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It can be challenging to articulate who we are as professionals, especially early in our careers or at transition points. Yet, developing a sense of professional identity as health professions educators is important for feeling confident and knowledgeable in our roles, and for optimizing the development of students. This chapter explores the formation and evolution of professional identity among health professions educators who were formally trained as clinicians or scientists.

This quantitative study of one doctoral department at a regional, state-supported university located in the Southeastern United States used descriptive, parametric, and non-parametric methods to determine the relationships between gender and each of the academic or graduation factors. Graduation rates were analyzed for doctoral students admitted from 2004 to 2019. Alumni data from 2004 to 2013 were analyzed for the other variables in the study to examine the transition from face-to-face to online instruction. Five hundred thirty educational leadership Ed.D. alumni were included in the study. Chi-square analyses, using crosstabs and independent samples t tests, were used to determine relationships between the test variables and gender. There were no significant differences between graduation rates, GRE scores, type of dissertation completed, area of concentration, GPAs, number of dissertation hours, or dissertation semesters to completion between female and male doctoral students for any of the variables. Female and male doctoral graduates displayed remarkably similar values on all the variables in the study. Implications for this study include graduate programs providing online options for students to increase students' access and program flexibility, actively recruiting male students to increase diversity in the programs that have low male enrollment, considering alternative admission criteria such as work and leadership experience, and striving for parity in exposure to male and female professors.

Sub-Saharan Africa is under-represented in global biodiversity datasets, particularly regarding the impact of land use on species population abundances. Drawing on recent advances in expert elicitation to ensure data consistency, 200 experts were convened using a modified-Delphi process to estimate intactness scores: the remaining proportion of an intact reference population of a species group in a particular land use, on a scale from 0 (no remaining individuals) to 1 (same abundance as the reference) and, in rare cases, to 2 (populations that thrive in human-modified landscapes). The resulting bii4africa dataset contains intactness scores representing terrestrial vertebrates (tetrapods: ±5,400 amphibians, reptiles, birds, mammals) and vascular plants (±45,000 forbs, graminoids, trees, shrubs) in sub-Saharan Africa across the regions major land uses (urban, cropland, rangeland, plantation, protected, etc.) and intensities (e.g., large-scale vs smallholder cropland). This dataset was co-produced as part of the Biodiversity Intactness Index for Africa Project. Additional uses include assessing ecosystem condition; rectifying geographic/taxonomic biases in global biodiversity indicators and maps; and informing the Red List of Ecosystems.

Abstract: West Antarctic Ice Sheet mass loss is a major source of uncertainty in sea level projections. The primary driver of this melting is oceanic heat from Circumpolar Deep Water originating offshore in the Antarctic Circumpolar Current. Yet, in assessing melt variability, open ocean processes have received considerably less attention than those governing cross-shelf exchange. Here, we use Lagrangian particle release experiments in an ocean model to investigate the pathways by which Circumpolar Deep Water moves toward the continental shelf across the Pacific sector of the Southern Ocean. We show that Ross Gyre expansion, linked to wind and sea ice variability, increases poleward heat transport along the gyre’s eastern limb and the relative fraction of transport toward the Amundsen Sea. Ross Gyre variability, therefore, influences oceanic heat supply toward the West Antarctic continental slope. Understanding remote controls on basal melt is necessary to predict the ice sheet response to anthropogenic forcing.

Abstract Metastatic prostate cancer (PCa) is not curable due to its ability to acquire therapy resistance. Theoretically, acquired therapy resistance can be driven by changes to previously sensitive cancer cells or their environment and/or by outgrowth of a subpopulation of cancer cells with primary resistance. Direct demonstration of the latter mechanism in patients with PCa is lacking. Here we present a case report as proof-of-principle that outgrowth of a subpopulation of cancer cells lacking the genomic target and present prior to therapy initiation can drive acquired resistance to targeted therapy and threaten survival in patients with PCa.

