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One goal of the Social Work Grand Challenge is to positively influence the applications of technology. Nowhere is the challenge of integrating innovative technology more apparent than in field education settings. However, current technology trends, challenges, as well as interns' use of technology, which is often used in field education settings, particularly after the major shift to virtual platforms due to the COVID-19 Global Pandemic, are not well documented. During Fall 2021, the authors sought to evaluate field educators' (1) current use of technology in social service agencies, (2) perceptions and concerns about technology, and (3) plans for training and engaging student interns with technology. Semi-structured interviews were conducted with fifteen field educators recruited from one social work program. A rigorous thematic analysis approach then was used among six coders to report thematic findings. In this study, we report (1) benefits and limitations of using technology, (2) informal and formal technology training offered to student interns in social service agencies, and (3) recommendations for engaging and training students with technology. Two emerging themes were consistent: (1) generational differences related to technology perspectives of student interns and clients and (2) that the benefits and limitations of technology often are mixed.

Long-term biological time series that monitor ecosystems across the oceans full water column are extremely rare. As a result, classic paradigms are yet to be tested. One such paradigm is that variations in coastal upwelling drive changes in marine ecosystems throughout the water column. We examine this hypothesis by using data from three multidecadal time series spanning surface (0 m), midwater (200 to 1,000 m), and benthic (~4,000 m) habitats in the central California Current Upwelling System. Data include microscopic counts of surface plankton, video quantification of midwater animals, and imaging of benthic seafloor invertebrates. Taxon-specific plankton biomass and midwater and benthic animal densities were separately analyzed with principal component analysis. Within each community, the first mode of variability corresponds to most taxa increasing and decreasing over time, capturing seasonal surface blooms and lower-frequency midwater and benthic variability. When compared to local wind-driven upwelling variability, each community correlates to changes in upwelling damped over distinct timescales. This suggests that periods of high upwelling favor increase in organism biomass or density from the surface ocean through the midwater down to the abyssal seafloor. These connections most likely occur directly via changes in primary production and vertical carbon flux, and to a lesser extent indirectly via other oceanic changes. The timescales over which species respond to upwelling are taxon-specific and are likely linked to the longevity of phytoplankton blooms (surface) and of animal life (midwater and benthos), which dictate how long upwelling-driven changes persist within each community.

This study's purpose is to examine whether resilience, conceptualized by Connor and Davidson (2003) as one's capacity to persevere and rebound under adversity, was a potential mitigating and/or moderating factor in the dynamic between both psychological distress and academic burnout, and student attrition. We concurrently distributed a survey containing a series of psychometric instruments to a convenience sample of 1,119 students pursuing various business majors at four geographically diverse U.S. universities. Via structural equations modeling analysis, we measured the associations between psychological distress, academic burnout, and departure intentions, and investigated whether student resilience levels are associated with lower distress, burnout, and departure intentions levels. The results indicated significant positive associations between psychological distress and each of the elements of academic burnout, and significant positive associations between the academic burnout elements and departure intentions. However, while resilience did not moderate those associations, it did attenuate them through its direct negative associations with both psychological distress and the cynicism and academic inefficacy elements of academic burnout. Based on these findings, we discuss implications for business educators seeking to enhance individual resilience levels as a coping strategy to combat voluntary student turnover, and better prepare students for the demands of the workplace.

For all students, cognitive and social and emotional needs go hand in hand. Teachers of academically advanced students should address these intertwining needs in ways that are sensitive to what is unique about how these students think and feel. Over the years, my students have taught me several lessons about how to do just that. These lessons have prepared me to respond better to students' perfectionist tendencies and their belief that school should be easy, to keep students engaged, to support the particular learning styles of my female students, and to help students be comfortable with their abilities. In this article, I explain how each of these lessons relates to students' cognitive, social, and emotional needs and offer suggestions for helping students deal with each issue. In each explanation, I draw heavily on what many of my former students have shared with me.