المؤلفون: Hess, Riley, Erickson, Olivia, Cole, Rebecca, Isaacs, Jared, Alvarez-Clare, Silvia, Arnold, Jonathan, Augustus-Wallace, Allison, Ayoob, Joseph, Berkowitz, Alan, Branchaw, Janet, Burgio, Kevin, Cannon, Charles, Ceballos, Ruben, Cohen, C, Coller, Hilary, Disney, Jane, Doze, Van, Eggers, Margaret, Ferguson, Edwin, Gray, Jeffrey, Greenberg, Jean, Hoffmann, Alexander, Jensen-Ryan, Danielle, Kao, Robert, Keene, Alex, Kowalko, Johanna, Lopez, Steven, Mathis, Camille, Minkara, Mona, Murren, Courtney, Ondrechen, Mary, Ordoñez, Patricia, Osano, Anne, Padilla-Crespo, Elizabeth, Palchoudhury, Soubantika, Qin, Hong, Ramírez-Lugo, Juan, Reithel, Jennifer, Shaw, Colin, Smith, Amber, Smith, Rosemary, Tsien, Fern, Dolan, Erin

المصدر: CBE : Life Sciences Education. 22(2)

مصطلحات موضوعية: Humans, Students, Pandemics, COVID-19

الوصف: In-person undergraduate research experiences (UREs) promote students integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/2mj8h4cjTest
https://escholarship.org/content/qt2mj8h4cj/qt2mj8h4cj.pdfTest

المؤلفون: Hess, Riley A., Erickson, Olivia A., Cole, Rebecca B., Isaacs, Jared M., Alvarez-Clare, Silvia, Arnold, Jonathan, Augustus-Wallace, Allison, Ayoob, Joseph C., Berkowitz, Alan, Branchaw, Janet, Burgio, Kevin R., Cannon, Charles H., Ceballos, Ruben Michael, Cohen, C. Sarah, Coller, Hilary, Disney, Jane, Doze, Van A., Eggers, Margaret J., Ferguson, Edwin L., Gray, Jeffrey J., Greenberg, Jean T., Hoffmann, Alexander, Jensen-Ryan, Danielle, Kao, Robert M., Keene, Alex C., Kowalko, Johanna E., Lopez, Steven A., Mathis, Camille, Minkara, Mona, Murren, Courtney J., Ondrechen, Mary Jo, Ordoñez, Patricia, Osano, Anne, Padilla-Crespo, Elizabeth, Palchoudhury, Soubantika, Qin, Hong, Ramírez-Lugo, Juan, Reithel, Jennifer, Shaw, Colin A., Smith, Amber, Smith, Rosemary J., Tsien, Fern, Dolan, Erin L.

المصدر: CBE - Life Sciences Education. Jun 2023 22(2).

تمت مراجعته من قبل الزملاء: Y

Page Count: 12

الواصفات: Distance Education, Instructional Effectiveness, Undergraduate Students, Student Research, Student Experience, COVID-19, Pandemics, Summer Programs, Student Attitudes, Self Efficacy, Self Concept, Values, Intention, Affordances, Barriers

مستخلص: In-person undergraduate research experiences (UREs) promote students' integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students' self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.

Abstractor: As Provided

المؤلفون: Erickson, Olivia A, Cole, Rebecca B, Isaacs, Jared M, Alvarez-Clare, Silvia, Arnold, Jonathan, Augustus-Wallace, Allison, Ayoob, Joseph C, Berkowitz, Alan, Branchaw, Janet, Burgio, Kevin R, Cannon, Charles H, Ceballos, Ruben Michael, Cohen, C Sarah, Coller, Hilary, Disney, Jane, Doze, Van A, Eggers, Margaret J, Farina, Stacy, Ferguson, Edwin L, Gray, Jeffrey J, Greenberg, Jean T, Hoffmann, Alexander, Jensen-Ryan, Danielle, Kao, Robert M, Keene, Alex C, Kowalko, Johanna E, Lopez, Steven A, Mathis, Camille, Minkara, Mona, Murren, Courtney J, Ondrechen, Mary Jo, Ordoñez, Patricia, Osano, Anne, Padilla-Crespo, Elizabeth, Palchoudhury, Soubantika, Qin, Hong, Ramírez-Lugo, Juan, Reithel, Jennifer, Shaw, Colin A, Smith, Amber, Smith, Rosemary, Summers, Adam P, Tsien, Fern, Dolan, Erin L

