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Professional development (PD) is often recommended to equip faculty to serve racially minoritized students through instruction. However, limited work has examined equity-oriented PD for mathematics faculty, who often hold views of instruction as race-neutral. This contributed report explores the influence of a two-year PD for faculty in a mathematics department engaged in equity-oriented reform at a Hispanic-Serving Institution. We present two cases of white faculty members who demonstrated a limited ability to interrogate their white racial identities in relation to their instructional impact, despite their engagement in a sustained PD designed to promote racial equity. Implications are provided for equity-oriented PD for mathematics faculty. 

Research exploring how Hispanic-Serving Institutions (HSIs) serve Latin* STEM students has largely focused on features of organizational structures (e.g., support programs), but minimally examined instruction and classroom experiences. This is an important gap to fill, especially in gateway mathematics courses, where faculty relationships and quality of instruction impact Latin* students’ persistence and identities in STEM. To advance such research, this report presents findings from an analysis of how perspectives from HSI mathematics faculty and students about instruction in introductory statistics converged and diverged in terms of serving Latin* populations. We present two illustrative cases of dissonant and resonant perspectives on serving Latin* students through instruction that frames mathematical ability expansively (e.g., not limited to being fast or correct). We conclude with research and practice implications. 

In this paper we report the first close, high‐resolution observations of downward‐directed terrestrial gamma‐ray flashes (TGFs) detected by the large‐area Telescope Array cosmic ray observatory, obtained in conjunction with broadband VHF interferometer and fast electric field change measurements of the parent discharge. The results show that the TGFs occur during strong initial breakdown pulses (IBPs) in the first few milliseconds of negative cloud‐to‐ground and low‐altitude intracloud flashes and that the IBPs are produced by a newly identified streamer‐based discharge process called fast negative breakdown. The observations indicate the relativistic runaway electron avalanches (RREAs) responsible for producing the TGFs are initiated by embedded spark‐like transient conducting events (TCEs) within the fast streamer system and potentially also by individual fast streamers themselves. The TCEs are inferred to be the cause of impulsive sub‐pulses that are characteristic features of classic IBP sferics. Additional development of the avalanches would be facilitated by the enhanced electric field ahead of the advancing front of the fast negative breakdown. In addition to showing the nature of IBPs and their enigmatic sub‐pulses, the observations also provide a possible explanation for the unsolved question of how the streamer to leader transition occurs during the initial negative breakdown, namely, as a result of strong currents flowing in the final stage of successive IBPs, extending backward through both the IBP itself and the negative streamer breakdown preceding the IBP.