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We have been working with undergraduate women in engineering to assess their experiences on campus and during their co-op rotations in order to influence equitable programming and inclusive practices at our institution. Our main methodology is group-level assessment, a qualitative, participatory research method that is rooted in inclusivity, stakeholder engagement, and instigating actionable change. When our university went remote, we were faced with the challenge of transitioning our community research partnership online and continuing to use our chosen method. The current article compares participant experiences in in-person and remote environments to assess the effectiveness of moving our participatory research practices to an online platform. Findings indicated that although both in-person and virtual group-level assessments allowed participants to better understand others' experiences and allowed their voices to be heard, the in-person method was more engaging. However, the virtual method allowed more time for action planning.

Group level assessment (GLA) allows participants or co-researchers the opportunity to voice their opinions on a specific topic while also developing action strategies for change. The purpose of the method is to empower participants and provide them an outlet for sharing their experiences in addition to developing a salient action plan. In this article, we describe how the process of participating in a GLA impacted the undergraduate women engineering students who participated. We conclude that merely facilitating a GLA positively impacted participants, aside from the action steps. Women who participated in the GLA felt supported, thought that their voice was heard, and developed a heightened awareness of other women's experiences.

Studies exploring engineering students' experiences with cooperative education (co-op) typically utilize traditional quantitative and qualitative methods to focus on overall outcomes as opposed to individual voices. As a result of this, women's experiences in a co-op environment are rarely captured. Historically, women are underrepresented in engineering undergraduate programs, and this can lead to feelings of isolation and low self-efficacy, which, in turn, can lead to attrition. Participatory action research (PAR) not only highlights marginalized voices, but also empowers participants. The current study implements group-level assessment (GLA), a large-group PAR method, to study the co-op experiences of women in engineering at a large US research institution. During the GLA, participants developed an action plan to improve co-op experiences for women in order to improve retention and help future women succeed.

In response to COVID-19 the Division of Experience-based Learning and Career Education at the University of Cincinnati embraced flexibility and innovation to expand on the existing practice of facilitating cooperative education employment experiences for students to re-envisioned opportunities that considered student wellbeing as the paramount tenet. This process created opportunities for faculty-scholars, administrators, and students to work collaboratively considering new forms of work-integrated learning while maintaining the academic rigor of the founding program of cooperative education. This case study describes the broad offerings of WIL at the University of Cincinnati and outlines the process of re-contextualizing WIL responding to limitations dictated by a global health crisis. New curricular offerings within the Experiential Explorations Program including the ServeIT initiative, virtual apprenticeship initiative, upskilling initiative and micro-co-op model are discussed. The authors comment on innovative forms of WIL born out of unprecedented circumstances and share recommendations for ways in which WIL educators can continue facilitating rich work-integrated learning.

The pandemic challenged many of us as researchers, requiring that we reflect upon our methods and make modifications to allow for online facilitation. As researchers who traditionally use participatory research (PR) methods, we were significantly challenged to reflect on our approach and the ways in which we may remain true to the spirit of PR. Through this article, we provide an overview of how we modified two PR methods, Group-Level Assessment (GLA) and Photovoice. Additionally, we provide a debrief on the aspects of PR we intentionally reflected on as part of our modification process, particularly how we upheld and honored the tenets of PR throughout these modified processes. [ABSTRACT FROM AUTHOR]

We have been working with undergraduate women in engineering to assess their experiences on campus and during their co-op rotations in order to influence equitable programming and inclusive practices at our institution. Our main methodology is group-level assessment, a qualitative, participatory research method that is rooted in inclusivity, stakeholder engagement, and instigating actionable change. When our university went remote, we were faced with the challenge of transitioning our community research partnership online and continuing to use our chosen method. The current article compares participant experiences in in-person and remote environments to assess the effectiveness of moving our participatory research practices to an online platform. Findings indicated that although both in-person and virtual grouplevel assessments allowed participants to better understand others' experiences and allowed their voices to be heard, the in-person method was more engaging. However, the virtual method allowed more time for action planning. [ABSTRACT FROM AUTHOR]

