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Articulating clear and achievable expectations is fundamental to both education and organizational management. In this article, we provide a simple intervention for clarifying expectations--and establishing that these expectations have been understood--which proved beneficial both to community college interns and to their internship mentors in biotech-related undergraduate research experiences. Internship mentors were asked to utilize a simple Expectation Clarity Tool to outline the expectations, success metrics, baseline assessments, and training strategy and support that would be foundational to their intern's project. These included expectations around conceptual, technical, performance, and professional skills and behaviors. Concurrently, but independently, community college interns were asked to complete the same type of exercise as a way of identifying gaps in their knowledge and understanding of their mentor's expectations and their internship project. The mentor's completed Expectation Clarity Tool was then shared with their intern. As a result of completing this relatively simple intervention, the majority of mentors reported that it increased their confidence as a mentor, taught them a new mentoring skill, changed how they will mentor trainees moving forward, and positively impacted their relationship with their trainee. On the intern side, the majority of interns reported that engaging in this intervention, both as an independent exercise and in obtaining their mentor's completed Expectation Clarity Tool, increased their confidence as an intern and positively impacted the success of their internship.

Master and alternative narratives offer a useful framework through which to consider contemporary issues in college access. Implicit and ubiquitous, the master narrative of a linear progression from high school through a residential college toward a fulfilling career has long been dominant. Meanwhile, alternative narratives of fluid, dynamic, alternate pathways are ascendant, having received a boost from the COVID-19 pandemic and the stubborn lack of affordable postsecondary options. Observing a decline in a shared cultural narrative about college, the authors recommend that advisors help students to sort through possible storylines and then write their own.

In this article, I share ways in which my professional journey, from admissions and enrollment to diversity, equity, and inclusion, intersect with my evolution as a scholar-practitioner through CANDEL, the doctorate in educational leadership program at the University of California Davis. I further share how I have leveraged my experience in the EdD program as a scholar-practitioner to challenge systems of higher education through storytelling and counter narratives as a means to reroute narratives that institutions create around the experiences of marginalized communities, including the African diaspora.

This paper examines how male preservice teachers pursuing an elementary or middle level education certification perceive barriers and supports in their chosen major and future profession. To answer this question, the authors used a convenience sample of male undergraduate students at a mid-sized, private, liberal arts college. Sixteen male students completed an online 24-question Likert scale survey and nine of these students participated in a semi-structured focus group. Our results support current literature findings showing male preservice teachers experience barriers to the field related to gender identity. Additionally, findings highlight the significant role teacher preparation programs, cooperating teachers, and peer support systems play in the resiliency and success of male preservice teachers. Implications from this research include the need for teacher preparation programs to address these barriers and provide systems of support of this underserved population.

When multilingual students face the challenge of writing a doctoral capstone or dissertation, delays in academic progress may occur. The aim of this study was to identify writing challenges multilingual doctoral students face and provide recommendations regarding learner-centered resources to support timely academic success, as literature regarding multilingual students and language diversity in the doctoral environment is limited. A qualitative descriptive design was used for this study, and six multilingual DNP and PhD alumni participated. Data were collected using semi-structured audio interviews and analyzed using iterative content analysis. The findings support the need for community and culture to support language identity and doctoral writing development. Findings also support that early diagnostics of writing issues and opportunities for editorial feedback help support multilingual doctoral students. Findings also suggest a need for faculty and academic team development regarding the impacts of language diversity and culture on academic writing. Ultimately the goal is to help all graduate students preserve and share their identity in their writing.

The benefits of service-learning have been well documented in the literature in terms of student outcomes (i.e., increasing retention rates). The purpose of this article was to gather the experiences of faculty who participated in the Service-Learning Faculty Scholars program, a faculty development program designed to infuse service-learning into their courses and across campus at a midsized university in the Midwest. Faculty participated in a faculty cohort model. Listening sessions were held to gather faculty input, and a total of seven faculty participated. Participants were asked a series of open-ended questions. After a thematic analysis of the data, several themes emerged: service-learning competency/development, challenges, cohort effect, scholar experience, program-level support/resources and training, student experiences, community partner relationships, and faculty reflections on course design. Limitations and future research are discussed.

Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one strategy that may aid educators in supporting students' SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students' self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ); strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n = 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired-samples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; self-reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students' SRL development for flipped classroom learning.

Students' sense of belonging impacts their affect, motivation, well-being, and academic success. Sense of belonging is considered context-dependent as what determines one's belonging differs across contexts. This study explores how sense of belonging manifests among post-secondary, introductory chemistry students. This context is important given the threats to belonging that may arise from the transition into post-secondary studies and the pivotal role introductory courses play in student success. To carry out this investigation, 19 post-secondary students from introductory chemistry courses were interviewed following a semi-structured approach. Qualitative analyses were conducted that led to a conceptualization of belonging. Belonging can be situational, dependent on the occurrences within the setting, or dispositional, representing long-standing tendencies. It is also acceptance-based, such as friendships and support, or value-based, where contributions are recognized or acted upon. These traits are combined into four dimensions: Situational Acceptance, Dispositional Acceptance, Situational Value, and Dispositional Value. This nuanced understanding can guide instructional and research efforts to improve students' sense of belonging.

The traditional case study has been used as a learning tool for the past 100 years, and in our program, graduate physiology students are presented with a real-world scenario and must determine the diagnosis and treatment of the patient. We found that students defaulted to memorization of disease with treatment and bypassed gaining an understanding of the mechanistic physiology behind disease and treatment. To adjust our student's approach, we developed a novel way to enhance student learning. To accomplish this shift from memorization to physiological mastery, we created the Inverted Case Study. This approach diverges from the traditional model in that students are given the diagnosis and treatment beforehand and are tasked with explaining the actual physiology of the case. In this way, students can no longer rely on the memorization of symptoms-disease-treatment but rather gain a solid understanding of the physiological mechanisms of the disease since that is the focus of the Inverted Case Study Technique. The Inverted Case Study approach is an effective approach to apply and hone critical thinking skills.

This study aimed to understand the ways in which college students with intellectual and developmental disabilities (IDD) experience and develop their understanding of emotions and emotional wellness. Semi-structured interviews with college students with IDD were conducted. The research team utilized consensual qualitative research (CQR) to analyze interviews and came to consensus in generating domains, core ideas, and a cross-analysis to answer the research question, "What are the experiences of college students with IDD in developing an understanding of emotions and emotional wellness?" Findings suggest college students with IDD have experience developing and maintaining their emotional wellness, though they may experience barriers prior to and during college enrollment. Limitations and implications for future research are discussed.

University leaders are increasingly focused on management tasks and metrics, and distributed leadership has been broadly adopted as a way for leaders to navigate corporate management demands while also maintaining the collegial and communitarian character of the academy. This article discusses the findings of an indicative case study within a Faculty of an Australian University exploring the experiences of academic leaders in adopting distributed leadership. The findings highlight how a lack of agreed definitions, aims, and goals of distributed leadership constrained its adoption. The case study also contributes to understanding the roles of trust and hierarchy in how distributed leadership is experienced and their role in enabling or constraining distributed leadership. In the Faculty, academic leaders within Schools experienced distributed leadership as an exercise in delegating duties. In contrast, Faculty leaders were likely to perceive leadership as distributed although with varying degrees of success, with trust playing a key role in both groups. In highlighting the importance of clarity, hierarchy, and trust, the case study shows that there must be clarity around what distributed leadership is, what is being distributed, how it will be distributed, and trust in the implementation process and colleagues.

Key to a new contract for education is understanding that knowledge is not scarce, it is not a commodity, and it does not belong in a market economy. Instead, knowledge exchange is gift exchange, and education, when not thwarted or constricted, demonstrates its abundance. The abundance of knowledge operates in ways similar to the abundance of nature, as described by the ecologist Robin Wall Kimmerer in her essay "The serviceberry: An economy of abundance". We can therefore draw productive parallels between education and the new agroecology, which recognizes the intertwining nature and importance of the diversity of life and the gifts that come from the synergy of that diversity. Just as monoculture farming gives way to holistic farming, monoculture learning must also give way to a paradigm shift. Helping us envision this shift are arguments made in a court case in the US brought by the Department of Justice against 23 universities, including those in the Ivy League (US v Brown, 1992 and 1993). Through ideas expressed in court in defense of admissions practices, we can see how the cooperation necessary for a new education paradigm might be constructed. This essay invites us to more fully envision this new paradigm by focusing on the key shift that happens when knowledge exchange is understood to be gift exchange.

