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There has been a growing discourse within higher education to engage with students as partners and harness the strength of students and faculty working together. Engaging in student-faculty partnerships activities offers benefits to both students and faculty, yet there is less research on these practices within science, technology, engineering and mathematics (STEM). The purpose of this study was to conduct a Faculty-wide investigation to identify the benefits and challenges of engaging in student-faculty partnerships activities within a Faculty of Science at a mid-sized university in Ontario, Canada. Using a mixed-method approach of surveys and semi-structured interviews with undergraduate and graduate students, we examined the types of student partnership activities existing within a Faculty of Science as well as gathered insights into students’ perspectives of the benefits and challenges they experience engaging in these activities. Collaborating with faculty on research projects, teaching assistantships, being a student leader in an organization with faculty guidance, and co-authoring manuscripts with faculty members were considered the most impactful partnerships activities. Students reported social, personal, and career development benefits from their involvement in student-faculty partnership activities. Common barriers included difficulties finding opportunities to engage in partnership activities, social barriers (e.g., financial stability), power imbalances, difficult working environments, and personal challenges. Implications for supporting student engagement and collaboration through advantageous student-faculty partnerships are discussed.

Science students face specific challenges associated with their field of study. The purpose of this study was to assess science students’ use of support services and programs, identify barriers to use and group differences, determine professors’ and staff’s familiarity with programs and solicit ideas from all participants about what programming changes should be made. Survey questions were completed by 308 students and 40 staff and professors in our institution’s Faculty of Science. Students’ participation rates and professors’ and staff’s familiarity with programs ranged significantly but most services were rated as helpful by both groups. Few demographic group differences emerged in program use. Participants recommended a number of improvements to the Faculty of Science including strengthening mental health awareness and support services, fostering student engagement in science, building students’ relationships with professors and cultivating a healthy learning environment. Implications for program development in science faculties are considered.

The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.

The purpose of this study was to explore the experience and management of stress in science students and to evaluate concordance with faculty/staff members’ appraisal of student stress. A survey was completed by 308 students and by 40 staff and faculty members. Students’ stress levels were high but there were no differences based on demographic groups. Students’ top stressors included workload, grades, career, time management, and anxiety. Faculty and staff members accurately estimated the level of undergraduate student stress but underestimated graduate student stress. They also demonstrated a good understanding of the role of specific academic stressors, but consistently overestimated the contribution of stress from other sources. Students described using a variety of different coping strategies, including social support, self-care, hobbies, and problem-solving. L’objectif de cette étude était d’explorer l’expérience et la gestion du stress parmi les étudiants et les étudiantes en sciences et d’évaluer leur concordance avec l’évaluation du stress des étudiants et des étudiantes par les professeurs, les professeures et les membres du personnel. Un sondage a été mené auprès de 308 étudiants et étudiantes ainsi que 40 professeurs, professeures et membres du personnel. Les niveaux de stress ressenti par les étudiants et les étudiantes étaient élevés mais il n’y avait aucune différence basée sur les groupes démographiques. Les principaux facteurs de stress ressenti par les étudiants et les étudiantes étaient la charge de travail, les notes, les carrières, la gestion du temps et l’anxiété. Les professeurs, les professeures et les membres du personnel avaient estimé avec exactitude le niveau de stress ressenti par les étudiants et les étudiantes de premier cycle mais avaient sous-estimé le niveau de stress ressenti par les étudiants et les étudiantes des cycles supérieurs. Ils avaient également montré une bonne compréhension du rôle des divers facteurs de stress spécifiques à l’université, mais avaient systématiquement surestimé la contribution du stress causé par d’autres sources. Les étudiants et les étudiantes ont expliqué qu’ils faisaient appel à toute une variété de stratégies différentes pour gérer le stress, y compris le soutien social, les soins personnels, les passe-temps et la résolution de problèmes.

