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1. Examining Student and Faculty Perspectives On Hidden Curriculum in Computing Education

   https://doi.org/10.1145/3704637.3734744  

   Teahen, Joseph R (July 2025, ACM)

   Hidden curriculum (HC) consists of the collective behaviors, cultural norms, and assumed knowledge that students are expected to know, but never taught. For example, teamwork skills are expected during group projects, but may not have been taught explicitly. Further, knowledge such as command line tools, interview/resume skills, and time-management can fall into the HC. HC exists in a specific context and changes over time, making it hard to examine and address. My doctoral work is situated around uncovering and addressing HC in computing education. My on-going master's thesis, as part of my PhD, studies HC at Michigan Technological University's Computer Science Department. It examines the connections between faculty's observations of students displaying HC and student's experienced HC. These two, sometimes opposing, perspectives offer a complete view of HC and are often considered separately in HC research. To find commonalities between these perspectives, the study also examines near-peer mentors. A near-peer mentor is a student that takes on an instructional role; for example student teaching assistants. Faculty have a limited view of their students' misconceptions and students can't know what they don't know. Near-peer mentors offer a perspective that serves as a midway point between faculty and student. Their perspectives might offer ways to combine student and faculty experiences and observations. The study uses survey methods to collect a snapshot of possible HC at my institution using literature as a basis. The study then uses semi-structured interviews to dive into the specifics of observations and experiences of HC The interviews and surveys include all three perspectives: student, faculty, and mentor. I will use thematic analysis to examine common HC informed by the surveys, to reveal possible themes, connections and distinctions between perspectives, and challenges. 

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2. Distinct Impacts of Multiyear El Niño on Antarctic Sea Ice Concentration due to Atlantic and Indian Ocean Conditions

   https://doi.org/10.1175/JCLI-D-24-0196.1  

   Zhu, Tingting; Yu, Jin-Yi; Saltzman, Eric S; Tseng, Li-Shan (May 2025, Journal of Climate)

   Abstract This study explores the Antarctic sea ice concentration (SIC) response to multiyear (MY) and single-year (SY) El Niños using a 2200-yr CESM1 preindustrial simulation. During the first austral winter, MY El Niño weakens the amplitude of the typical SIC anomaly pattern induced by SY El Niño but maintains the same impact pattern. During the second winter, MY El Niños not only intensify the amplitude but also shift the typical impact pattern of SY El Niños eastward. The amplitude variation effect on SIC is caused by an Indian Ocean memory mechanism, while the zonal shifting effect on SIC pattern is caused by an Atlantic Ocean memory mechanism. These mechanisms result from the different responses of the two oceans to different locations and intensities between SY and MY El Niños. Observed MY El Niños during 1979–2020 confirm the distinct impacts during the second austral winter revealed by the CESM1 simulation. These results demonstrate that SIC in the Ross and Amundsen–Bellingshausen–Weddell Seas is sensitive to the SY or MY types of El Niño. 

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3. Amplified impacts of multi-year La Niñas on soil moisture compared to single-year La Niñas

   https://doi.org/10.1038/s41612-025-01175-w  

   Zhu, Tingting; Yu, Jin-Yi; Lo, Min-Hui (December 2025, npj Climate and Atmospheric Science)

   Abstract This study examines December-January-February (DJF) soil moisture responses to multi-year (MY) and single-year (SY) La Niñas using a 2200-year CESM1 simulation, AGCM experiments, and observational data. Four regions where MY La Niñas amplify SY La Niñas’ impacts on soil moisture were identified: North America, Australia, the Middle East, and the Sahel. SY La Niñas typically cause soil moisture drying in the Middle East and North America and wetting in Australia and the Sahel. MY La Niñas enhance these effects in the second DJF due to the strengthening of precipitation anomalies or the accumulation of precipitation-induced soil moisture anomalies, except in the Sahel where wetting is driven in part by evapotranspiration anomalies. Soil moisture variations are linked to La Niña-induced sea surface temperature changes in the Indian Ocean (for Australia and the Middle East) and the Pacific Ocean (for North America). These amplified effects are largely supported by the observed MY La Niña events from 1948 to 2022. These findings emphasize the need to integrate MY La Niñas into regional agriculture and water resource management strategies to better anticipate and mitigate their impacts. 

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4. Comparative Cognition: Perspectives, Challenges, and Prospects

   Crystal, Jonathon (January 2021, Journal of comparative psychology)

   null (Ed.)

   The publication of the centennial year of the Journal of Comparative Psychology is an occasion to reflect on the state of our discipline. In this article, I focus on one aspect of comparative psychology, namely comparative cognition. This focus stems from my long-standing interest in comparative cognition. The trends and challenges in comparative cognition share many of the trends and challenges in the broader field of comparative psychology. In the first part of this article, I outline my perspective on the field. Next, I consider challenges. I end with a section on prospects for the future. 

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5. How do you assert a graph? Towards an account of depictions in scientific testimony

   https://doi.org/10.1111/nous.12529  

   Dethier, Corey (October 2024, Noûs)

   Abstract I extend the literature on norms of assertion to the ubiquitous use of graphs in scientific papers and presentations, which I term “graphical testimony.” On my account, the testimonial presentation of a graph involves commitment to both (a) the in‐context reliability of the graph's framing devices and (b) the perspective‐relative accuracy of the graph's content. Despite apparent disagreements between my account and traditional accounts of assertion, the two are compatible and I argue that we should expect a similar pattern of commitments in a set of cases that extends beyond the graphical one. I end by demonstrating that the account resolves apparent tensions between the demands of honesty and the common scientific practice of presenting idealized or simplified graphs: these “distortions” can be honest so long as there's the right kind of alignment between the distortion and the background beliefs and values of the audience. 

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