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This is a large-scale, multi-author collaborative autoethnographic study exploring the concept of building a tangible teaching commons on the example of the Scholarship of Teaching and Learning (SoTL) Commons Conference. The project organizers sought to provide a big tent and extended an invitation to attendees to respond to a series of writing prompts about their conference experience. Collaborative writing took place asynchronously over an approximately 60-day period following the close of the conference and generated ˜ 20,000 words. This corpus became the basis for a three-stage emergent coding process, conducted by the four-member steering committee, which led to the identification of three primary themes from the collective experiences of the 2023 SoTL Commons Conference attendees: SoTL as pedagogy, SoTL as a community of scholars, and SoTL as scholarship. Despite some limitations to what the sense of commons represents, the project highlighted the respondents' spirit of appreciative inquiry, a signature mindset of SoTL and engaged participants who were new to the field. We argue that it acted as a form of academic hospitality itself; enabling the sharing of practice, deepening of reflection, strengthening of research skills, fostering of social connections, and, by extension, the advancement of the field as a community of scholars.

To reduce greenhouse gas (GHG) emissions from the transportation sector, government programs and regulations are encouraging a transition from internal combustion engine vehicles (ICEVs) to battery electric vehicles (BEVs) and plug-in hybrid electric vehicles (PHEVs), collectively referred to as plug-in electric vehicles (PEVs). California has targets of having 5 million PEVs and Fuel Cell Electric Vehicles on the road by 2030, and 100% of new vehicle sales being zero-emission by 2035. An increasing diversity of vehicle types, paired with a growing demand for PEVs, has major implications for vehicle miles traveled (VMT), air pollution, and emissions. To better understand what is likely to happen,  researchers predict household vehicle preference and VMT by vehicle body and fuel type. This policy brief summarizes the findings from that research and provides policy implications.View the NCST Project Webpage

To mitigate climate change and air pollution, multiple US states and other countries have beensetting and adjusting goals and policies aimed at shifting sales from conventional, fossil-fuel–powered vehicles to plug-in electric vehicles (PEVs), defined as plug-in hybrid and battery electric (all-electric) vehicles. For example, US policies have offered federal tax credits for the purchase of PEVs, with limits set on how many PEVs from a single manufacturer, which PEVs, and which consumers qualify. A key to developing or adjusting these policies is understanding how financial incentives affect consumers’ decisions to purchase or lease PEVs. To better understand the impact of financial incentives on PEV leasing and purchasing, researchers at the University of California, Davis, analyzed survey responses from approximately 2,800 California PEV owners. The survey asked: If the federal tax credit were not available would you: purchase or lease the same PEV, switch to a different PEV, switch to a conventional or hybrid (non-plug in) vehicle, or not acquire a vehicle at all? This policy brief discusses findings from those survey responses and provides policy implications. View the NCST Project Webpage

INTRODUCTION: Climate change is a global phenomenon with far-reaching consequences, and its impact on human health is a growing concern. The intricate interplay of various factors makes it challenging to accurately predict and understand the implications of climate change on human well-being. Conventional methodologies have limitations in comprehensively addressing the complexity and nonlinearity inherent in the relationships between climate change and health outcomes. OBJECTIVES: The primary objective of this paper is to develop a robust theoretical framework that can effectively analyze and interpret the intricate web of variables influencing the human health impacts of climate change. By doing so, we aim to overcome the limitations of conventional approaches and provide a more nuanced understanding of the complex relationships involved. Furthermore, we seek to explore practical applications of this theoretical framework to enhance our ability to predict, mitigate, and adapt to the diverse health challenges posed by a changing climate. METHODS: Addressing the challenges outlined in the objectives, this study introduces the Complex Adaptive Systems (CAS) framework, acknowledging its significance in capturing the nuanced dynamics of health effects linked to climate change. The research utilizes a blend of field observations, expert interviews, key informant interviews, and an extensive literature review to shape the development of the CAS framework. RESULTS AND DISCUSSION: The proposed CAS framework categorizes findings into six key sub-systems: ecological services, extreme weather, infectious diseases, food security, disaster risk management, and clinical public health. The study employs agent-based modeling, using causal loop diagrams (CLDs) tailored for each CAS sub-system. A set of identified variables is incorporated into predictive modeling to enhance the understanding of health outcomes within the CAS framework. Through a combination of theoretical development and practical application, this paper aspires to contribute valuable insights to the interdisciplinary field of climate change and health. Integrating agent-based modeling and CLDs enhances the predictive capabilities required for effective health outcome analysis in the context of climate change. CONCLUSION: This paper serves as a valuable resource for policymakers, researchers, and public health professionals by employing a CAS framework to understand and assess the complex network of health impacts associated with climate change. It offers insights into effective strategies for safeguarding human health amidst current and future climate challenges.

