Research training is important for workforce development in Science, Technology, Engineering, and Mathematics (STEM). The STEM higher education literature has identified various components critical to the success of research training programs such as research mentoring and training. Less work has been conducted on other research training activities such as conference participation even though it is an interactive activity that can allow students to develop science self-efficacy and science identity. Yet, the costs associated with conference attendance may be a barrier for students, especially those who already have financial concerns about funding their education. This paper evaluates how conference participation (i.e., conference attendance and/or presentation) contributes to students' development of research self-efficacy and science identity within a STEM research training program at California State University Long Beach (CSULB) called the Building Infrastructure Leading to Diversity (BUILD) Scholars program. Data were collected from students enrolled in the departments engaged in health-related research across four colleges (natural sciences, engineering, health and human services and liberal arts) at CSULB. This study used propensity score matching and Ordinary Least Squares (OLS) regression to predict research self-efficacy and science identity from exposure to the BUILD intervention and conference participation. Results indicate that both participation in the BUILD Scholars program and conferences have a strong positive association with research self-efficacy and science identity. Overall, the results of this study present a strong case for including conference attendance and presentations as a part of any STEM education research training program.
Cannulation of a patient’s vascular access is a daily requisite procedure for initiating hemodialysis for those with End-Stage-Kidney Disease. Skills training and assessment for hemodialysis cannulation needs attention; currently, trainees lack effective teaching tools and practice on patients—leading to stress for the cannulator and potentially multiple attempts with pain and infiltration (extravasation of blood into soft tissue) for the patient. We created a cannulation simulator (CanSim) with the goal of measuring cannulation skill and tested the hypothesis that the simulator’s process metrics are able to predict cannulation outcomes on the simulator. Data collected on CanSim from a recent study with improved simulation technology was compared with a previous dataset collected on an earlier prototype. Multiple sensors were used to measure different aspects of cannulation behavior and outcome on the simulator. The infiltration rate on the improved system was less than half that of the previous prototype (20% v 53%). Additionally, only one trial included an extra attempt (1.4%) in the new group, with 15% requiring more than one attempt on the older simulator. Analysis of performance metrics revealed key predictors of successful cannulation, specifically shallower insertion angles. These results could inform design of objective, reproducible cannulation training for providers in a safe, simulated environment.
Engaging students in research is a high impact practice known to increase underrepresented students' persistence in Science, Technology, Engineering, and Mathematics (STEM) fields and improve their graduation rates. For broad impact, research infusion can be implemented through careful redesign of courses or through the adoption of research modules to supplement class instruction and existing student training programs. In this paper, we present data on a program for the design and implementation of research-infused curricula in major courses across a variety of STEM and related disciplines. Specifically, the Research Across the Curriculum program's goal was to have faculty engage in a redesign of a class to exemplify how specific disciplines engage in research. Fourteen courses were included in the present analysis, and the redesigned components were implemented in the form of interactive activities for in-person or online learning. Overall, the redesigned courses had a large impact on student's perceptions of gains in research skills. Students reported moderate to good gains in understanding the relevance of research in their discipline and skills important to research like problem solving, understanding research papers, and interpreting research results. The modality of the course (online vs. face-to-face) had little impact. Thus, research-focused activities intentionally embedded in courses strengthen the research foundation of students and should be encouraged as a high-impact practice.
The number of science, technology, engineering, and mathematics (STEM) degrees awarded to underrepresented students has increased over the past two decades, but these graduates still represent a small percentage of STEM career professionals (Fry et al., 2021) and faculty members (Bennett et al., 2020). For diversifying faculty, Bennet et al. identified a barrier to be the lack of programs to support underrepresented groups at the postdoctoral and early career stages. The Pre-Professor Program (PREPP) was designed to support advanced doctoral students’ and postdoctoral scholars’ transition to faculty positions by engaging them in a semester-long virtual program within the California State University (CSU) system, which consists of 23 campuses across the state of California. PREPP Fellows receive individual mentorship from an experienced PREPP Mentor who engages them during weekly meetings to explore 15 topics and a few dozen activities related to teaching, service, and research at comprehensive and ethnically diverse institutions, as well as the process for applying for tenure track positions at such institutions. PREPP Mentors also discuss tenure and promotion processes and coordinate various campus and departmental activities to introduce PREPP Fellows to campus resources and learn perspectives of faculty life within their discipline. Initially designed as a local, in-person program, PREPP morphed into an online, virtual training program that allowed the program to grow and be implemented throughout the entire CSU system. The flexibility provided by the virtual platform enabled PREPP participants to be effectively immersed in learning about faculty life at a CSU campus without requiring them to be in the local area. This paper describes PREPP and how it can be used as a model to provide a pathway for highly competitive and diverse applicants to faculty positions.
