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The goal of this article is to propose a framework for understanding the nature of "how people construct problems" by interacting with situations and subsequently to offer implications for instructional design and future research. We propose that people must interactively frame the components of a situation in order to establish the meaning of a problem to solve. Although this interactive meaning-making process is critical to real-world problem solving, little research has been devoted to understanding the nature of interactive problem-framing or how to support students in framing problems effectively. Therefore, in this paper, we attempt to approach problem-framing from the perspective of cognitive theories focused on situated interactivity and propose a synthesized conceptual model based on the interaction of agents and context. We argue that solving a real-world problem involves a process of building it (the problem) by interactively shaping distributed situational resources into structures of meaning aimed towards the resolution of perceived contradictions. Using the key elements of the model, we also propose opportunities for future empirical research and possible implications for instructional design that can help facilitate the development of students' abilities to meaningfully frame problems.

Echoing the increasing emphasis on STEM literacy, computational thinking has become a national priority in K-12 schools. Scholars have acknowledged abstraction as the keystone of computational thinking. To foster K-12 students' computational thinking and STEM literacy, students' ability to think abstractly should be enhanced. However, the existing curriculum in K-12 education may not adequately equip learners with the proper abstraction needed for the STEM workforce. Given the absence of a synthesized understanding of abstraction, effective instructional guidance for fostering student abstraction is also elusive. To overcome the gap in understanding abstraction, we attempted to conceptualize a synthesized framework of abstraction in computational thinking and proposed a set of design guidelines that may enhance students' uptake of abstraction. In this paper, we describe the importance of abstraction in computational thinking and existing challenges in developing students' ability to perform abstraction. Then, by reviewing the cognitive dimensions of abstraction and the role of abstraction in computing education, we identify three cognitive processes underlying abstraction in computational thinking (e.g., filtering information, locating similarities, and mapping problem structures). We thereby propose a conceptual framework of abstraction in computational thinking. Finally, design guidelines for fostering abstraction in computational thinking are provided with illustrated examples of a tailored STEM-integrative learning environment.

Reflection has been emphasized as crucial for learning and development. Yet, the social dimension of reflection is under-researched. Thus, this article proposes a conceptual framework to shed light on the social aspect of reflection and promote consistent and coherent research on group reflection. The authors first revisited reflection to recognize and justify the importance of group reflection as an explicit form of reflective practice in social contexts. Next, we conducted a 10-year (2010-2020) systematic review to examine the recent research on group reflection and identify gaps for future investigation. Based on the review findings, group composition and guidance on the practice were identified as two critical features in examining how individuals reflect at the interpersonal level to construct shared understanding within the group. Considering individuals' attributes as the source for various group compositions, we propose a three-dimensional framework to direct research on group reflection, including dimensions of (a) personal attributes, (b) group diversity, and (c) guidance on group reflection. This conceptual framework includes key attributes of group composition and four categories of guidance that may influence group reflection. Furthermore, we illustrate the application of the conceptual framework in three main research areas with specific examples of research questions. Last, we discuss the implications for future research beyond the conceptual framework.

The article discusses the development and implementation of eMPACTTM, a career navigation system for clinical research coordinators (CRCs). The system aims to provide tailored training and job opportunities based on CRCs' competencies and career goals. It emphasizes the importance of purposeful training and career support for CRCs, as well as data-driven decision-making in career advancement. The eMPACTTM system has shown promising results in supporting individual career advancement and enhancing workforce diversity, but further research is needed to evaluate its long-term impact and expand its services to other sectors of the clinical research profession. [Extracted from the article]

Impact: The success of any clinical research team is dependent on hiring individuals with the experience and skill set needed for a specific research project. Strategies to improve the ability of human resource (HR) recruiters to screen and advance qualified candidates for a project will result in improved initiation and execution of the project. Objective/Goals: HR recruiters play a critical role in matching research applicants to the posted job descriptions and presenting a list of top candidates to the PI/hiring manager for interview and hiring consideration. Methods/Study Population: Creating guidelines to screen for applicant qualification based on resumes when clinical research positions have multiple levels of expertise required is a complex process of discovery, moving from subjective rationale for rating individual resumes to a more structured less biased evaluation process. To improve the hiring process of the research workforce, we successfully developed guidelines for categorizing research coordinator applications by level from beginner to advanced. Results/Anticipated Results: Through guideline development, we provide a framework to reduce bias and improve the matching of applicant resumes to job levels for improved selection of top candidates to advance for interviewing. Improved applicant to job matching offers an advantage to reduce hiring time, anticipate training needs, and shorten the timeline to active project engagement. These guidelines can form the basis for initial screening and ultimately matching individual qualities to project-specific needs. [ABSTRACT FROM AUTHOR]

Introduction: Purposeful training and ongoing career support are necessary to meet the evolving and expanding roles of clinical research professionals (CRP). To address the training and employment needs of clinical research coordinators (CRCs), one of the largest sectors of the CRP workforce, we designed, developed, and implemented an online career navigation system, eMPACT TM (eMpowering Purposeful Advancement of Careers and Training)., Methods: A design-based research method was employed as an overarching approach that frames iterative design, development, and implementation of educational interventions. The five major phases of this project - conceptualization, task analysis for measurement development, algorithms development, algorithms validation, and system evaluation - presented specific goals and relevant methods., Results: The results reported how the eMPACT TM system was conceptualized, developed, and validated. The system allowed CRCs to navigate tailored training and job opportunities by completing their task competencies and career goals. The data sets could, in turn, support employees' and training coordinators' informed decisions about organizational training needs and recruitment. The early dissemination results showed steady growth in registered CRCs and diversity in users' ethnicity and job levels., Conclusions: The eMPACT TM service showed the possibility of supporting CRCs' individual career advancement and organizational workforce enhancement and diversity. Long-term research is needed to evaluate its impact on CRC workforce development, explore key factors influencing workforce sustainability, and expand eMPACT TM service to other CRP sectors., Competing Interests: The authors have no conflicts of interest to declare., (© The Author(s) 2023.)