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The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings. “gPortfolios” are public (to the class) pages where students write responses to carefully constructed engagement routines. Students then discuss their work with instructors and peers in threaded comments. gPortfolios usually include engagement reflections, formative self-assessments and automated quizzes. These assessments support and document learning while avoiding instructor “burnout” from grading. gPortfolios can be implemented using Google Docs and Forms or any learning management system.

The authors report practical insights gained from design-based implementation research. This research explored the late Randi Engle’s principles for productive disciplinary engagement and expansive framing. Engle used current theories of learning to foster student discussions that were both authentic to the academic discipline at hand and productive for learning. This research also used new approaches to assessment to support Engle’s principles. This resulted in a comprehensive approach to online instruction and assessment that is effective and efficient for both students and teachers.

The approach “frames” (i.e. contextualizes) online engagement using each learners’ own experiences, perspectives and goals. Writing this revealed how this was different in different courses. Secondary biology students framed each assignment independently. Secondary English and history students framed assignments as elements of a personalized capstone presentation; the history students further used a self-selected “historical theme.” Graduate students framed each assignment in an educational assessment course using a real or imagined curricular aim and context.

Engle’s ideas have yet to be widely taken up in online education.

The purpose of this paper is to share lessons learned and tools developed that teachers can use to build pedagogically sound online courses. Transitioning to online instruction is not learning to teach all over again, and it does not have to feel that way either. Through the lens of three common questions new online teachers ask, the principal of a university-run online high school offers practical advice for transforming current pedagogical practices into effective online teaching. This transformation is structured with an innovative “multi-level” approach to assessment. This structure helps organize the transformation, letting teachers focus on building and/or maintaining crucial relationships and meaningful learning experiences with their students.

An innovative assessment lens structures the transformation of practices from brick-and-mortar to online settings, clearing the opacity of the online teaching context so that teachers can return their focus building relationships and meaningful learning experiences with their students.

The paper offers immediately-implementable strategies for designing online courses that facilitate relationship building, meet curricular goals, and are pedagogically sound.

Teachers can adapt the tools, resources, and advice included in this paper to fit their unique teaching needs as they move to online teaching contexts.

This paper uses the pedagogical model and assessment lens developed by the university-run high school and its principal to offer unique, practically implementable strategies for transitioning from brick-and-mortar to online teaching in this tumultuous time.

This paper aims to highlight the importance of soft skills for leadership and offers recommendations for soft skill development training for the next generation of leaders.

An integrated review of current research literature was conducted on management, leadership and soft skills to develop recommendations for integrating the development of soft skills in leadership development training protocol.

A one-size-fits-all approach does not work for soft skills development or measurement. Each soft skill is defined differently and should be assessed based on different behavioral actions. Progress in this area of measurement development will make a great impact on the use of soft skills. The development of assessment tools for the different soft skills across professional disciplines is assumed to enhance other aspects of transformational leadership such as coaching and mentoring.

Current strategies for the assessment and measurement of soft skills present an obstacle for including these skills in current leadership training models.

The paper includes implications for the development of soft skills for the next generation of leaders and offers recommendations for integrating the development of soft skills in leadership training programs.

This paper fulfills an identified need to study how soft skills can be measured and assessed. This is important given that specific skills vary across professional disciplines and organizational contexts.

An existing tension in sociological and criminological research with young people is the need to seek parental consent for research participation, while acknowledging that providing parents with descriptions of the research may put youth in precarious positions. This is particularly true when discussing sensitive topics such as interpersonal violence, gang involvement, and/or LGBTQ identity. One mechanism to maximize research participant protections while still preserving their privacy is to utilize independent youth advocates during the consent and research processes, sometimes by sampling with the assistance of youth-serving community agencies. Although such arrangements can be mutually beneficial for research participants, scholars, and the agencies themselves, concerns about strain on agency staff, ownership of data/results, how to engage in meaningful collaboration, conflicts of interest, funding, and other related issues also exist. This chapter draws from our recent investigation of the social worlds of urban LGBTQ youth to discuss the ethical and practical considerations of utilizing the assistance of youth advocates and community agencies. We also articulate how the case for utilizing youth advocates can be made to university Institutional Review Boards (IRBs) by directly citing the federal guidelines regarding research with minors.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

New technologies allow for efficient dissemination of scientific knowledge objects (SKOs). Yet they are likely to transform SKOs as well. The aim of this paper is to propose a way to structure SKOs that allows for both a clear individuation of the main scientific contributions and a fine‐grained structure of credits and evaluation.

The authors review and analyze existing practices of structuring SKOs in different disciplines.

Provisionally considering the published paper as an atomic SKO, possible subatomic structures of SKOs are investigated. It is hypothesized that SKOs are meant to satisfy two separated but interdependent sets of constraints, one related to the contribution the SKO makes to the body of knowledge, and another related to the contribution the SKO makes to the reputation of its authors. It is hypothesized that existing SKO structures are not optimal for satisfying both sets of constraints at once.

A broader analysis may be needed that covers the totality of existing practices.

Guidelines are offered. This paper, including the present abstract, is an example of what the scientific paper of tomorrow could be like.

The paper proposes better apportioning of scientific credits and evaluation; substantive evolution of the academic publishing and credit attribution models.

The idea that the communication and evaluation function of a SKO are differently reflected in their structure is novel. The proposed fine‐grained credit attribution system is novel. The molecular/atomic/sub‐atomic distinction is a new way to fix the terminology.

Social class has long existed in tension with other forms of social difference such as race, gender, and sexuality, both in academic and popular debate. While Marxist-influenced class primacy perspectives gained prominence in US sociology in the 1970s, they faded from view by the 1990s, replaced by perspectives focusing on culture and institutions or on intersectional analyses of how multiple forms of social difference shape durable patterns of disempowerment and marginalization. More recently, class and capitalism have reasserted their place on the academic agenda, but continue to coexist uneasily with analyses of oppression and social difference. Here we discuss possibilities for bridging the gap between studies of class and other forms of social difference. We contend that these categories are best understood in relation to each other when situated in a larger system with its own endogenous dynamics and tendencies, namely capitalism. After providing an historical account of the fraught relationship between studies of class and other forms of social difference, we propose a theoretical model for integrating understandings of class and social difference using Wright et al.‘s concept of dynamic asymmetry. This shifts us away from discussions of which factors are most important in general toward concrete discussions of how these factors interact in particular cases and processes. We contend that class and other forms of social difference should not be studied primarily as traits embodied in individuals, but rather with respect to how these differences are organized in relation to each other within a framework shaped by the dynamics of capitalist development.

This article looks at girls who fight in order to evaluate theories of education for marginalized girls. As oppositional culture and educational resistance theories suggest for boys’ misconduct in school, girl fights are found to be a product of deindustrialization, family expectations, and peer culture. Within peer groups of marginalized students an oppositional culture develops such that girls gain respect from their peers by fighting because they demonstrate a necessary toughness. Girls who fight have a complicated relationship to education. Contrary to oppositional culture theory, these girls value educational achievement. However, the girls’ relationships with teachers are strained. Teachers do not appreciate “tough” girls. Race, class, and gender together construct a student culture that produces girls who fight in school.