Firefighters often work under dangerous and harmful conditions, which could cause unexpected accidents, injuries, and deaths. There were 19,200 injuries that occurred on the fireground in the United States in the year 2021, and more than 10% of these injuries were caused by burns and thermal stress [1]. The current NFPA 1971 (Standard on Protective Ensembles for Structural Fire Fighting and Proximity Fire Fighting) requests that firefighters’ turnout gear textiles meet the minimum requirement of a thermal protective performance (TPP) rating of 35, equating to 17.5 seconds until second-degree burns occur in a flashover situation [2]. Notably, exposure to a high-temperature environment could be much longer than a few seconds when firefighters conduct rescue tasks at a fire scene. Hence, research is needed to explore novel turnout gear technology that can significantly enhance thermal protection for firefighters. Phase change materials (PCMs) can absorb large amounts of latent heat while maintaining a constant melting temperature. We use this phenomenon to incorporate PCM into turnout gear to enhance the TPP. Numerical simulations were performed in this work which can guide future experimental design and testing to save time and effort. Currently, a three-dimensional (3D) turnout gear-equipped human thermal model is unavailable. Therefore, this work is the first 3D numerical study to explore (1) the thermal protection improvements of firefighters’ turnout gear by using PCM segments under flashover/explosive and hazardous conditions, and (2) the minimum amount of PCM required to enhance the thermal protection without significantly increasing the weight of firefighters’ turnout gear. Methods3D heat transfer simulations were performed through COMSOL Multiphysics (COMSOL, Inc., Burlington, MA 01803, USA). To maintain firefighters’ activities and movements in the fire scene, PCM was broken down into several segments to cover the main body but avoid joints. The blood circulation effect in the body was considered as a bioheat source in the model. The equivalent heat capacity method was used to simulate the phase-changing process. The heat flux applied at the outer surface of turnout gear (mimicking combined radiant and convective heat sources at the fire scene) was 83 kW/m2 for flashover/explosive conditions and 8.3 kW/m2 for typical hazardous conditions according to the current NFPA 1971 standard [2,3]. Various PCM segment thicknesses were studied to determine the minimum amount of PCM required to achieve sufficient thermal protection.ResultsThis study found that the 3.0-mm-thick PCM segments with a melting temperature of 60°C can extend the time for the skin surface to reach second-degree burn injury (60°C [3]) by 18 seconds and 52 seconds under flashover/explosive and hazardous conditions, respectively. Moreover, thinner PCM segments, i.e., 1.0-3.0 mm thickness, could also remarkably mitigate the temperature increase on the skin surface while reducing the added weight of turnout gear.ConclusionThe PCM segments could increase the time for the skin surface to reach second-degree burn injury by around 2.0 times compared to conventional firefighters’ turnout gear with no PCM. The 3D modeling results can be used to develop a next-generation firefighter turnout gear technology. DisclaimerThe findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the National Institute for Occupational Safety and Health (NIOSH), Centers for Disease Control and Prevention (CDC). References[1] Campbell, R., Hall, S., United States firefighter injuries in 2021, NFPA Res. December 2022. [2] NFPA 1971, Standard on Protective Ensembles for Structural Fire Fighting and Proximity Fire Fighting, 2018.[3] Coletta, G.C., Arons, I.J., Ashley, L.E., Drennan, A.P., 1976. The Development of Criteria for Firefighters' Gloves Volume II: Glove Criteria and Test Methods, Contract No. CDC-99-74-59, February 1976.
