In the Loop: One Librarian's Experiences Teaching Within First-Year Learning Communities

Unique as snowflakes, learning communities are formed in countless ways. Some are designed specifically for first-year students, while others offer combined or clustered upper-level courses. Most involve at least two linked courses, and some add residential and social components. Many address core general education and basic skills requirements. Learning communities differ in design, yet they are similar in striving to enhance students' academic and social growth. First-year learning communities foster experiences that have been linked to academic success and retention. They also offer unique opportunities for librarians interested in collaborating with departmental faculty and enhancing teaching skills. This article will explore one librarian's experiences teaching within three first-year learning communities at Buffalo State College.

A Simple Visual Demonstration of Phase Diagram Concepts for an Introductory Materials Science Course Using Colored Solvents

A simple and effective demonstration to help students comprehend phase diagrams and understand phase equilibria and transformations is created using common chemical solvents available in the laboratory. Common misconceptions surrounding phase diagram operations, such as components versus phases, reversibility of phase transformations, and the lever rule are addressed. Three different binary liquid mixtures of varying compatibility create contrastive phase equilibrium cases, where colorful dyes selectively dissolved in each of corresponding phases allow for quick and unambiguous perceptions of solubility limit and phase transformations. Direct feedback and test scores from a group of students show evidence of the effectiveness of the visual and active teaching tool.

Career Influences of Music Education Audition Candidates

In this descriptive study, we examined the influences and experiences motivating students to enter college-level music schools as reported by a population of precollegiate students auditioning (but not yet accepted) to music education degree programs. As a follow-up to a published pilot study, this research was designed to quantify the various experiences respondents had as part of their precollege school and community programs that related to teaching and music. Results indicate a strong connection between respondents’ primary musical background and future teaching interest. The top three influential experiences were related to high school ensemble membership (band, choir, orchestra), and the most influential group of individuals in the decision to become a music educator were high school ensemble directors. Respondents from all four primary background groups (band, choir, orchestra, and general or other) rated private lesson teaching as their second strongest future teaching interest, just behind teaching at the high school level in their primary background. Respondents rated parents as moderately influential on their desire to become a music teacher.