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The transition period from high school to post-secondary can be particularly challenging for many, including varsity student-athletes (SAs). To better support SAs through this transitional experience, some institutions have created peer mentor programs. What is unclear, however, is the perceived value of these mentorship programs from the perspectives of multiple stakeholder positions. This paper contributes to the Scholarship of Teaching and Learning by presenting findings of a program evaluation that investigated the perceived value of a peer mentor program to its stakeholders. To accomplish this, semi-structured interviews were conducted with 30 participants to discuss SA’s experiences with being a first year student, making the transition from high school to post-secondary studies, and also, to discuss their lived experiences with the peer mentor program developed for SAs. Using the findings from the inductive thematic analyses, the peer mentor program’s effectiveness, areas of strengths, and areas of improvement are discussed to better align with the stakeholders’ needs and experiences. Findings offer insights into a) the trials and tribulations of the first year SA experience, b) how peer mentor programs can better support SA’s transition to post-secondary education, c) the benefits of conducting a program evaluation, and d) strategies to enhance the peer mentor program to better support students’ needs.

In this paper, we seek to contextualize our work in SoTL-focused educational development and those who work to support others in SoTL, as interstitially spaced across the 4M Framework, re-envisioned as a flexible but formalized professional continua. The establishment of a model for educational development SoTL-related activity allows for the opportunity to explore how this work is done in a systematic manner. We offer our ideas and visions through, what we term, the 4M Continua for Educational Development as a possible understanding of the work that SoTL-focused educational developers do, as well as those who engage in educational development more broadly. While the 4M Framework provides a guide through four interrelated organizational lenses: micro; meso; macro; and mega, we have adapted a model to situate educational development work using the 4M Framework to inform the ways in which we do, contribute to, consume, advocate, and support SoTL broadly, including at local, provincial, national, and international levels. The 4M Continua can be an avenue for those who do educational development to describe their work, where the work is situated, and how support can be offered throughout the community.

Nutritional deprivation is known to contribute to increased honey bee mortality, physiological stress, aberrant behaviors, and disease incidence. To investigate the effect of a realistic nutritional protein deficiency, we simulated a pollen dearth in half of our experimental colonies by robbing incoming foragers of their pollen loads, the primary source of dietary protein, at the colony entrance. We then conducted temperament assays on each colony weekly for pollen deprived and control counterparts. We also identified the plant species bees foraged from and took various physiological measures of honey bee nutritional status including gland size, lipid quantification, and gene expression to further investigate and explain our behavioral results. We found that colonies deprived of pollen reacted by becoming more defensive and that immature bees likely receive cues during rearing which prime their gene expression and behavior as adults, ultimately suggesting that environmental stress caused significant behavioral changes. Temperament is primarily associated with genotype in the literature, but there are environmental cues that are less acknowledged and still important as our study shows. As droughts become increasingly frequent and resource availability therefore changes over time, the impacts on behaviors of agricultural keystone species need additional consideration in order to form scientifically driven best management practices.

Mentoring relationships that form between scholars of teaching and learning occur formally and informally, across varied pathways and programs. In order to better understand such relationships, this paper proposes an adapted version of a three-stage model of mentoring, using three examples of unseen opportunities for mentoring in the Scholarship of Teaching and Learning (SoTL) to illustrate how this framework might be operationalized. We discuss how the adapted framework might be useful to SoTL scholars in the future to examine mentorship and how unseen opportunities for mentoring might shape how we consider this subset of mentorship going forward.

Nutritional deprivation is known to contribute to increased honey bee mortality, physiological stress, aberrant behaviors, and disease incidence. To investigate the effect of a realistic nutritional protein deficiency, we simulated a pollen dearth in half of our experimental colonies by robbing incoming foragers of their pollen loads, the primary source of dietary protein, at the colony entrance. We then conducted temperament assays on each colony weekly for pollen deprived and control counterparts. We also identified the plant species bees foraged from and took various physiological measures of honey bee nutritional status including gland size, lipid quantification, and gene expression to further investigate and explain our behavioral results. We found that colonies deprived of pollen reacted by becoming more defensive and that immature bees likely receive cues during rearing which prime their gene expression and behavior as adults, ultimately suggesting that environmental stress caused significant behavioral changes. Temperament is primarily associated with genotype in the literature, but there are environmental cues that are less acknowledged and still important as our study shows. As droughts become increasingly frequent and resource availability therefore changes over time, the impacts on behaviors of agricultural keystone species need additional consideration in order to form scientifically driven best management practices.

This study examines the significance of the development of relationships in team sports as a factor contributing to female sustained participation in sport. Ten open-ended interviews were conducted with female varsity athletes. The results demonstrate that for women to sustain participation in sports, an environment in which relationships may be developed must be provided. Using Thayer-Bacon’s (2000) ‘relational epistemology’ I unpack this research and the significance of relationships in sport as being critical to sustaining participation. Relationships may be understood in various categories; supporting, motivating, and bonding. There are a number of questions presented that may lead to further research, specifically in regard to what physical educators and coaches may implement in an educational, athletic, or practice setting to enhance females’ positive experiences in a group setting.