Introduction Clinical trials, although academically accepted as the most effective treatment available for cancer patients, poor accrual to clinical trials remains a significant problem. A clinical trials navigator (CTN) program was piloted where patients and/or their healthcare professionals could request a search and provide a list of potential cancer clinical trials in which a patient may be eligible based on their current status and disease. Objectives This study examined the outcomes of a pilot program to try to improve clinical trials accrual with a focus on patients at medium to small sized cancer programs. Outcomes examined included patient disposition (referral to and accrual to interventional trials), patient survival, sites of referral to the CTN program. Methods One 0.5 FTE navigator was retained. Stakeholders referred to the CTN through the Canadian Cancer Clinical Trials Network. Demographic and outcomes data were recorded. Results Between March 2019 and February 2020, 118 patients from across Canada used the program. Seven per cent of patients referred were enrolled onto treatment clinical trials. No available trial excluded 39% patients, and 28% had a decline in their health and died before they could be referred or enrolled onto a clinical trial. The median time from referral to death was 109 days in those that passed. Conclusion This novel navigator pilot has the potential to increase patient accrual to clinical trials. The CTN program services the gap in the clinical trials system, helping patients in medium and small sized cancer centres identify potential clinical trials at larger centres.

The objective of this study was to characterize commercially-available cotton fabrics to determine their suitability as materials for construction of cloth masks for personal and public use to reduce infectious disease spread. The study focused on cottons because of their widespread availability, moderate performance and they are recommended for inclusion in home-made masks by international health authorities. Fifty-two cottons were analyzed by electron microscopy to determine fabric characteristics and fabric weights. Sixteen fabrics were selected to test for breathability and to construct 2-ply cotton masks of a standard design to use in quantitative fit testing on a human participant. Cotton mask fitted filtration efficiencies (FFEs) for 0.02–1 μm ambient and aerosolized sodium chloride particles ranged from 40 to 66% compared with the mean medical mask FFE of 55±2%. Pressure differentials across 2-ply materials ranged from 0.57 to > 12 mm H2O/cm2 on samples of equal surface area with 6 of 16 materials exceeding the recommended medical mask limit. Models were calibrated to predict 2-ply cotton mask FFEs and differential pressures for each fabric based on pore characteristics and fabric weight. Models indicated cotton fabrics from 6 of 9 consumer categories can produce cloth masks with adequate breathability and FFEs equivalent to a medical mask: T-shirt, fashion fabric, mass-market quilting cotton, home décor fabric, bed sheets and high-quality quilting cotton. Masks from one cloth mask and the medical mask were re-tested with a mask fitter to distinguish filtration from leakage. The fabric and medical masks had 3.7% and 41.8% leakage, respectively. These results indicate a well fitted 2-ply cotton mask with overhead ties can perform similarly to a disposable 3-ply medical mask on ear loops due primarily to the superior fit of the cloth mask which compensates for its lower material filtration efficiency.

Abstract Background The breast tumor microenvironment regulates progression of ductal carcinoma in situ (DCIS) to invasive ductal carcinoma (IDC). However, it is unclear how interactions between breast epithelial and stromal cells can drive this progression and whether there are reliable microenvironmental biomarkers to predict transition of DCIS to IDC. Methods We used xenograft mouse models and a 3D pathomimetic model termed mammary architecture and microenvironment engineering (MAME) to study the interplay between human breast myoepithelial cells (MEPs) and cancer-associated fibroblasts (CAFs) on DCIS progression. Results Our results show that MEPs suppress tumor formation by DCIS cells in vivo even in the presence of CAFs. In the in vitro MAME model, MEPs reduce the size of 3D DCIS structures and their degradation of extracellular matrix. We further show that the tumor-suppressive effects of MEPs on DCIS are linked to inhibition of urokinase plasminogen activator (uPA)/urokinase plasminogen activator receptor (uPAR)-mediated proteolysis by plasminogen activator inhibitor 1 (PAI-1) and that they can lessen the tumor-promoting effects of CAFs by attenuating interleukin 6 (IL-6) signaling pathways. Conclusions Our studies using MAME are, to our knowledge, the first to demonstrate a divergent interplay between MEPs and CAFs within the DCIS tumor microenvironment. We show that the tumor-suppressive actions of MEPs are mediated by PAI-1, uPA and its receptor, uPAR, and are sustained even in the presence of the CAFs, which themselves enhance DCIS tumorigenesis via IL-6 signaling. Identifying tumor microenvironmental regulators of DCIS progression will be critical for defining a robust and predictive molecular signature for clinical use.

