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ObjectivesTo assess deviations in longitudinally measured cytokines with preterm birth (PTB).MethodsProspective longitudinal study targeting 80 subjects. Phlebotomy specimens for broad panel of cytokine analysis were obtained at three time (T)intervals: first trimester (T1: 8-14weeks' gestation), second trimester (T2: 18-22weeks' gestation), and third trimester (T3: 28-32weeks' gestation). Important demographics and outcomes were tracked. Data were stratified and the target groups were analyzed as follows: "Uncomplicated" (delivered≥37weeks) or "Preterm Birth" (

To evaluate the association between psychotropic medication and inflammatory biomarkers in women with antenatal depressive symptoms (ADS). In this cross-sectional secondary analysis of a prospective multicenter observational study, 723 pregnant women underwent a depression screen using the Center for Epidemiologic Studies Depression Scale (CES-D) between 12 and 21weeks gestation. Self-reported use of medications for depression and/or anxiety was corroborated with the medical record to document exposure to pharmacotherapy. Serum was collected and inflammatory biomarkers (IFNγ, IL13, IL6, IL8, TNFα, CRP) were measured concomitantly. Women were included if they fell into one of three categories: ADS responsive to treatment (CES-D

ObjectiveTo evaluate the association between prenatal stress and gestational weight gain (GWG).Study designThis was an analysis of women recruited between 2013-2015 from four sites in the US. We tested associations between responses at 32-35 weeks to the Life Experiences Survey (LES), a 37-item measure of events and perceived stress, and GWG categories. Bivariable comparisons and logistic regression were used to estimate the association between the total LES score and the odds of achieving adequate GWG.ResultAmong the 725 women, those with adequate GWG had lower median LES scores (5) compared to women with inadequate (7) and excessive (7) GWG, p = 0.02. After adjusting for age, initial BMI, income, education, marital status and gestational diabetes, lower LES scores (multiples of the median) were associated with adequate GWG (aOR 0.81, 95% CI 0.67-0.98).ConclusionLower reported stress, as measured by the LES, was associated with a greater chance of women achieving adequate GWG. This relationship highlights the potential for interventions directed toward psychosocial support to have salutary effects upon GWG.

The purpose of this study was to understand the teaching practices of the Agriculture Faculty at Bangladesh Agricultural University (BAU). This study is at the intersection of the critical assessment and examination of assumption and exploring options and plans stages of transformative learning theory (Mezirow, 2000) and the environment factor of Astin's I-E-O model. Previous studies showed that tertiary education of Bangladesh fails to develop critical thinking abilities among the students. Higher order teaching practices help to develop critical thinking abilities among the students. Thus, it is important to explore the level of teaching practices at the Agriculture Faculty of BAU to understand how it supports critical thinking abilities among the students. Graduates being able to use critical thinking skills to solve agricultural issues will increase total food production and reduce national poverty. This study was an instrumental single case study. Faculty of Agriculture of BAU was the unit of analysis for this study. The findings of this study were only generalizable to the Agriculture Faculty at BAU and only relevant for Summer 2020. The phenomenon of this study was teaching practices at the Agriculture Faculty of BAU. Data sources included a census survey of active faculty members and content analysis of course syllabi. Findings from this study suggested that both teaching methods and course learning outcomes of the courses of the Agriculture Faculty at BAU were related the lower order of Revised Bloom's Taxonomy (RevBT). Moreover, faculty members from biological science and engineering used more teaching practices from evaluating level of RevBT than social science disciplines. Evaluating level is considered as higher level of RevBT. Male faculty members also used more teaching practices related to analyzing level than female faculty members. Analyzing level is also considered as higher level of RevBT. Faculty members identified that they have lack of training, standard teaching resources to use higher order teaching practices. Moreover, they also said that students of the Agriculture Faculty at BAU are more interested in job preparation than classroom education. However, faculty members also felt that higher order teaching practices can improve the creativity and critical thinking abilities for students and brings enthusiasms in teaching. Faculty members recommended that BAU revise its curriculum, syllabi, and assessment strategies to create higher order teaching practices in classrooms. As a result of this study, there is opportunity for faculty to increase their use of higher order teaching practices and develop course outcomes that support higher order learning. In addition, the university should revise their existing curricula and assessment techniques and give more freedom to the faculty members to choose their teaching and assessment methods. Finally, training should be organized to support higher order teaching by female faculty members. Doctor of Philosophy The purpose of this case study was to understand the teaching practices of the Agriculture Faculty at Bangladesh Agricultural University (BAU). Conceptually, this study was coupled up with transformative learning theory (Mezirow, 2000) and the Astin's I-E-O model. The unit of analysis of this study was the educational environment provided by Agriculture faculty of BAU that offers a single under-graduate degree program called B.Sc. Ag. (Hons.). A structured survey questionnaire was used to collect data from the faculty members of the Agriculture Faculty of BAU based on Revised Bloom's Taxonomy (RevBT). Additionally, all course syllabi were analyzed to identify the level of intended teaching practices based on RevBT. RevBT is the benchmark standard to evaluate the cognitive orders of the teaching-learning process, curriculum planning, instruction, and test tasks. Findings from this study suggested that faculty members slightly more preferred teaching practices from the lower levels of RevBT for the classroom teaching at BAU. Findings also suggested that teaching practices connected to the higher cognitive levels of RevBT were significantly varied based on academic disciplines and gender of the faculty members. Faculty members mentioned that lack of students' interest in classroom lessons, the rigid curricula and existing examination system of BAU, large numbers of students in classes, and lack of training of the faculty members are the main limiting factors for them to use higher order teaching practices in classrooms. However, faculty members also wanted to use the higher order teaching practices in classrooms as higher order teaching practices enhances students' creativity, problem solving skills, and critical thinking skills. Faculty members suggested to update course curricula, syllabi, and the exam system to support higher-order teaching practices at BAU. Findings from the course syllabi analysis supported that most of the action verbs of course learning outcomes of the course syllabi were connected to the lower cognitive levels of RevBT. As a result of this study, there is opportunity for faculty to increase their use of higher order teaching practices and develop courses that support higher order learning. In addition, the university should revise their existing curricula and assessment techniques and give more freedom to the faculty members to choose their teaching and assessment methods. Finally, training should be organized to support higher order teaching by female faculty members.

