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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.

This study tested whether effects of a preventive intervention delivered in elementary school showed benefits for the young adult offspring of intervention recipients over 20 years later. The Raising Healthy Children (RHC) intervention, trialed in 18 public schools in Seattle, Washington, from 1980-1986 (grades 1-6), sought to build strong bonds to family and school to promote school success and avoidance of substance use and illegal behavior. Four intervention groups were constituted: full, late, parent training only, and control. Participants were followed through 2014 (age 39 years). Those who became parents were enrolled in an intergenerational study along with their oldest offspring (10 assessments between 2002 and 2018). This study includes young adult offspring (ages 18-25 years; n = 169; 52% female; 4% Asian, 25% Black, 40% multiracial, 4% Native American, 2% Native Hawaiian/Pacific Islander, 25% White, and 14% Hispanic/Latinx) of participants in the original RHC trial. Offspring outcome measures included high school noncompletion, financial functioning, alcohol misuse, cannabis misuse, cigarette use, criminal behavior, internalizing behavior, social skills, and social bonding. A global test across all young adult outcome measures showed that offspring of parents who received the full RHC intervention reported better overall functioning compared to offspring of control group parents. Analyses of individual outcomes showed that offspring of full intervention group parents reported better financial functioning than offspring of control group parents. Findings show the potential of universal preventive interventions to provide long-term benefits that reach into the next generation. ClinicalTrials.gov Identifier: NCT04075019; retrospectively registered in 2019.

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.

The role of housing as a social driver of health is well-established, with stable housing being an important factor in reducing health inequities. During developmentally critical periods such as young adulthood, unstable housing and related social marginalization have profound effects on development and later health, social, and economic wellbeing. This exploratory study analyzed data from a population-based, longitudinal sample of young adults (average age 31 years) from Washington State (n = 755) to compare health and economic impacts of the early days of the COVID-19 pandemic, with a focus on housing status. Descriptive results suggest the pandemic exposed underlying vulnerabilities for young adults experiencing homelessness and housing instability, with an overall widening of inequities related to financial difficulties and increased risk for poor mental health and social isolation. Findings suggest that these vulnerabilities are magnified in the context of public health crises and strengthen the case for population-based studies investigating potential modifiable causes of housing instability to inform prevention and early intervention at the earliest possible point in a young person's development. Studies examining the severity of COVID-related hardships on young adult health and social outcomes are vital for establishing an evidence base for strategic policy action that seeks to prevent a rebound in young adult homelessness and housing instability post-pandemic. These studies would bolster both emergency preparedness responses that account for the unique needs of vulnerable populations and upstream population-level prevention approaches beginning long before the imminent risk for housing instability develops. [ABSTRACT FROM AUTHOR]

Background and aims: For young adults, the disruptions brought by the COVID‐19 pandemic to work, social relationships and health‐care probably impacted normative life stage transitions. Disaster research shows that negative effects of these events can persist for years after the acute crisis ends. Pandemic‐related disruptions may have been especially consequential for young adults with a history of substance use disorder (SUD). The current work aimed to measure the broad impact of the COVID‐19 pandemic on young adults with and without a history of SUD. Design, setting and participants: Data were from a longitudinal panel of n = 4407 young adults across the United States surveyed repeatedly from 2014 to 2019 (aged 19–26 years, pre‐pandemic) and again in 2021 (aged 28 years, mid‐pandemic). Measurements: We fitted multi‐level models to understand the association between SUD history and pandemic outcomes, controlling for potential confounders (socio‐demographic and health measures). Outcomes included overall life disruption; mental health, social and economic impacts; substance use; and physical health. Findings Young adults with a history of SUD reported greater life disruption (standardized β = 0.13–0.15, Ps < 0.015) and negative mental health impacts (standardized β = 0.12–0.14, Ps < 0.012), experienced approximately 20% more work‐related stressors (relative risks = 1.18–1.22, Ps < 0.002) and 50% more home‐related stressors (relative risks = 1.40–1.51, Ps < 0.001), and had two to three times the odds of increased substance use during the pandemic (odds ratios = 2.07–3.23, Ps < 0.001). Findings generally did not differ between those with a recent SUD diagnosis and those in recovery from SUD before the pandemic began. Conclusions: United States young adults with a history of substance use disorder (SUD) reported more life disruption and greater negative physical and mental health, social and economic impacts during the COVID mid‐pandemic period than young adults with no history of SUD. [ABSTRACT FROM AUTHOR]