Determining best practices for graduate enrollment requires continuous dedication by graduate enrollment personnel to identify innovative and relevant recruitment strategies to attract potential graduate applicants. The dynamic landscape of higher education creates further complexity as these best practices must also align with institutional expectations and the expectations of those overseeing graduate academic programs. To establish a robust enrollment strategy, it is crucial for graduate program officers and graduate enrollment personnel to establish a collaborative relationship that supports timely and ongoing dialogues to attract and retain quality admissions candidates. This manuscript explores how graduate enrollment personnel at a mid-size regional institution collaborate with graduate program officers to achieve the enrollment goals of the institution and to support continued program growth.

This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub-themes for alignment with Scholarship Reconsidered, Scholarship Assessed and Community of Scholars models. Study findings support the existing literature and showcases the importance of establishing a community of scholars that offers its members a place of psychological safety and support.

(1) Background: Multiple point-of-care (POC) glucometers are in use in veterinary medicine, but few are compared to each other. This leaves the potential for clinicians to be unaware of the effect of bias when comparing results from different POC glucometers. (2) Methods: Samples from healthy calves and ewes were simultaneously compared with two POC veterinary glucometers, the Precision Xtra and the AlphaTrak2, under both the “canine” and “feline” settings. The results of each sample were statistically analyzed with linear regression and Bland–Altman analysis. (3) Results: 170 samples from healthy calves and 108 samples from healthy ewes were available for comparison. Calves: The AT2 consistently overestimated blood glucose concentrations when compared to the PX device with the calves. Correlationt with the PX was r = 0.8496 (canine setting) and r = 0.8861 (feline setting). Both the canine and feline settings demonstrated a consistent bias (41.11 and 33.64 mg/dL, respectively). Ewes: The AT2 consistently overestimated blood glucose concentrations when compared to the PX device with the ewes. Correlation with the PX was R = 0.4710 (canine setting) and R = 0.7269 (feline setting). Both the canine and feline settings demonstrated a consistent bias (21.23 and 14.54 mg/dL, respectively). (4) Clinicians should be aware of the potential for consistent bias when evaluating calf and sheep blood glucose concentrations as the AT2 device, at both settings, overestimated blood glucose compared to the previously validated PX. This reliability appears to change when the values are farther from the normal ranges, which should be considered when making clinical decisions based on data from these devices.

The purpose of this non-experimental quantitative study was to evaluate the relationships between completion of high school dual enrollment courses and subsequent success of first-time, full-time community college students as measured by completion of an associate degree and time to completion of the degree. In addition to comparing dual and non-dual enrollment student performance, the effects of the number of dual enrollment courses completed and the subject areas of those courses were evaluated. Student subgroups reviewed included gender, race, socioeconomic status, and prior academic preparation (ACT score). Archival data from Tennessee community colleges used in this study included 62,644 students across four years (2015-2018) comprising 11,949 dual enrollment students and 50,695 non-dual enrollment students. Six research questions were answered from these data utilizing independent samples t tests, two-way contingency tables using crosstabs, Pearson correlations, logistic regression, or descriptive statistics. Findings revealed that completing just one dual enrollment course significantly increased the probability of completing an associate degree, and this finding was consistent across all subgroups studied. In addition, dual enrollment students completed associate degrees in significantly less time. Completing more dual enrollment courses tended to further increase the probability of completing a degree and further reduce the time to completion.

This phenomenological study explored the perceptions of support first-generation women students enrolled in college have. Eleven first-generation women students who were enrolled in undergraduate and graduate programs across the United States completed one-on-one interviews. The participants explained the support they felt from family, friends, and members of their institutions, as well as areas where further support could be given. Key themes emerged, such as the role of mentorship, the need for financial assistance, the role of family, the roles of intersectional factors such as race and motherhood, and the offering of support during a crisis, particularly the COVID-19 pandemic.

Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; M[subscript age] = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a "High Math and Science Motivation and Interpersonal Skills" group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.