While all learning and knowledge can be attributed to experiences, not all experiences are educative. Experiential learning is a highly utilized theory and pedagogical practice in agricultural education and has been since its inception as a discipline. The purpose of this research is to examine the theory of experiential learning as it applies to agricultural education. Therefore, this philosophical discussion aims to continue the work conducted by Roberts (2006), and aid in further understanding the phenomenon of experiential learning. Specifically, this study includes a synthesis of recent empirical research on experiential learning, especially in agricultural education settings. We also offer considerations from seminal literature by experiential learning theorists. A revised process model that emphasizes experiential learning is not a stepwise process is presented. Also, we provide revisions to the model for contextualizing experiential learning. Lastly, we present a holistic model of experiential learning that includes both the process and context of experiential learning.

We examined the mentor-protégé relationship and the foundational pillars that make the relationship effective. Through a phenomenological design, we conducted interviews with student leaders to discuss their relationship with their self-identified most significant mentor. Using leader-member exchange and mentor relationship theory as a lens, we used the protégé's perspective to find what was important for them as they were developed by a mentor. We found respect, trust, direct engagement and feedback, relationship maintenance, and shared values to be important components of effective mentoring. We used inductive analysis to develop a model that illustrates the qualities and phases that mentoring relationships go through, indicating which pillars should be present at each stage. We discuss implications of this for leader-member exchange theory and mentor relationship theory, as well as implications for practice in leadership education.

Experiential learning is widely used at the post-secondary level, but it requires intentional curricular planning, and proper facilitation from the instructor. The effects of experiential learning in agricultural education settings at the higher education level have not been tested extensively. Therefore, additional examination is needed to inform the practice of college faculty, especially those who wish to implement effective experiential learning in their teaching. The purpose of this study was to examine the effects of reflection mode (peer verbal or written journal reflection) and transfer level (same, near, or far transfer) on students' post-course knowledge retention in an undergraduate, animal science, laboratory course. In total, 114 students were divided among six treatment groups using a quasi-experimental, two-way, analysis of covariance (ANCOVA) design. There was no statistically significant interaction effect between reflection mode and transfer level on students' post course retention, nor were there statistically significant differences for theses main effects. While no treatment group was statistically significant, this does not mean that the mode of reflection or level of transfer were not effective practices. Rather, no reflection mode, transfer level, or combination thereof was more effective than the others. Practitioners of experiential education should seek to implement holistic models of experiential learning, which includes the facilitation of learner reflection and application, in order to foster an educative experience.

We used a multi-method design to determine the quality of technology-enhanced performance-based peer feedback, teacher candidate strategy use, and child behaviors over time. We also explored teacher candidates' perceived social validity of technology-enhanced performance-based peer feedback. Eleven teacher candidates enrolled in an early childhood certification program and their focus children that were at-risk or identified with disabilities engaged in naturalistic early childhood environments (home, community, and classroom settings). Teacher candidates were grouped by their environmental assignment and reviewed video interactions to provide feedback to their peers. Teacher candidates' quality of feedback changed over time which impacted teacher candidate use of strategies as well as focus child use of skills. Additionally, the teacher candidates perceived the intervention package to be feasible and acceptable. Implications for research and practice are discussed.