We offered an enrichment program for high school students with the theme, "The Environment, Health, and You" during the Summer of 2022 and the Spring of 2023. We developed several educational modules for high school students that provided them with an opportunity to learn and explore the foundations of physiological systems, nutrient needs to maintain health, and the impact that environmental factors can have on them. The modules included videos, discussion boards, games, readings, and labs. These modules were integrated into the first session: Your Body and Health. On "day 1," the first module explored the basic physiology and anatomy of the body with respect to the organization of cells into organ systems. Additionally, the educational content included information on macro- and micronutrients and their impact on body development, nutrition, and metabolism. The nutrition module explored nutrition concepts and various factors that can impact healthy eating patterns, such as food insecurity issues and the consumption of ultraprocessed foods. A lab activity on label reading was included to help empower students to make healthy choices. A total of 43 high school students participated in the program. Overall, the quality of the educational content in the modules was rated highly by the students, and they indicated that the educational experience inspired them to learn more about the physiology and nutrition concepts associated with human metabolism, and the importance of healthy food choices to maintain health.

In the state of California, the Education Specialist Teaching Performance Assessment (EdSp TPAs) is the latest accountability measure to be required of aspiring education specialists. Existing literature has been overwhelmingly critical of the TPAs (Dover, 2022; Valdez et al., 2020). And now, in the dawn of the EdSp TPAs, there must be a candid conversation about preparing candidates sufficiently for the TPAs in order to avoid exacerbating the field that is struggling to recruit teachers. This article discusses three significant obstacles in preparing candidates for the assessment: challenges associated with identifying focus students, insufficient preparation among mentor teachers, and program timelines.

This article discusses how the critique of the monopoly of Western liberal thought through the decolonisation movement that was intended to increase the number of voices heard has been co-opted by nationalist politics in India and Russia. The debates in higher education in these countries reflect current key questions on the nature of the Indian and Russian nations--both under respective nationalist governments--where both are advocating a cutting off from Western modernity. Using Mignolo's concept of "de-linking" that was intended to raise up non-Western ways of thinking, the article shows that India and Russia have adapted and simplified decolonial discourse to reject "Western-influenced" critiques of development, inequality, and authoritarianism. Under political pressure from these authoritarian regimes, universities have helped to embed repressive majoritarian politics through anti-Western rhetoric disguised as de-linking, enabling democratic backsliding by discrediting opposition. This is done to protect a new identity based upon state conceptions of traditional values, paradoxically erasing minority voices that do not fit neatly into the unified national narrative. When universities are branded as Western agents for being critical of local traditions and schools of thought, the space for critical thinking and democratic debate is ultimately removed, leaving those who oppose Putin and Modi with no safe way to engage with political discourse, and this actually undermines the intentions of decolonial philosophy.

Implementing an equity agenda in the classroom is both necessary and challenging for classes containing pre-service teachers. For this intervention, we chose to begin our History of Mathematics course for preservice middle school teachers with a cultural simulation training exercise: Bafa Bafa. After participating in the exercise, pre-service teachers were asked to write a reflection paper and were later interviewed about their experiences in the course. Although participants found Bafa Bafa an uncomfortable experience, it was not an unsafe one, and the preservice teachers agreed that this exercise helped them better understand, articulate, and notice experiences with microaggressions.

Although it is sometimes falsely assumed that faculty remains static and unchanging in higher education, faculty plays a crucial role in advancing the positive outcomes for change within higher education (Jimenez et al, 2019). A concern which has been around for many decades is whether or not the listing of desired qualifications on faculty job postings results in the hiring of faculty with the knowledge, skills, and attributes that are being sought (Marcus, 1977). Job ads reflect the nature of today's labor market (Carnevale et. al, 2014). The purpose of this explorative study is to review the changing patterns within business faculty job postings over a three-year period. More specifically: To what extent have faculty job postings for business schools evolved during the last three years? How are these job postings evolving concerning experiential learning, learning modality (i.e., online/distance vs face-to-face learning), and diversity, equity, and inclusion?