Professional development is a necessary component of most jobs and professions. University faculty members who teach in online or hybrid environments need professional development to improve their teaching, stay current with new technologies, and to interact with students in online environments. Universities are responsible to provide professional development for their faculty. This includes materials and information to assist them in being prepared to teach in an online environment. Professional development can be focused to a departmental or college level providing examples and training for faculty members to use and adopt. Communities of practice will form and grow from the sharing of examples and ideas. Having a single location for faculty to receive professional development, look up basic pedagogical knowledge, adopt templates and share ideas while staying abreast of technological best practices is an ideal situation. A resource was developed and structured to house the knowledge and information which supports the faculty, the administration and ultimately the students. This work examined the components of adult learning theory and instructional design theory together to create a single source location which if utilized supports the faculty with the knowledge and skills to set up and maintain a distance learning course. Interviewed instructors and administrators stated the resource would do what it was intended. Recommendations include additional text and video support for accessibility and further information chunking. MALS

The world is facing significant challenges as a result of societal practices. Many of those challenges are agricultural in nature and include worldwide food insecurity, intensified greenhouse gas emissions resulting in climate change, major losses in biodiversity, substantial pressure on natural resources, and increasingly antimicrobial-resistant pests and diseases. To address these challenges, the workforce of the agricultural system must continue improving, collaborating, innovating, and transforming at a global scale. The diversity of agricultural challenges calls for a diverse workforce with science skills as well as cultural competencies. Agricultural educators and practitioners are consistently concerned with strengthening the relationship of youth and agricultural career choice. The field of agricultural education is also working to ensure that youth who choose agriculture have the knowledge, skills, and competencies necessary to address agricultural challenges. However, youth have steadily chosen careers outside of agriculture, leaving thousands of jobs available. Researchers have explored many reasons why youth may not choose agriculture, though few have considered aspects of identity or have explored factors that impact perceptions and thoughts of agriculture in depth. The overall purpose of this research was to explore how aspects of identity, including occupational identity status, inform agricultural career interest and choice; and to understand youth perceptions and thoughts of agriculture within a four-week agricultural education program. The purpose was achieved using research questions and objectives for each individual study. Data were collected using inventories, surveys, group interviews, and blog post assignments to describe participants. Data analysis included thematic analysis and descriptive statistical analysis. Findings show that the participants often had a more negative perception of agriculture prior to the program and expanded their view of agriculture after learning more about the industry. There are many factors that shape perceptions of agriculture, including identity characteristics, learning experiences, and contextual factors. The findings have implications for the field of agricultural education and the entire agricultural industry. At the conclusion of each study within this research, recommendations for agricultural educators, practitioners, and researchers were made. The recommendations include developing and implementing agricultural education programs that serve underrepresented populations in agriculture and conducting research to investigate ill-explored areas that emerged as findings from the research. Doctor of Philosophy The world is facing many problems in the agricultural industry. These problems relate to food, land, and climate – amongst others. These problems must be addressed; and to do so, there must be a workforce in the agriculture industry that is skilled and competent. Agricultural educators and practitioners are tasked with preparing the agricultural workforce and have a continuous mission to encourage youth to choose agricultural careers. A problem is that youth are largely not choosing agricultural careers, and many jobs in agriculture go unfilled. Researchers have explored reasons why youth largely choose