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The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching.

A hotel-based clinic to serve Project RoomKey residents is a model for meeting the health care needs of an unhoused population. The purpose of this paper is to describe the health services provided by students and licensed clinicians at a hotel that was designed to allow unhoused community residents to shelter in place during the early stages of the Covid pandemic (May 1-June 30, 2020). Documents developed for the project may be useful to others who are setting up similar services for unhoused residents in their own communities.

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: (1) being a scientist and generating data; (2) teaching procedural knowledge; and (3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching.

In an increasingly diverse global context in which school psychologists strive to ensure appropriate educational services for all, addressing social injustice is critical. Cultural humility can serve as a link between cultural diversity and social justice, providing a deep awareness that allows school psychologists to understand themselves and their interactions with diverse students and families. Additionally, cultural humility provides a lens for framing advocacy necessary to address social justice concerns. This article reviews the literature on cultural humility and suggests promising practices for training school psychologists as culturally humble practitioners.

Individuals use information selectively, in ways that support group beliefs or one's psychological needs--this is motivated reasoning. Motivated reasoning is revealed in correlations between (1) opinions/knowledge and (2) individual cognitive preferences, such as need for closure, belief in a just world, and authoritarianism. We ask whether motivated reasoning around climate change persists after a 14-week college-level geoscience course, using a quasi-experimental design that compared students in nonmajor geoscience classes focusing on climate (N = 134) with students in similar courses that did not address contemporary climate change (N = 94). At the beginning of the course, students completed surveys that assessed cognitive preferences, political affiliation, general science and climate science knowledge, and opinions on anthropogenic climate change. At the end of the course, students' knowledge and opinions were reassessed. Correlations among variables indicated tendencies toward motivated reasoning at the beginning of the class. However, at the semester's end, evidence of motivated reasoning diminished: Fewer correlations between psychological variables and climate change knowledge and opinions reached significance, and those that did were less robust at the end of the semester. The effect was similar for both courses, demonstrating that a semester-long science course, irrespective of topic, may reduce motivated reasoning around climate change.

Engaging undergraduate students in scientific research promises substantial benefits, but it is not accessible to all students and is rarely implemented early in college education, when it will have the greatest impact. An inclusive Research Education Community (iREC) provides a centralized scientific and administrative infrastructure enabling engagement of large numbers of students at different types of institutions. The Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) is an iREC that promotes engagement and continued involvement in science among beginning undergraduate students. The SEA-PHAGES students show strong gains correlated with persistence relative to those in traditional laboratory courses regardless of academic, ethnic, gender, and socioeconomic profiles. This persistent involvement in science is reflected in key measures, including project ownership, scientific community values, science identity, and scientific networking.

There is a lack of investment in psychosocial treatments for people with dementia in Brazil. Cognitive Stimulation Therapy (CST) is a group-based intervention that has shown to have benefits on activities of daily living and mood for people with dementia in Brazil. This study aims to explore the experiences and perceived changes following CST groups. Individual interviews were conducted with the participants of the group (n = 12) and their caregivers (n = 11). Framework analysis was used to inspect the data. Two main themes have emerged: 'Personal benefits of being part of the group', containing two subthemes: 'Benefits for caregivers' and 'Benefits for person with dementia' and 'Day-to-day changes', containing seven subthemes; 'Memory', Sociability', 'Language', 'Mood', 'Orientation', 'Everyday activities' and 'Behavioural and psychological symptoms'. Results suggest that CST groups led to perceived personal benefits for the people with dementia and caregivers and that there are perceived changes for the participants of the groups. [ABSTRACT FROM AUTHOR]

Education predicts a variety of politically-relevant psychological variables, but there are competing hypotheses to explain why We conducted a panel study of students enrolled in either a political science or a non-political psychology course, measuring their political knowledge, attitudes and engagement at the beginning and end of the semester. Political knowledge increased for both groups. Attitudes and engagement remained stable. After accounting for pre-existing differences between the students, course content was never a significant predictor of knowledge, attitudes or engagement. The study suggests that explicitly learning about politics does not drive the relationship between education and political-psychological variables. Keywords: attitudes, political knowledge, education, ideology, Democracies depend upon the participation of their citizens, yet the United States is consistently low in both general political interest and voting turnout (Patterson, 2015) compared to other democratic countries. [...]

Lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) students are likely to be in every classroom in every secondary school in the United States; yet, their needs are often overlooked. LGBTQ students are at risk for developing academic, social, and emotional problems due to harassment and bullying experienced at school. Although schools have an ethical and legal duty to provide a safe educational experience for all students, few schools implement policies and programs to support LGBTQ students. School psychologists, with training in adolescent development, counseling, consultation, and systems change, are in a unique position to help schools be more responsive to the needs of LGBTQ students. By adopting a public health framework that focuses on primary, secondary, and tertiary levels of prevention and intervention for LGBTQ students, school psychologists can implement strategies and make recommendations for school-wide changes to promote positive development for all students. This article highlights challenges faced by LGBTQ students and presents methods for responding to the needs of this minority group using the public health framework.

Assessing a student for emotional disturbance is a serious and complex task given the stigma of the label and the ambiguities of the federal definition. One way that school psychologists can be more confident in their assessment results is to cross validate data from different sources using the RIOT approach (Review, Interview, Observe, Test). Because each data collection process has advantages and limitations, using all four processes together allows for comprehensive assessment for emotional disturbance. Additionally, school psychologists should strongly consider a student's strengths, cultural factors, and the interaction between the student and the environment in order to interpret assessment findings. This approach serves to tailor interventions regardless of diagnosis.