Current educational research demonstrates the importance of equipping students to be active participants in their own learning. However, more work is needed to provide students with the metacognitive skills necessary to engage in Self-Regulated Learning (SRL). Feedback is a crucial component of the learning process and can be used by students to develop these skills but remains a source of dissatisfaction for students and educators. We contend that this is a result of a gap in students' understanding of the feedback process and the lack of dialogue between students and educators. This paper presents a methodology to conduct a feedback workshop as a means to improve the feedback experience while equipping students with the metacognitive skills needed to facilitate SRL. The methodology was evaluated in four workshops conducted with students from engineering and business at a university in the United Kingdom. In each workshop (excluding the pilot) students were requested to complete pre and post-workshop questionnaires and there was also opportunity for group discussion and reflection. Results demonstrate the potential benefits of such workshops in deepening the student understanding of the process and use of feedback.

The authors developed a free online course that centers learning about identity, power, positionality, and privilege to support inclusive teaching for STEM faculty and future faculty. Instructors across all institution types, including community college and 2-year, regional and comprehensive, and public and private research universities, utilized and valued a free asynchronous online course with an optional local learning community facilitated by project-trained facilitation teams. Participants were highly engaged in the online course content, rated the content positively, and demonstrated increases in awareness, confidence, and intent to apply inclusive teaching strategies. Outcomes demonstrate that the key features of the course (My Inclusivity Framework, Learning Community and Affinity Group discussions, and Embodied Case Studies) were viewed as unique teaching development opportunities that created valuable learning for our participants.

The purpose of this article is to provide a blueprint to conduct equity case studies in rural community colleges. Informed by our field work experiences applying case study design and equity-minded frameworks, this blueprint involves four distinct steps: (1) identifying rural community colleges in North Carolina; (2) operationalizing equity in rural community colleges; (3) building rapport and creating buy-in with campus presidents and stakeholders; and (4) methodological considerations. We provide details about each of these steps with the goal of sharing principles, tools, and advice that aided our research design. We conclude by providing research implications to equip future researchers and practitioners interested in advancing equity-minded research in rural community colleges.

In the landscape of U.S. education, the widespread adoption of the Next Generation Science Standards (NGSS) offers a unique vantage point for researchers to better understand teacher-, school- and classroom-level factors that advance reform initiatives in science classrooms. Addressing a gap in current knowledge, our study probes how secondary science teachers implement one dimension of NGSS-the science practices (SPs). Our data collection encompasses teacher interviews and meticulous observations of science lessons, coded for NGSS science practices (SPs) and inquiry-based teaching. Embracing a methodologically rich approach, our study employs both qualitative and quantitative data collection and analysis. Quantitatively, we analyzed 801 weeks of lessons taught by 56 secondary science teachers and found patterns in SP use. Selected high-quality science lessons were then spotlighted, providing examples of the quantitative findings, showcasing teachers use of SPs and inquiry-based teaching strategies. Through our analysis, we found that physical science subjects and participants from the Master of Arts in Science Teaching program demonstrated a higher average use of SPs compared to their life science and undergraduate program counterparts. When analyzing the use of specific SPs, we found that analyzing and interpreting data (SP4) and mathematical and computational thinking (SP5) emerged as noteworthy. This study's findings carry implications for science teacher education and professional development programs, urging efforts to augment both the quantity of rigor of SP use in the secondary science classroom. Our research contributes insights that can inform strategies for the enhancement of science education alignment with the objectives set forth by NGSS

Objective: The present study examined young adults' completion of the Web-based intervention content in a randomized trial that tested two Personalized Feedback Interventions (PFIs) for alcohol use and risky sex behavior (RSB). Method: Data are from a study that evaluated efficacy of two Web-delivered PFIs (combined PFI and integrated PFI) among 269 sexually active young adults between the ages of 18 and 25. We described the view patterns of the Web-based intervention and examined if baseline sociodemographic and alcohol- and sex-related behavioral factors were associated with the completion of PFI. Results: Many participants viewed the intervention more than one time, and the majority finished all intervention pages in at least one session. Older participants and participants who drink more frequently prior to or during sex were more likely to complete. Conclusions: Most participants, especially the young adults who were at higher risk, utilized the intervention contents as intended.

