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Course-based undergraduate research experiences (CUREs) incorporate authentic research instead of confirmatory exercises into laboratory courses. Following the COVID-19 pandemic, there has been a general shift in instructional modalities from face-to-face (F2F) towards hybrid and online teaching. Student impacts caused by the abrupt shift to online teaching have been characterized, but comparisons between modalities for CUREs are missing. Therefore, we evaluated student learning and attitudinal outcomes in F2F, hybrid, and online delivery of an introductory college biology CURE. Additionally, we compared student outcomes between White/Asian students and persons excluded due to ethnicity or race (PEER) in these modalities. There were significant learning differences between modalities, but there were no significant learning differences by PEER status. Of six attitudinal variables, one varied significantly by modality and three varied significantly for PEER students. These results suggest that CUREs can be adapted to the online or hybrid modality with minimal impacts on student outcomes.

Attrition rates among school leaders have risen in recent years, and scholars cite a lack of meaningful connections and responsive professional learning as leading reasons why they are leaving the field. School leaders are called to navigate unfamiliar and complex challenges, often working in isolation with limited opportunities for collaboration and professional growth. Social media forums, like Twitter, have potential to support a Community of Practice to facilitate learning around school leadership; however, there is a lack of scholarship exploring how school leaders use social media to support their needs. This mixed-methods study used sentiment and content analysis along with a phronetic iterative approach to explore how school leaders use Twitter to connect with others in the field. The umbrella categories of efficacy, agency, and resiliency emerged from the analysis, offering a glimpse into potential connections made through social media. The findings of this exploratory study suggest that principals are seeking connection, encouragement, and professional learning, yet further development in this area could help inform more formal practices to fill the gap in access to informal professional learning.

Recent reports indicate the national principal attrition rate is at an all-time high. Scholars suggest a lack of responsive professional development as a leading factor in why principals leave the field. Further, the pandemic has exposed daily uncertainties for school leaders as they navigate new territory, bringing forth new considerations in how to best support their immediate needs and continued growth. While research shows that other fields, like healthcare and law enforcement, have utilized live and digital simulations for practitioners in technical skill development and responsive training, educational leadership has predominantly utilized passive simulation practice, like in-basket activities or role-playing during preparation programs. This article explores the current research regarding leadership development, providing context for the potential impact of simulation practice as a targeted professional development method that may extend beyond pre-service preparation and continue as learning pathways for in-service school leaders.

School leadership is a fast-paced job where stakeholder feedback is frequent, and decision-making requires quick thinking and strong organization. When school leaders transition from practitioner to scholar, they face a dramatic change in pace and responsibility. Unlike their peers who come from academia, practitioner-scholars experience a unique context and career shift that requires navigating unfamiliar organizational structures and translating existing skills into new contexts. This collaborative autoethnography explores the lived experiences of two junior faculty who recently transitioned from the campus principalship to the tenure track professoriate during the COVID-19 pandemic. Through a process of individual writing, group reflection, and shared analysis, common themes emerged from the data, including expectations, relationships, and identity. The research discusses processing unfamiliar experiences in academia, negotiating the re-identification of self, and developing new attachments during the shift from doing the work to supporting and advancing the field.

Objective: Intergenerational studies have identified relations between adolescents' and their future offspring's cannabis and alcohol use, but rarely have examined the association for other illicit drug use. Given the low prevalence of such use in community populations, we pooled data from three prospective intergenerational studies to test this link. Method: Participants were 1,060 children of 937 parents who had been repeatedly assessed since early adolescence. Children and parents reported on their use of cocaine, stimulants, hallucinogens, sedatives/tranquilizers, and opiates/narcotics from ages 10 to 18 years. Intergenerational similarities in any versus no use of these drugs were formally modeled using logistic regression. Patterns also were descriptively analyzed. Results: Parent illicit substance use was associated with significantly higher odds of child use (adjusted odds ratio [95% confidence interval] = 2.682 [1.328–5.416], p = 0.006). However, intergenerational continuity was modest; 87% of children whose parent used illicit drugs in adolescence did not use such drugs, and 77% of parents of children who used illicit drugs had not themselves used these drugs during adolescence. Conclusions: The use of illicit substances by parents during their teenage years poses a risk for their offspring's similar behaviors. However, the discontinuity of these behaviors across generations implies children are largely resilient to or protected from this risk, and conversely that other aspects of parents' and children's experiences or characteristics may be more powerful risks for children's illicit drug use than this transgenerational influence. Public Health Significance: (a) Parents' use of illicit drugs during adolescence significantly increased risk that their adolescent children would use such drugs. (b) However, most parents who used illicit drugs did not have children who used illicit drugs, and conversely, the majority of adolescents who used illicit drugs did not have parents who had used such drugs in their adolescence. (c) Distinct prevention strategies may be needed to disrupt intergenerational continuities in illicit drug use via selective prevention, and also to avert drug use by offspring of parents who abstained in adolescence through universal approaches. [ABSTRACT FROM AUTHOR]

This paper highlights two emerging models for how religious education is evolving in new venues to reach new audiences today. The first is an online course that equips a new generation of chaplains to accompany community organizers and activists on the front lines of social change by providing spiritual and emotional support. The second is literally a meal, the People's Supper, introduced through the transcript of a podcast interview. Both the podcast transcript and an online course are particular technologies and delivery platforms that creative religious educators are using as we shape the future of the field.