Group level assessment (GLA) allows participants or co-researchers the opportunity to voice their opinions on a specific topic while also developing action strategies for change. The purpose of the method is to empower participants and provide them an outlet for sharing their experiences in addition to developing a salient action plan. In this article, we describe how the process of participating in a GLA impacted the undergraduate women engineering students who participated. We conclude that merely facilitating a GLA positively impacted participants, aside from the action steps. Women who participated in the GLA felt supported, thought that their voice was heard, and developed a heightened awareness of other women's experiences. [ABSTRACT FROM AUTHOR]

In response to COVID-19 the Division of Experience-based Learning and Career Education at the University of Cincinnati embraced flexibility and innovation to expand on the existing practice of facilitating cooperative education employment experiences for students to re-envisioned opportunities that considered student wellbeing as the paramount tenet. This process created opportunities for faculty-scholars, administrators, and students to work collaboratively considering new forms of work-integrated learning while maintaining the academic rigor of the founding program of cooperative education. This case study describes the broad offerings of WIL at the University of Cincinnati and outlines the process of re-contextualizing WIL responding to limitations dictated by a global health crisis. New curricular offerings within the Experiential Explorations Program including the Serve- IT initiative, virtual apprenticeship initiative, upskilling initiative and micro-co-op model are discussed. The authors comment on innovative forms of WIL born out of unprecedented circumstances and share recommendations for ways in which WIL educators can continue facilitating rich work-integrated learning. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has affected working professionals around the world, causing many to alter their identities to cope with their current realities. This article explores the effect the pandemic has had on the identity of two mothers, who are also working professionals/educators. Using a heartful autoethnography approach, the authors implement the listening guide method of analysis to authentically understand how these mothers experience identity and connection while working and parenting during this worldwide crisis. The listening guide approach involves the creation of "I-poems," which are included and explored in the current article. The listening revealed four main themes: (1) mental load and exhaustion; (2) conflicting identities; (3) shame cycle; and (4) connection and reflection. The goal of this manuscript is to highlight the experiences of working mothers through an authentic and relational approach. [ABSTRACT FROM AUTHOR]

Studies exploring engineering students' experiences with cooperative education (co-op) typically utilize traditional quantitative and qualitative methods to focus on overall outcomes as opposed to individual voices. As a result of this, women's experiences in a co-op environment are rarely captured. Historically, women are underrepresented in engineering undergraduate programs, and this can lead to feelings of isolation and low self-efficacy, which, in turn, can lead to attrition. Participatory action research (PAR) not only highlights marginalized voices, but also empowers participants. The current study implements group-level assessment (GLA), a large-group PAR method, to study the co-op experiences of women in engineering at a large US research institution. During the GLA, participants developed an action plan to improve co-op experiences for women in order to improve retention and help future women succeed. [ABSTRACT FROM AUTHOR]

A diagnosis of Tourette syndrome (TS) can confer a plethora of negative outcomes including impaired psychosocial functioning, academic difficulties, disruptive behavior, and mood dysregulation. Further, children diagnosed with TS can engender immense amounts of burden and stress experienced by their caregivers which can put strain and tension on the parent–child relationship. Uncovering efficacious treatments for improving the quality of life for children diagnosed with TS and their families represents both a great challenge as well as a chief concern for professionals working with this population. The present case study describes the provision of parent–child interaction therapy for addressing behavioral problems in a 5-year-old boy diagnosed with TS. Results suggest improvements in child compliance, decreases in disruptive behaviors, and decreases in certain symptomatology associated with TS. Treatment implications for working with youth with TS are described in detail. [ABSTRACT FROM AUTHOR]

We investigated 109 (79.8% female; 76% White, and 83.5% Heterosexual) mental health trainees' explicit and implicit attitudes toward heterosexual, lesbian, and gay White couples adopting and raising Black children. To determine explicit attitudes, we used a vignette depicting a Black child ready for adoption and three types of equally qualified White families who were headed by a heterosexual couple, gay couple, or lesbian couple. The trainees were asked to indicate which type of family they preferred to adopt the child. To determine implicit attitudes, we used the computer programed latency-based multifactor implicit association test (IAT) protocol. The IAT data were collected from each participant individually. Explicit data showed that over 80% of the participants indicated no strong preference in terms of which type of family should adopted the child. However, IAT data showed that the trainees implicitly preferred lesbian couples. Overall, the degree of congruence between explicit and implicit was very low. Implications for training were discussed.