Objective: The purpose of this study was to delineate the moderating roles of negative experiences related to the coronavirus disease 2019 (COVID-19) on the association between Attention-Deficit/Hyperactivity Disorder symptoms and anxiety symptoms and internalizing behaviors during Fall 2020. Method: Participants were 200 college students. Using a moderated moderation model, researchers found that attention-deficit/hyperactivity disorder symptoms predicted anxiety symptoms for those who internalized behaviors and experienced COVID-19 more negatively. Results: Results suggested that ADHD symptoms were playing a role in the manifestation of anxiety symptoms during the COVID-19 pandemic and that college students who internalize behaviors experienced worsened ADHD symptoms. Conclusion: Clinical implications underscore the importance of providing mental health resources for students on campus, particularly during the COVID-19 pandemic. Specialized treatment may include help with developing time management skills and teaching interventions such as mindfulness exercises that may help alleviate anxiety and improve attention and concentration.

As preservice teachers navigate the emotional and physical stress that teaching demands, they face new pressures ranging from curriculum disputes to a revolving door of political and social policies that attempt to redefine social studies. As such, social studies educators and methods instructors have struggled to develop a common language and set of expectations around what it is that we "do" in the classroom. Educators have developed tools and rationales that pursue a common language around the "what" and "why" of social studies teaching. The "C3 Framework" and instructional models like the "Inquiry Design Model" (IDM) place inquiry and argumentation at the center of the conversation. Yet there is often a disconnect between what teachers say is important and what they actually do in the classroom. In this article, the authors argue that the use of inquiry-based tools like the "Persuasive Claim Framework" represents an effective way to steer teachers toward inquiry-based pedagogies. This conclusion is born out of a semester-long study of preservice teachers who centered claim-writing at the heart of their instruction. The results reveal that the use of the "Persuasive Claim Framework" prompted student teachers to develop increasingly complex strategies and tasks to support student claim-writing and inquiry. Furthermore, the Framework led to new ways of conceptualizing the progress of preservice teachers.

Mentorship programs for Native American (NA) faculty in science, technology, engineering, and mathematics (STEM) fields hold significant promise toward developing, recruiting, and retaining NA members of the professoriate. In 2018, a qualitative study was conducted that explored experiences, and mentoring relationships that enhanced or inhibited professional development and career advancement of NA faculty and instructors in STEM fields. The study used Indigenous Research Methodologies to coconstruct a conversational moderator's guide aligning with Indigenous community ontology. Interview questions were developed from the existing literature and programs and the project teams' expertise. Twenty-three NA faculty and instructors and a postdoctoral trainee in STEM fields participated in the interviews. Transcripts were coded, organized, and interpreted. Themes and subthemes were generated, which were noted for relevance to the theoretical framework. Participants described their experience working in higher education as viewed through their academic, social and cultural values, relationships, and responsibilities. Common themes included the: (1) importance of peer, senior and community mentors, (2) value of oral presentation to professional development, (3) need for social connectedness and work--life balance, and (4) importance of increasing institutional knowledge about Indigenous values and research methodologies. Several themes aligned with TribalCrit, allowing for a strong critique of NA faculty mentoring by NA's in higher education. The narratives underscore the need for institutions to deliver professional development and mentoring programs for NA faculty and for administrators to strengthen institutional supports to improve NA faculty achievement.

An accepted role of universities is to prepare students for their careers and lives. However, what should or could be taught and how, in order to better prepare students for their futures, is contested. In this study, we interviewed 18 New Zealand university teachers about their experiences of developing students' employability capabilities within university courses. By adopting activity theory as a theoretical framework, we identified an activity system that was experienced by university teachers and multiple contradictions within the activity system. Our study showed the uncertainties and disparities in views regarding the employability capabilities students need, the limited pedagogical tools for developing employability capabilities, and the role of organisational drivers in leveraging the delivery of disciplinary knowledge and the development of employability capabilities.

Purpose: This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time. Design/methodology/approach: The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position. Findings: The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates. Originality/value: The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education.

The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model.