careers in other industries; the reasons include different factors such as opinions of parents and the exposure to agricultural careers. This research explores additional reasons why youth may not choose a career in agriculture and explores previously known reasons in the context of the 2019 Virginia's Governor's School for Agriculture program. The overall purpose of this research is to explore additional reasons for career choice in agriculture, including aspects of identity. The overall purpose of this research was also to explore youths' perceptions and thoughts of agriculture in-depth. The purpose was achieved by asking a series of research questions and by stating a series of objectives. The research questions and objectives were addressed using data collection methods of group interviews, blog post assignments, inventories, and surveys. The data that was collected was analyzed using thematic analysis and descriptive statistical analysis. The findings from this research show that there are many reasons why youth who were participants of the 2019 Virginia's Governor's School for Agriculture program think about and perceive agriculture. The reasons relate to identity characteristics, learning experiences, and contextual factors. These reasons also influence how youth choose to be involved in agriculture. The findings have implications for the field of agricultural education and the entire agricultural industry. For each article within this research, recommendations for agricultural educators, practitioners, and researchers were made. These include expanding the reach of agricultural education and further exploring findings that emerged from the research.

Science, Technology, Engineering, Math (STEM) and agriculture are rapidly growing fields and important disciplines for meeting the needs of a growing population, including those related to food access and sustainability. However, there are not enough qualified employees entering into these fields, and additionally, those entering into the fields are not often from underrepresented groups, presenting a need for an increased push to boost the entrance and retention of minorities into degree programs that will prepare them for employment in fields of STEM or agriculture. African American men are one population that has even more disparate numbers of students entering and persisting in these fields and there exists a gap in information about the lived experiences and perceptions of members of this group within this field. This study utilized a phenomenological lens to explore the experiences of self-identified African American men currently enrolled in a STEM or agricultural degree program. Individual problem-solving preferences, academic motivation and subscription to black identity were examined using a conceptual framework adapted from Kirton's Cognitive Functions schema and the Organismic socio-behavioral perspective. This conceptual framework was viewed through a lens of critical race theory in order to determine the salience of these factors on the development of a STEM identity among African American males. The results of this study interrogate current educational practices to provide information about student perceptions, experiences with belonging and coping strategies utilized to overcome real and perceived barriers to STEM or agricultural degree attainment giving voice to this underrepresented group. Data from this study provide information to better inform STEM recruitment and retention practices and include recommendations for future research. Doctor of Philosophy STEM and agriculture are two of the most rapidly growing fields within our time and important disciplines for meeting the needs of a growing population, including those related to food access and sustainability. However, there are not enough qualified employees entering into these fields, and additionally, those entering into the fields are not often from underrepresented groups, presenting a need for an increased push to boost the entrance and retention of minorities into degree programs that will prepare them for employment in fields of STEM or agriculture. African American men are one population that has even more disparate numbers of students entering and persisting in these fields. This study utilized a phenomenological lens to explore the experiences of self-identified African American men currently enrolled in a STEM or agricultural degree program. Problem-solving preference, academic motivation and subscription to black identity were explored through a critical race lens, using a conceptual framework adapted from Kirton’s Cognitive Functions schema and the Organismic socio-behavioral perspectives interrogating student experiences, perceptions of belongingness and coping seeking to determine the salience of these factors on the development of a STEM identity.