المصدر: CBE—Life Sciences Education. 21(1)

مصطلحات موضوعية: Curriculum and Pedagogy, Education, COVID-19, Humans, Pandemics, SARS-CoV-2, Students, Systemic Racism, United States, Curriculum and pedagogy

الوصف: The COVID-19 pandemic shut down undergraduate research programs across the United States. A group of 23 colleges, universities, and research institutes hosted remote undergraduate research programs in the life sciences during Summer 2020. Given the unprecedented offering of remote programs, we carried out a study to describe and evaluate them. Using structured templates, we documented how programs were designed and implemented, including who participated. Through focus groups and surveys, we identified programmatic strengths and shortcomings as well as recommendations for improvements from students' perspectives. Strengths included the quality of mentorship, opportunities for learning and professional development, and a feeling of connection with a larger community. Weaknesses included limited cohort building, challenges with insufficient structure, and issues with technology. Although all programs had one or more activities related to diversity, equity, inclusion, and justice, these topics were largely absent from student reports even though programs coincided with a peak in national consciousness about racial inequities and structural racism. Our results provide evidence for designing remote Research Experiences for Undergraduates (REUs) that are experienced favorably by students. Our results also indicate that remote REUs are sufficiently positive to further investigate their affordances and constraints, including the potential to scale up offerings, with minimal concern about disenfranchising students.

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/15g0r66fTest

المؤلفون: Erickson, Olivia A., Cole, Rebecca B., Isaacs, Jared M., Alvarez-Clare, Silvia, Arnold, Jonathan, Augustus-Wallace, Allison, Ayoob, Joseph C., Berkowitz, Alan, Branchaw, Janet, Burgio, Kevin R., Cannon, Charles H., Ceballos, Ruben Michael, Cohen, C. Sarah, Coller, Hilary, Disney, Jane, Doze, Van A., Eggers, Margaret J., Farina, Stacy, Ferguson, Edwin L., Gray, Jeffrey J., Greenberg, Jean T., Hoffmann, Alexander, Jensen-Ryan, Danielle, Kao, Robert M., Keene, Alex C., Kowalko, Johanna E., Lopez, Steven A., Mathis, Camille, Minkara, Mona, Murren, Courtney J., Ondrechen, Mary Jo, Ordoñez, Patricia, Osano, Anne, Padilla-Crespo, Elizabeth, Palchoudhury, Soubantika, Qin, Hong, Ramírez-Lugo, Juan, Reithel, Jennifer, Shaw, Colin A., Smith, Amber, Smith, Rosemary, Summers, Adam P., Tsien, Fern, Dolan, Erin L.

المصدر: CBE - Life Sciences Education. Mar 2022 21(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 16

Sponsoring Agency: National Science Board (NSB) (NSF)

الواصفات: COVID-19, Pandemics, Distance Education, Undergraduate Students, Research Projects, Biological Sciences, Student Attitudes, Asynchronous Communication, Synchronous Communication, Interpersonal Relationship, Mentors, Knowledge Level, Sense of Community, Social Networks, Social Justice, Student Experience, Program Evaluation

مستخلص: The COVID-19 pandemic shut down undergraduate research programs across the United States. A group of 23 colleges, universities, and research institutes hosted remote undergraduate research programs in the life sciences during Summer 2020. Given the unprecedented offering of remote programs, we carried out a study to describe and evaluate them. Using structured templates, we documented how programs were designed and implemented, including who participated. Through focus groups and surveys, we identified programmatic strengths and shortcomings as well as recommendations for improvements from students' perspectives. Strengths included the quality of mentorship, opportunities for learning and professional development, and a feeling of connection with a larger community. Weaknesses included limited cohort building, challenges with insufficient structure, and issues with technology. Although all programs had one or more activities related to diversity, equity, inclusion, and justice, these topics were largely absent from student reports even though programs coincided with a peak in national consciousness about racial inequities and structural racism. Our results provide evidence for designing remote Research Experiences for Undergraduates (REUs) that are experienced favorably by students. Our results also indicate that remote REUs are sufficiently positive to further investigate their affordances and constraints, including the potential to scale up offerings, with minimal concern about disenfranchising students.