Objective: There remains a need for effective and ethical development in students, for cohesive and connected societies of moral actors. This paper adopts an authentic leadership development in students perspective as a possible complement to discipline expertise. This research explored whether taking leadership roles while studying had a positive effect on students' development of authentic leadership attributes, including demographic contributions. Method: This study comprised a quantitative survey of undergraduate students (n = 415) at an Australian university using structural equation modelling to test relationships between student leadership status and authentic leadership. Results: Results demonstrated that student leaders exhibited higher authentic leadership than students who were not leaders. Demographics (e.g. gender) also explained variance across authentic leadership scores. Authentic leadership also served as a useful predictor of whether students intended to take up formal student leadership roles. Conclusions: Practical implications of this research include opportunities for policy development to support leadership opportunities and training for higher education students as a method of developing their authentic leadership.

Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff's ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020-2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings.

Increasing rates of depression, anxiety, substance use, and suicidal thoughts and behaviors among college students were exacerbated by the COVID-19 pandemic. This report describes how components of the Johns Hopkins Suicide Prevention Awareness, Response and Coordination (JH-SPARC) Project aligned with a multi-faceted strategy for suicide prevention. Key programs included suicide screening, gatekeeper trainings, and the use of third-party mental health services. Regarding suicide screening outcomes, staff sent 36,148 individual emails inviting students and trainees to participate in stress and depression screening. This approach garnered 2,634 responses and connected 130 students to care, 66 of whom (50.8%) indicated suicidal thoughts, plans, or behaviors. We estimate this screening cost $2.97 per student. Important lessons included the reliance on virtual platforms and the need to coordinate efforts across multiple campuses. Our manuscript provides an example of a transferable strategy for suicide prevention on college campuses in the pandemic era.

Representations in chemistry are the tools by which students, instructors, and chemists reason with chemical concepts that are abstract. Although representations are regularly used within the chemistry classroom, there is more to uncover regarding the ways students interact with representations when given chemistry tasks. This study aimed to address this gap in knowledge. In this study, eighteen students enrolled in second semester general chemistry were recruited for data collection. Semi-structured interviews were utilized to observe how students approached a similar set of dipole-dipole interaction tasks when given four distinct representations. Analysis of the data revealed that students' approaches to these tasks were affected by the newly explicit features present within each representation. Additionally, the ordering in which the representations were presented to the students influenced the specific features students took notice of and implemented into their approaches to the tasks. These findings can better inform instruction and future research involving chemical representations such that students will form a solid foundation in working with and pulling relevant information from various representations when solving chemistry tasks.

Studies show that surgical face masks can have both positive and negative effects on attractiveness. Race has been implicated as a moderator of the size of this mask effect. Here, the moderating effects of expression, race and gender are explored. The mask effect was more positive for males than for females, for neutral faces than for smiling faces, and there were differences between the races. Further, the effect of unmasked attractiveness was partialled out for each image, which removed the race effects, but the gender and expression effects remained. It is suggested that racial differences previously observed in the mask effects are a consequence of differences in attractiveness of the faces sampled from those races. Re-analysis of previous research that showed race effects also demonstrates how they are better explained as attractiveness effects rather than race effects. This explanation can provide order to the different findings observed across the literature.

This qualitative study delves into the intricate landscape of general chemistry students' study strategy decision-making processes, examining the guiding factors that shape their choices. Past work in chemistry education has shown that students' study behaviors are dynamic in nature. Employing self-regulation theory, the study aims to provide a deeper understanding of how students decide to maintain or change their study behaviors. Semi-structured interviews were conducted to capture the study processes of nine students enrolled in first-semester general chemistry classroom. The results indicated these students' study behavior decision-making process was either driven by metacognition or affect. Students who adopted metacognitive decision-making showed evidence of enactment of declarative, procedural, and conditional knowledge which could be influenced by either the nature of the content studied (content-driven), or the time-efficiency of the strategies employed (time-driven) during their self-regulation. On the contrary, students who adopted affective decision-making based their choices regarding their study behaviors on the emotional aspects and the value they attribute to the study strategies (intrinsic-value or instrumental-value driven). The findings of the study are foundational yet highlight the nuanced nature of changes and constancy within the study strategy decision-making process. This suggests a one-size-fits-all approach to improve student study behaviors may not yield fruitful outcomes and therefore, distinct methods should be devised to reach students with different decision-making processes.

