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Improving the rate at which individuals enter STEM careers remains a national concern, and there is a critical need for additional research examining the impact of career development programs for undergraduate STEM majors. Most career development studies are grounded in Social Cognitive Career Theory (SCCT), which states that students progressing toward careers need to identify a career goal and implement strategies to reach this goal. We surveyed Biology majors in their final semester to learn more about the participant's career goal(s) and the strategies they implement to reach these goals. We found that most students have only one career goal and that this goal is most likely centered in the health sciences. Additionally, we show that students are lacking in specific strategies to reach these goals and that strategies students do provide do not always integrate with their career goals. These data suggest that graduating Biology majors are not aligned with the central tenants of SCCT.

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

Abstract The Australian Capital Territory (ACT), a region that includes Australia’s capital, Canberra, decriminalised small-scale cannabis cultivation and possession in January 2020. Here, we examined cannabis use and cultivation behaviours, experiences and attitudes of current and past small-scale ACT cannabis cultivators. ACT residents (n = 311) who currently cultivate or have previously cultivated cannabis completed a cross-sectional online survey (‘CAN-ACT’) and provided home-grown cannabis for phytocannabinoid analysis (optional). Reasons for cultivation included a preference for home-grown cannabis to self-supply, enjoyment of the process and avoiding criminal networks. Cannabis intake was a median of 1 gram on a typical day used and the number of plants grown per year was a median of 4. Various cultivation challenges were identified, most commonly mould, nutrient deficiency and spider mites. Cannabis samples (n = 71) generally exhibited moderate THC content (mean 8.99 ± SEM 0.51% [w/w]) and low CBD content (

Abstract Alcohol consumption is an important risk factor for multiple diseases. It is typically assessed via self-report, which is open to measurement error through recall bias. Instead, molecular data such as blood-based DNA methylation (DNAm) could be used to derive a more objective measure of alcohol consumption by incorporating information from cytosine-phosphate-guanine (CpG) sites known to be linked to the trait. Here, we explore the epigenetic architecture of self-reported weekly units of alcohol consumption in the Generation Scotland study. We first create a blood-based epigenetic score (EpiScore) of alcohol consumption using elastic net penalized linear regression. We explore the effect of pre-filtering for CpG features ahead of elastic net, as well as differential patterns by sex and by units consumed in the last week relative to an average week. The final EpiScore was trained on 16,717 individuals and tested in four external cohorts: the Lothian Birth Cohorts (LBC) of 1921 and 1936, the Sister Study, and the Avon Longitudinal Study of Parents and Children (total N across studies > 10,000). The maximum Pearson correlation between the EpiScore and self-reported alcohol consumption within cohort ranged from 0.41 to 0.53. In LBC1936, higher EpiScore levels had significant associations with poorer global brain imaging metrics, whereas self-reported alcohol consumption did not. Finally, we identified two novel CpG loci via a Bayesian penalized regression epigenome-wide association study of alcohol consumption. Together, these findings show how DNAm can objectively characterize patterns of alcohol consumption that associate with brain health, unlike self-reported estimates.

Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy.

The 2019 coronavirus disease pandemic and distrust for popular media have highlighted the need for effective methods of direct communication of biomedical science to the public. It is presently unclear how well nonexperts can learn from primary scientific sources and what factors predict such learning in the general public. The present study examined three modalities for learning about biomedical science directly from study investigators: primary scientific articles, annotated primary scientific articles presented online with interactive learning features, and TEDTalks about scientific studies presented by a study investigator. Each modality presented the same study, "Sleep Drives Metabolite Clearance from the Adult Brain" (L. Xie, H. Kang, Q. Chen, Y. Liao, et al., Science 342:373--377, 2013, https://doi.org/10.1126/science.1241224). Knowledge about the study's scientific content was assessed before and after the randomly assigned learning modality using multiple-choice questions. Participants included a sample of college psychology students and a sample of community-dwelling older adults. Cognitive tests were used to assess individual differences in working memory, processing speed, science literacy, and semantic knowledge. Surveys were used to assess trust in science and scientists, attitudes toward science, and attitudes toward cognitive tasks. Results indicated that both younger and older adults can learn basic biomedical science from a primary source. Knowledge gains were observed in all three learning modalities with no evidence of age group differences. Notably, the largest learning gains for undergraduates and older adults were observed in the primary scientific article condition, followed by the TEDTalk, and the annotated paper. Baseline knowledge about the science study topic and adoption of "scientific attitudes" (e.g., open-mindedness) predicted learning across age groups and learning modalities. These findings suggest that science educators, communicators, and outreach professionals should consider methods of promoting science literacy in the general public through direct access to primary scientific sources.

Software installation is an early barrier to success for graduate students in our online statistics class. To help them overcome this potential barrier, our instructional team created the SPSS Early Adopter Program (SEAP). The SEAP gamified the installation task with a discussion badge and bonus point; these external motivators encouraged students to avoid procrastinating on their SPSS installation. To document student experiences with the SEAP, we conducted a nonexperimental, descriptive study of 475 students enrolled in an online statistics course. Data collection and analysis consisted of descriptive statistics of the SEAP completion rate and a reflexive thematic analysis of students' spontaneous reactions to the installation process. Results showed that 205 of 475 students (43%) completed the SEAP challenge. In their unsolicited responses, 14 SEAP completers (7%) spontaneously expressed confusion and uncertainty; we coded this as a theme of academic vulnerability. Another 27 SEAP completers (13%) spontaneously expressed comments like, "I finally figured it out!" We coded these responses as a theme of academic resilience. For academically resilient students, the SPSS Early Adopter Program transformed a success barrier into a rewarding challenge.