Prostate cancer is one of the most common types of cancer among Canadian men. Next-generation sequencing using RNA-Seq provides large amounts of data that may reveal novel and informative biomarkers. We introduce a method that uses machine learning techniques to identify transcripts that correlate with prostate cancer development and progression. We have isolated transcripts that have the potential to serve as prognostic indicators and may have tremendous value in guiding treatment decisions. Analysis of normal versus malignant prostate cancer data sets indicates differential expression of the genes HEATR5B, DDC, and GABPB1-AS1 as potential prostate cancer biomarkers. Our study also supports PTGFR, NREP, SCARNA22, DOCK9, FLVCR2, IK2F3, USP13, and CLASP1 as potential biomarkers to predict prostate cancer progression, especially between stage II and subsequent stages of the disease.

There is a growing interest within higher education to engage with students as partners to reposition students from consumers to producers of knowledge. The purpose of this study was to gather insights into the benefits, barriers/challenges, and best practices for engaging in student-faculty partnership activities for science faculty members. Supervising or working with graduate teaching assistants, working with students on university committees, collaborating with undergraduate or graduate students on a new or existing research project, and co-authoring manuscripts with graduate students were regarded as the most impactful partnership activities. Common benefits of student partnership activities included: collaboration and relationship building, broadening perspectives and gaining feedback, personal satisfaction, and institutional and career-related benefits. Common barriers/challenges reported were interpersonal dynamics and maintaining relationships, student management, and external influences. Best practices consisted of planning and setting expectations, developing students' agency, using open communication, and facilitating peer-to-peer collaboration and peer mentoring.

High-impact practices (HIPs) are educational practices that foster student success. HIPs have not been widely used in cancer education and research despite the need for students to develop key transferable skills and cultivate social responsibility. Our study addresses this need by implementing four community-based learning HIPs within the context of cancer education and research. Each HIP was classified as having low, moderate, or high alignment with the traits of effective HIPs. Undergraduate science students participated in one to four HIPs as a Feedback Participant, General Volunteer, Student Leader, or Cancer Undergraduate Research and Education (CURES) Class Student. We then studied the effect of these HIPs on students' development of knowledge and skills; career interest and preparedness; and social responsibility. Results from self-reported questionnaires showed that HIPs increased students' cancer knowledge and developed their transferable and technical skills. Many students reported that these HIPs strongly impacted their career preparedness; positively influenced their interest in pursuing careers in health or biomedical sciences; and encouraged them to participate in community service activities. Thus, these findings provide new insights into the perceived benefits of HIPs in cancer education and research by undergraduate students.

There is growing support for the use of student-faculty partnerships within higher education. Successful partnerships capable of sustainable transformation require the presence of several underlying values held by both faculty and students. The purpose of this study was to examine differences in the perceptions of student-faculty partnership values across science faculty, graduate students, and undergraduate students and determine whether these values differ by partnership category. Faculty and students responded to the Student-Staff Partnership Questionnaire (Martens et al., 2019), which included five scales aimed to assess values for successful student partnerships: reciprocal respect, influence, autonomy, commitment, and partnership. Our findings suggest that faculty perceive themselves as aligning with the values of reciprocal respect, influence, autonomy, and partnership to a higher degree than undergraduate and graduate students perceive faculty as adhering to them. No differences in values were noted across partnership categories. Implications for higher education are discussed.