Staphylococcus epidermidis is a common microbe on human skin and has beneficial functions in the skin microbiome. However, under conditions of allergic inflammation, the abundance of S. epidermidis increases, establishing potential danger to the epidermis. To understand how this commensal may injure the host, we investigate phenol-soluble modulin (PSM) peptides produced by S. epidermidis that are similar to peptides produced by Staphylococcus aureus. Synthetic S. epidermidis PSMs induce expression of host defense genes and are cytotoxic to human keratinocytes. Deletion mutants of S. epidermidis lacking these gene products support these observations and further show that PSMs require the action of the EcpA bacterial protease to induce inflammation when applied on mouse skin with an intact stratum corneum. The expression of PSMδ from S. epidermidis is also found to correlate with disease severity in patients with atopic dermatitis. These observations show how S. epidermidis PSMs can promote skin inflammation.

The increasing diversity of vehicle type holdings and growing demand for BEVs and PHEVs have serious policy implications for travel demand and air pollution. Consequently, it is important to accurately predict or estimate the preference for vehicle holdings of households as well as the vehicle miles traveled by vehicle body- and fuel-type to project future VMT changes and mobile source emission levels. Leveraging the 2019 California Vehicle Survey data, this report presents the application of a utility-based model for multiple discreteness that combines multiple vehicle types with usage in an integrated model, specifically the MDCEV model. The model results suggest the important effects of household demographics, residence location, and built environment factors on vehicle body type and powertrain choice and usage. Further the predictions associated with changes inbuilt environment factors like population density can inform the design of land-use and transportation policies to influence household vehicle holdings and usage that can in turn impact travel demand and air quality issues in California.View the NCST Project Webpage

Pre-service teachers (PSTs) often lack the self-efficacy necessary to effectively implement STEM education into their classrooms. Undergraduate research experiences (URE) can help fill this void by providing opportunities for PSTs to engage with STEM content and K-12 students in a field-based research context. This case study details the impact a URE had on PSTs' STEM self-efficacy and views on research. The URE consisted of STEM curriculum development, teaching the curriculum at a local middle school, gathering research data, and presenting results at academic conferences. Participation in the URE positively influenced the PSTs' self-efficacy in STEM and changed their perceptions regarding research. This research provides practical value to educator preparation programs (EPPs) as an option to enhance STEM education for PSTs.

Abstract Background The increasing burden of dengue virus on public health due to more explosive and frequent outbreaks highlights the need for improved surveillance and control. Genomic surveillance of dengue virus not only provides important insights into the emergence and spread of genetically diverse serotypes and genotypes, but it is also critical to monitor the effectiveness of newly implemented control strategies. Here, we present DengueSeq, an amplicon sequencing protocol, which enables whole-genome sequencing of all four dengue virus serotypes. Results We developed primer schemes for the four dengue virus serotypes, which can be combined into a pan-serotype approach. We validated both approaches using genetically diverse virus stocks and clinical specimens that contained a range of virus copies. High genome coverage (>95%) was achieved for all genotypes, except DENV2 (genotype VI) and DENV 4 (genotype IV) sylvatics, with similar performance of the serotype-specific and pan-serotype approaches. The limit of detection to reach 70% coverage was 10-100 RNA copies/μL for all four serotypes, which is similar to other commonly used primer schemes. DengueSeq facilitates the sequencing of samples without known serotypes, allows the detection of multiple serotypes in the same sample, and can be used with a variety of library prep kits and sequencing instruments. Conclusions DengueSeq was systematically evaluated with virus stocks and clinical specimens spanning the genetic diversity within each of the four dengue virus serotypes. The primer schemes can be plugged into existing amplicon sequencing workflows to facilitate the global need for expanded dengue virus genomic surveillance.

Abstract Dengue is the most prevalent mosquito-borne viral disease in humans, and cases are continuing to rise globally. In particular, islands in the Caribbean have experienced more frequent outbreaks, and all four dengue virus (DENV) serotypes have been reported in the region, leading to hyperendemicity and increased rates of severe disease. However, there is significant variability regarding virus surveillance and reporting between islands, making it difficult to obtain an accurate understanding of the epidemiological patterns in the Caribbean. To investigate this, we used travel surveillance and genomic epidemiology to reconstruct outbreak dynamics, DENV serotype turnover, and patterns of spread within the region from 2009-2022. We uncovered two recent DENV-3 introductions from Asia, one of which resulted in a large outbreak in Cuba, which was previously under-reported. We also show that while outbreaks can be synchronized between islands, they are often caused by different serotypes. Our study highlights the importance of surveillance of infected travelers to provide a snapshot of local introductions and transmission in areas with limited local surveillance and suggests that the recent DENV-3 introductions may pose a major public health threat in the region.