Abstractor: As Provided

المؤلفون: Hess, Riley A., Erickson, Olivia A., Cole, Rebecca B., Isaacs, Jared M., Alvarez-Clare, Silvia, Arnold, Jonathan, Augustus-Wallace, Allison, Ayoob, Joseph C., Berkowitz, Alan, Branchaw, Janet, Burgio, Kevin R., Cannon, Charles H., Ceballos, Ruben Michael, Cohen, C. Sarah, Coller, Hilary, Disney, Jane, Doze, Van A., Eggers, Margaret J., Ferguson, Edwin L., Gray, Jeffrey J., Greenberg, Jean T., Hoffmann, Alexander, Jensen-Ryan, Danielle, Kao, Robert M., Keene, Alex C., Kowalkoc, Johanna E., Lopez, Steven A., Mathis, Camille, Minkara, Mona, Murren, Courtney J., Ondrechen, Mary Jo, Ordoñez, Patricia, Osano, Anne, Padilla-Crespo, Elizabeth, Palchoudhury, Soubantika, Qin, Hong, Ramírez-Lugo, Juan, Reithel, Jennifer, Shaw, Colin A., Smith, Amber, Smith, Rosemary J., Tsien, Fern, Dolan, Erin L.

مصطلحات موضوعية: effectiveness, remote research, undergraduate

الوصف: In-person undergraduate research experiences (UREs) promote students’ integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students’ self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.

وصف الملف: application/pdf

العلاقة: Hess, Riley A., Olivia A. Erickson, Rebecca B. Cole, Jared M. Isaacs, Silvia Alvarez-Clare, Jonathan Arnold, Allison Augustus-Wallace et al. "Virtually the same? Evaluating the effectiveness of remote undergraduate research experiences." CBE—Life Sciences Education 22, no. 2 (2023): ar25.; https://scholarworks.montana.edu/xmlui/handle/1/17952Test

الإتاحة: https://scholarworks.montana.edu/xmlui/handle/1/17952Test

المؤلفون: Pfeifer, Mariel A., Zajic, C. J., Isaacs, Jared M., Erickson, Olivia A., Dolan, Erin L.

المصدر: International Journal of STEM Education; 3/28/2024, Vol. 11 Issue 1, p1-22, 22p

مصطلحات موضوعية: RESEARCH personnel, IDENTITY (Psychology), PROFESSIONAL identity, THEORY of knowledge, SCIENCE students

مستخلص: Background: Studying science identity has been useful for understanding students' continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students' science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers. Results: Early career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as "science identity assessments", in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs' conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs' conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs' identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers. Conclusions: We synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs. [ABSTRACT FROM AUTHOR]

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المؤلفون: Erickson, Olivia

المصدر: Social Work Master’s Clinical Research Papers

مصطلحات موضوعية: foster care, academic interventions, educational success, Clinical and Medical Social Work, Social Work

الوصف: Foster care youth are faced with many academic difficulties throughout their childhood and adolescence such as an increased risk of academic failure, higher drop-out rates, special education placement, and grade repetition. The researcher identified six articles that explored various educational interventions aimed to improve the academic outcomes for foster care youth. This exploratory study evaluated the selected interventions research methods, measurement tools, and findings. The findings identified three common themes: tutoring interventions, school stability interventions, and exploratory interventions. These themes mirror the results of past literature regarding academic interventions for foster care students, demonstrating differing efficacy and results among all three types of the identified interventions. Due to the differing methods and tools of measurement being used in each identified study, all three categories of interventions included studies that did not yield significant results, as well as studies that demonstrated positive academic gains. Implications to social work practice, policy, and continuing research are discussed.

