rainfall. He says that inclusion of this variable in common climate models could influence India’s regional agriculture and irrigation strategies. According to Ray, rainfall is closely tied to the India’s industries, especially agriculture. He said the variable may have the greatest impact on seasonal rainfall predictions, which happen months in advance and determine how the country approaches its agricultural practices. Policymakers rely on seasonal rainfall predictions to anticipate and plan for summer monsoons, and the money allocated to deal with excess rainfall is “tremendous,” he said. “If you can do a seasonal prediction a few months in advance and your precipitation actually changed by 5%, it’ll change whether you’ll have an excess year versus you’ll have a deficit year,” Ray said. “I think that’s where the main, major impact is.” In his future research, Ray would like to explore how Qp would impact climate models over urban areas here in Florida. If you're interested in learning more about predicting monsoons and the other fascinating research Pallav Ray is doing at Florida Tech - simply contact Adam Lowenstein, Director of Media Communications at Florida Institute of Technology at adam@fit.edu to arrange an interview today.