Education in organic chemistry is highly reliant on molecular representations. Students abstract information from representations to make sense of submicroscopic interactions. This study investigates relationships between differing representations: bond-line structures, ball-and-stick, or electrostatic potential maps (EPMs), and predicting partial charges, nucleophiles, and electrophiles. The study makes use of students' answers in hot-spot question format, where they select partially charged atoms on the image of a molecule and explanations. Analysis showed no significant difference among students when predicting a partially positive atom with each representation; however, more students with EPMs were able to correctly predict the partially negative atom. No difference was observed across representations in students predicting electrophilic character; while representations did influence students identifying nucleophilic character. The affordance of EPMs was that they cued more students to cite relative electronegativity indicating that such students were able to recognize the cause for electron rich/poor areas. This recognition is central to rationalizing mechanisms in organic chemistry. This study offers implications on incorporating EPMs during instruction and provides evidence-based support in how EPMs could be useful in promoting learning on topics that relate to an uneven charge distribution.

Evidence shows that biomedical engineering students face unique challenges in entering the workforce compared to peers in other engineering majors. The purpose of this study is to explore the factors impacting undergraduate engineering students' career attainment, or the acquisition of employment in a chosen field, and how the students experienced these factors in their pathways towards post-graduate employment. By studying differences in processes towards career attainment, there is an opportunity to promote equity and better support the inclusion and persistence of women and racially minoritized groups in engineering, particularly their readiness to enter the engineering workforce. We sought to answer two research questions: (RQ1) What contextual factors are identified by engineering students as supports and barriers to their attainment of a career in the engineering field? (RQ2) How are engineering students experiencing inequities in their processes toward career attainment? We conducted six focus groups with undergraduate engineering students at a large Midwestern University. Participants were purposefully sampled based on demographics from four engineering disciplines: biomedical engineering and the three preferred majors for students transferring out of biomedical engineering at our university, chemical engineering, materials science and engineering, and mechanical engineering. We used social cognitive career theory (SCCT) to inform our data collection and analysis and interpret the findings. The transcripts were analyzed by developing a codebook containing theory-driven codes from SCCT and emergent codes from the data. We identified five themes representing the contextual factors impacting engineering students' processes toward career attainment: implications of (1) interpersonal relationships; (2) institutional infrastructure; (3) academics; (4) social identity; and (5) out-of-class experiences. We also found that these contextual factors may act as either a support or barrier depending on personal factors such as demographics, personality, or identity. The nuance revealed in this study, that a contextual factor may be both a support and barrier, presents implications for universities to provide more individualized career preparedness resources and recognize the ways that students' positionalities impact their processes toward career attainment.

A strategic priority for university educators is to ensure graduates have developed a range of transferable skills. An important skill required by employers is the development of digital capabilities. The COVID-19 pandemic necessitated the move of courses into blended formats which provided an opportunity for educators to redesign their modules to embed digital skills. During this challenging context, the Biological Sciences Department at Royal Holloway, University of London, in collaboration with the E-Learning and Careers Teams, capitalised on existing Microsoft technologies to launch an innovative online group project for a first-year module. This collaborative approach to curriculum design increased capacity to pivot quickly, and readily support students, as well as ensuring that learnings from the design process could be widely disseminated. The virtual collaborative assessment had high engagement and supported the development of transferable skills such as teamwork, digital literacy, and communication. The incorporation of a guided self-reflective exercise into the assessment allowed students to evidence the transferable skills they had acquired. By frontloading these foundational skills into an assessment early in their education, we increased capacity to build on these skills in future years across the wider programme. The design, which used asynchronous online technologies, also increased the capacity of staff to fit marking and student queries around their schedules. Our findings demonstrated that through online group work and guided self-reflective assessment, students developed transferable skills that would benefit them in their future careers. This transformative approach could be utilised across other departments, both in remote and hybrid environments.