وصف الملف: application/pdf

العلاقة: https://ir.stthomas.edu/ssw_mstrp/843Test; https://ir.stthomas.edu/context/ssw_mstrp/article/1842/viewcontent/viewcontent.cgiTest

الإتاحة: https://ir.stthomas.edu/ssw_mstrp/843Test
https://ir.stthomas.edu/context/ssw_mstrp/article/1842/viewcontent/viewcontent.cgiTest

المؤلفون: Erickson, Olivia A., Cole, Rebecca B., Isaacs, Jared M., Alvarez-Clare, Silvia, Arnold, Jonathan, Augustus-Wallace, Allison, Ayoob, Joseph C., Berkowitz, Alan, Branchaw, Janet, Burgio, Kevin R., Cannon, Charles H., Ceballos, Ruben Michael, Cohen, C. Sarah, Coller, Hilary, Disney, Jane, Doze, Van A., Eggers, Margaret J., Farina, Stacy, Ferguson, Edwin L., Gray, Jeffrey J., Greenberg, Jean T., Hoffmann, Alexander, Jensen-Ryan, Danielle, Kao, Robert M., Keene, Alex C., Kowalko, Johanna E., Lopez, Steven A., Mathis, Camille

المصدر: School of Graduate Studies Faculty Publications

مصطلحات موضوعية: Infectious Disease, Interprofessional Education, Medical Education, Public Health Education and Promotion, Teacher Education and Professional Development

الوصف: The COVID-19 pandemic shut down undergraduate research programs across the United States. A group of 23 colleges, universities, and research institutes hosted remote undergraduate research programs in the life sciences during Summer 2020. Given the unprecedented offering of remote programs, we carried out a study to describe and evaluate them. Using structured templates, we documented how programs were designed and implemented, including who participated. Through focus groups and surveys, we identified programmatic strengths and shortcomings as well as recommendations for improvements from students’ perspectives. Strengths included the quality of mentorship, opportunities for learning and professional development, and a feeling of connection with a larger community. Weaknesses included limited cohort building, challenges with insufficient structure, and issues with technology. Although all programs had one or more activities related to diversity, equity, inclusion, and justice, these topics were largely absent from student reports even though programs coincided with a peak in national consciousness about racial inequities and structural racism. Our results provide evidence for designing remote Research Experiences for Undergraduates (REUs) that are experienced favorably by students. Our results also indicate that remote REUs are sufficiently positive to further investigate their affordances and constraints, including the potential to scale up offerings, with minimal concern about disenfranchising students.

العلاقة: https://digitalscholar.lsuhsc.edu/sogs_facpubs/130Test; https://doi.org/10.1187/cbe.21-05-0125Test

الإتاحة: https://doi.org/10.1187/cbe.21-05-0125Test
https://digitalscholar.lsuhsc.edu/sogs_facpubs/130Test

المؤلفون: Erickson, Olivia

مصطلحات موضوعية: Other Medical Sciences, Annan medicin och hälsovetenskap

وصف الملف: application/pdf

الإتاحة: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106753Test

المؤلفون: Covvey, Jordan R., Erickson, Olivia, Fiumara, David, Mazzei, Kelly, Moszczenski, Zachary, Slipak, Kelly, Nemecek, Branden D., Zimmerman, David E., Guarascio, Anthony J.

مصطلحات موضوعية: FOS: Clinical medicine, humanities, 111599 Pharmacology and Pharmaceutical Sciences not elsewhere classified

الوصف: Supplemental material, Supplemental_Table for Comparison of Vancomycin Area-Under-the-Curve Dosing Versus Trough Target–Based Dosing in Obese and Nonobese Patients With Methicillin-Resistant Staphylococcus aureus Bacteremia by Jordan R. Covvey, Olivia Erickson, David Fiumara, Kelly Mazzei, Zachary Moszczenski, Kelly Slipak, Branden D. Nemecek, David E. Zimmerman and Anthony J. Guarascio in Annals of Pharmacotherapy

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::50f260d5af6948bd8a21882cf31f60b2Test