NASA’s Transiting Exoplanet Survey Satellite (TESS) mission has been uncovering a growing number of exoplanets orbiting nearby, bright stars. Most exoplanets that have been discovered by TESS orbit narrow-line, slow-rotating stars, facilitating the confirmation and mass determination of these worlds. We present the discovery of a hot Jupiter orbiting a rapidly rotating ( km s−1) early F3V-dwarf, HD 115447 (TOI-778). The transit signal taken from Sectors 10 and 37 of TESS's initial detection of the exoplanet is combined with follow-up ground-based photometry and velocity measurements taken from Minerva-Australis, TRES, CORALIE, and CHIRON to confirm and characterize TOI-778 b. A joint analysis of the light curves and the radial velocity measurements yields a mass, a radius, and an orbital period for TOI-778 b of M J, 1.370 ± 0.043 R J, and ∼4.63 days, respectively. The planet orbits a bright (V = 9.1 mag) F3-dwarf with M = 1.40 ± 0.05 M ⊙, R = 1.70 ± 0.05 R ⊙, and . We observed a spectroscopic transit of TOI-778 b, which allowed us to derive a sky-projected spin–orbit angle of 18° ± 11°, consistent with an aligned planetary system. This discovery demonstrates the capability of smaller-aperture telescopes such as Minerva-Australis to detect the radial velocity signals produced by planets orbiting broad-line, rapidly rotating stars.

PurposeThe Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy. This study aims to raise questions about how professional development impacts student outcomes, and how faculty perceive the utility of OER and open pedagogy to support antiracist teaching and learning.Design/methodology/approachAn evaluation plan examined how faculty participants perceived the effectiveness of OER and open pedagogy to make their classes antiracist. Students compared their experiences in treated classes with those in other classes. Participating faculty completed pre- and post-surveys and a subset sat for interviews.FindingsFaculty participants felt prepared to implement antiracist practices using OER and open pedagogy. Eighty-seven percent reported they were highly likely to recommend the program and 80% plan to continue using open pedagogy. Eighty percent of students reported they were more active or engaged than in other classes and that they examined biases of the discipline.Originality/valueThis study raises the question of how antiracist teaching approaches impact student outcomes over a longer term. Further, how can changes to teaching strategies impact institutions? Do teams of instructors offer support in ways that lead to a greater voice within an institution?