Abstract There are few population-based studies of sufficient size and follow-up duration to have reliably assessed perinatal outcomes for pregnant women hospitalised with SARS-CoV-2 infection. The United Kingdom Obstetric Surveillance System (UKOSS) covers all 194 consultant-led UK maternity units and included all pregnant women admitted to hospital with an ongoing SARS-CoV-2 infection. Here we show that in this large national cohort comprising two years’ active surveillance over four SARS-CoV-2 variant periods and with near complete follow-up of pregnancy outcomes for 16,627 included women, severe perinatal outcomes were more common in women with moderate to severe COVID-19, during the delta dominant period and among unvaccinated women. We provide strong evidence to recommend continuous surveillance of pregnancy outcomes in future pandemics and to continue to recommend SARS-CoV-2 vaccination in pregnancy to protect both mothers and babies.

Using a sample of approximately 7,000 California PEV drivers recruited from California Clean Vehicle Rebate Program applicants, two logistic regression models are specified to analyze responses by PEV lessees and purchasers to the question of what they would do in the absence of the federal tax credit. Possible responses include: purchase/lease the same PEV, switch to a different PEV, switch to a conventional or hybrid (non-plug in) vehicle, or not acquire a vehicle at all. Several key insights are found: higher discounts from the tax credit increase the probability of lessees indicating they would not lease a PEV at all. For purchasers, in addition to not purchasing any vehicle at all, the probability of purchasing a conventional vehicle, or another PEV also increase. These findings could have implications for California’s ability to reach its ZEV milestones and are important to consider due to recent changes to the US federal tax credit. Our findings indicate that many PEV adopters would likely not adopt their PEV without the tax credit, potentially more so for leased compared to purchased vehicles. There are also unique results for lessees related to the impact of home ownership. Renters are more likely than homeowners to lease a conventional vehicle than a PEV in the absence of the tax credit. This finding contributes to the literature which finds homeowners to be more likely to adopt a PEV than renters, emphasizing the importance of access to at-home charging for PEV adoption. These results show how incentives may be more influential for adoption decisions in the PEV lease market point to factors associated with consumers’ PEV adoption behavior in the absence of the federal tax credit.View the NCST Project Webpage

Successful and beneficial collaboration relies on the dedication individuals to cooperate, the established culture of collaboration and cooperation and a desire and willingness to collaborate. Agricultural educators and Extension agents often find themselves in competition for members rather than cooperation to develop members. Working in conjunction with one another in a concerted effort allows the two groups to develop youth into more efficient and effective leaders and citizens. This study utilized the Theory of Planned Behavior (Ajzen, 1985). As applied to this study, this theory would hold that the variables of interest, personal and professional demographics within the two groups, to influence collaboration levels between agricultural educators and extension agents because these factors can shape and include attitudes, subjective norms, and perceived behavioral controls. This study found perceptions between school-based agricultural educators and Extension agents do hold positive views of cooperation. However, this cooperation does not happen very often outside of well-established instances. Upon examination of this study, we recommend further research be done to maintain an accurate reading of cooperation between these two entities and delve further into what motivates them.

In 2022, Stanford University's Katie Meyer and at least four other college athletes in the United States died by suicide. If used appropriately, social media is a potential platform to destigmatize mental health through initiating discussions and providing educational resources. The study explores how Stanford University's athletic department utilized Twitter to address mental health in the year after Meyer's passing. Guided by Bronfenbrenner's ecological systems theory and Fairclough's approach to critical discourse analysis, this study examined 59 tweets posted across Stanford University's athletic department and program platforms. The current study found that Stanford's social media messaging reinforced mental health stigma and the sport ethic across the micro-, meso-, exo-, and macrosystem, which discourage sport consumers from changing their perceptions of mental health stigma in sport. Furthermore, the social media messaging does not demonstrate future institutional emphasis on mental health. We conclude with best practices for college sport administrators. [ABSTRACT FROM AUTHOR]