Although research literacy is necessary for the competent delivery of psychological services, many psychology students hold negative attitudes toward research subjects. The current study explored undergraduate students' perceptions of research subjects relative to nonresearch subjects. A sample of 249 Australian (45.4%) and Singaporean (54.6%) first-year university students (M[subscript age] = 21.27, SD[subscript age] = 5.14, females = 75.9%) indicated their interest in, and perceived value of, 32 psychology subjects (based on title and a short description). They also nominated their most/least interested and valued subject and provided a free-text explanation for their selections. Participants perceived research subjects as significantly less interesting and valuable relative to nonresearch subjects (d values were indicative of a large difference for interest and a small-to-medium different for value). Cluster analysis indicated that research subjects are seen as distinct, forming their own cluster. This finding was supported by thematic analysis of participants' open-ended responses. Students considered research subjects to be especially difficult, requiring skills they did not possess or enjoy using (e.g., mathematics), and lacking relevance to their future studies and intended careers. The findings suggest that research methods instructors should aim to emphasize the relevance of research to practice in high interest areas (e.g., psychopathology).

Goal setting and grade loss aversion have individually been found to be effective motivators for student performance. We combine these two strategies to investigate, in a university setting, the effectiveness of grade endowment within a goal-setting framework. Our participants set grade goals which some must earn the traditional way, thus framed as 'gains', while others are awarded their target grade upfront, thus framed as 'losses'. We find a positive impact of goal setting on student performance. We also find that the effect of grade goals framed as 'losses' is numerically, but not statistically, greater than those framed as 'gains'.

The U.S. psychology workforce is considerably less diverse than the population that it serves. While several recruitment and admission practices are effective for diversifying psychology training programs, upstream recruitment of underrepresented candidates is particularly promising. Aiming to diversify the clinical psychology graduate program applicant pool, the Student Training Equity Project (STEP) was developed to promote and evaluate upstream recruitment of undergraduate students of color interested in psychology graduate studies. This study used a mixed-method design to evaluate immediate outcomes for three STEP programmatic strategies. Survey results suggest that STEP networking events were associated with undergraduate research and mentorship opportunities. Findings suggest that STEP funding supported students in producing research products (e.g., manuscripts) that might bolster graduate application materials. STEP website engagement data showed over 1,000 views per year, and highlighted ways to improve outreach. More controlled evaluation is needed to determine whether STEP contributed to diversification of the applicant pool.

Standards-based grading is an alternative grading method with many claimed benefits. This paper reports on quantitative studies investigating several of these oft-made anecdotal claims, such as reducing students' test anxiety and fostering a growth mindset. We found that standards-based grading did reduce students' test anxiety; moreover, the typically found difference in test anxiety between male and female students was eliminated in standards-based grading courses. We found no change in students' growth mindset, but that students' mastery avoidance goals were reduced.

Several studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE development among pre-service teachers in two exchanges. Using k-means cluster analysis of reported gains in IE, we identified three groups of students who reported high-medium-low IE gains. Cluster analysis informed our qualitative analysis of students' reflections on VE. Having analysed data from 486 diary entries at four successive time measurements, we identified three factors critical to students' perceived IE development: students' ability to overcome challenges during VE, level of engagement with their partners, and engagement with cultural difference. These findings shed light on what experiences in VE influence participants' perceptions of their intercultural learning. The study provides recommendations for the design of online collaborative learning programmes, such as VE, that might help address students' diverse needs.

Achieving equity in gifted education requires districts to disrupt inequities. Professional learning (PL) is acknowledged as an effective tool to spark lasting change; however, the realities of implementing equity-driven PL often hinder its effectiveness. This case study provides the perspectives of a gifted coordinator on the obstacles to growing equity in a gifted and talented program following targeted ongoing, relevant, collaborative, online equity-driven PL provided as part of a university/district collaboration. The qualitative study sought to understand challenges the gifted coordinator faced as well as insights she gained after the university/district collaborative PL. The case study methodology involved an interview; data were transcribed, coded, and analyzed; and five themes and three key understandings are discussed, along with implications for future research and study limitations. Key understandings include the benefits of targeted PL, the need for timely change, and the need to balance between leadership and empowering teachers to be change agents.

This article examines voluntary use of Grammarly in online Composition courses, including its effect on student writing, how students feel about using it, and what challenges arise when teaching with it. This will also discuss strategies to help educators overcome these challenges and describe appropriate uses of Grammarly.