Division I college athletes are faced with numerous academic challenges during their time in school, including conflicts of interest between the university (e.g., academic success), athletic department (e.g., athletic success), and their own priorities (e.g., quality of life, balancing academic and athletic success). These growing demands may impact student-athletes' ability to prepare for a career after sport. Thus, there is a need for high-quality student-athlete career development programming and services in student-athlete support centers. The purpose of this study was to gain senior administrators' perspectives of student-athlete support services to determine best practices of career development programming. Division I administrators (N = 10), who oversee student-athlete support centers, provided insight and feedback via semi-structured interviews. A directed qualitative content analysis was conducted to discern best practices, levels of student-athlete engagement, and preferred attributes of career development personnel. The findings provide specific recommendations, which can help other student-athlete career development personnel improve their programs and adds to the holistic care literature. [ABSTRACT FROM AUTHOR]

Abstract Hypoxic responses have been implicated in critical pathologies, including inflammation, immunity, and tumorigenesis. Recently, efforts to identify effective natural remedies and health supplements are increasing. Previous studies have reported that the cell lysates and the cell wall-bound lipoteichoic acids of Lactiplantibacillus plantarum K8 (K8) exert anti-inflammatory and immunomodulative effects. However, the effect of K8 on cellular hypoxic responses remains unknown. In this study, we found that K8 lysates had a potent suppressive effect on gene expression under hypoxia. K8 lysates markedly downregulated hypoxia-induced HIF1α accumulation in the human bone marrow and lung cancer cell lines, SH-SY5Y and H460. Consequently, the transcription of known HIF1α target genes, such as p21, GLUT1, and ALDOC, was notably suppressed in the K8 lysate supplement and purified lipoteichoic acids of K8, upon hypoxic induction. Intriguingly, K8 lysates decreased the expression of PHD2 and VHL proteins, which are responsible for HIF1α destabilization under normoxic conditions, suggesting that K8 may regulate HIF1α stability in a non-canonical pathway. Overall, our results suggest that K8 lysates desensitize the cells to hypoxic stresses and suppress HIF1α-mediated hypoxic gene activation.

National FFA officers are propelled into a very public position when elected to serve the organization. With an expectation to serve as leaders, officers spend the year interacting with FFA members, sponsors, legislatures, parents, teachers, and others. In order to perform in the highest capacity, they often turn to mentors to guide them through personal and professional development. Little is currently known about what makes mentorship effective for students who undergo an extensive, culminating leadership development experience. This qualitative study examined the mentoring experiences of 12 past national FFA officers over the course of four life stages, beginning the year prior to election as national officer and concluding at least two years following their year of service. Using a phenomenological approach through a lens of mentor relationship theory and leader-member exchange, a journey map was created to better understand how these individuals describe mentorship and the quality of mentorship experienced over the course of the four life stages. Findings indicated effective mentorship must have high affect and professional respect, with contribution and loyalty being less important to the relationship. Implications exist for protégés, mentors, and leadership practitioners who facilitate mentorship programs or have direct mentor-protégé relationships with college-aged students.

Experiential learning is a foundational element to agriscience education. The purpose of this study was to examine the effects of reflection type and abstraction order on students' scientific reasoning skills when teaching experientially. Three major conclusions can be drawn from this study: (1) reflection type and abstraction order are independent of one another; (2) reflection-on-action, regardless of abstraction order, is more effective when developing students' scientific reasoning skills; and (3) pre-abstraction is more effective when developing students' scientific reasoning skills regardless of reflection type. It is recommended that future studies be replicated with a larger sample population, provide a longer duration of treatment, and consider individual learning styles as they pertain to reflection, abstraction, and other dependent variables not examined in this study. Regarding recommendations for practice, it is recommended that professional development opportunities exist for in-service teachers. The developers of professional development opportunities should focus on how to better develop students' scientific reasoning skills through experiential learning, reflection as a teaching strategy, and designing learning experiences. Finally, the results of this study should be shared with pre-service teachers in teaching methods and curriculum design courses to allow preservice teachers to make informed decisions when designing learning experiences.