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1. Thanks to Reviewers!

Author

Adams, R, Bahnson, M, Bhaduri, S, Adams, T, Bairaktarova, D, Bielefeldt, A, Aguirre-Munoz, Z, Balakrishnan, B, Blosser, EG, Ahn, B, Beagon, U, Bodnar, C, Aleong, R, Becker, K, Borgford-Parnell, J, Amelink, C, Beddoes, K, Maura, B, Anderson, R, Bego, C, Bowe, B, Andrews, CJ, Beigpourian, B, Bowen, B, Angel, J, Bekki, J, Boyd, J, Fonseca, MA, Bennett, D, Bradburn, I, Kranov, AA, Berdanier, C, Brady, C, Bae, CL, Bernhard, J, Brawner, C, Brose, A, Case, J, Cropley, D, Brown, F, Cassady, R, Cross, K, Brown, P, Celik, S, Cunningham, P, Ben, C, Cutler, S, Brown, S, Chance, SM, Dabbagh, N, Brozina, C, Chen, H, Dallal, A, Brunhaver, S, Chen, O, Daly, S, Bryant, A, Cheville, RA, Daniel, S, Bucciarelli, L, Chiu, J, Danowitz, A, Burkholder, E, Choe, NH, Darolia, R, Burks, G, Clark, R, Davis, K, Burt, B, Clevenger, C, Davis, S, Canney, N, Cole, J, de Jong, T, Cao, Y, Coley, B, De Vries, C, Caratozzolo, P, Cooper, L, Delaine, D, Carballo, R, Cooper, M, DeMonbrun, R, Cardella, M, Craig, T, Denton, M, Di Stefano, M, Erdman, AM, Gilmartin, S, DiBiasio, D, Eris, O, Gladstone, J, Diefes-Dux, H, Evangelou, D, Glancy, A, Dika, S, Ewen, B, Godwin, A, Direito, I, Faber, C, Goldsmith, R, Dohn, N, Falconer, J, Grigg, SJ, Dolansky, M, Fantz, T, Grohs, J, Faulkner, B, Doom, D, Felder, R, Gummer, E, Douglas, E, Ferris, T, Guzey, S, Douglas, KA, Figueiredo, J, Hadgraft, R, Dounas-Frazer, D, Fiorella, L, Hammack, R, Dringenberg, E, Flores, L, Han, K, Duffy, G, Fong, C, Harding, T, Easley, D, Fowler, RR, Harper, K, Eccles, J, Friedrichsen, D, Hartmann, B, Edstrom, K, Ge, J, Hattingh, T, Ellestad, R, Gelles, L, Henderson, R, Henderson, TS, Immekus, J, Kamphorst, J, Herman, G, Inda, M, Karatas, F, Hess, J, Itabashi-Campbell, R, Kartal, O, Hieb, J, Jackson, A, Karwat, D, Higbee, S, Jankowski, N, Katz, A, Hilton, E, Javernick-Will, A, Keipi, T, Hira, A, Jensen, KJ, Kim, D, Hirshfield, L, Smith, J, Kirn, A, Knaphus-Soran, E, Holly, J, Jesiek, B, Knight, D, Horng, S-M, Johnson, A, Knott, T, Huang-Saad, A, Johnson, B, Kohl, P, Huerta, M, Johri, A, Kohtala, C, Huff, J, Jones, B, Komives, S, Hughes, B, Jones, L, Korsunskiy, E, Hughes, R, Jones, T, Kotys-Schwartz, D, Hunsu, N, Kaminski, J, Kramer, J, Hunter, C, Kampe, J-C, Inkelas, KK, Lamm, M, Lonngren, J, McCall, C, Lande, M, Lottero-Perdue, PS, McCave, E, Lappalainen, P, Aguilar, JFL, McCray, E, Lawanto, O, Lucena, J, McGee, E, Lawson, J, Luk, LYY, McGough, C, Leath, S, Lutz, B, McGowan, V, Lee, D, Ma, Y, McNair, LD, Lee, W, Madon, T, McNaughtan, J, Liberatore, M, Mamaril, N, McNeill, N, Lichtenstein, G, Mangiante, E, Mejia, J, Lima, M, Martin, B, Diaz, NM, Lima, RM, Martin, K, Menekse, M, Lin, J, Lippard, C, Mones, AM, Mesquita, DIDA, Michell, K, Litzler, E, Matthews, M, Miller, S, Lo, CK, Matusovich, H, Minichiello, A, London, J, Maynard, N, Miskioglu, EE, Longwell-Grice, R, Mazzurco, A, Yusof, KM, Mohedas, I, Nghia, TLH, Pearson, A, Monat, J, Norton, P, Pearson, N, Monteiro, F, Novoselich, BJ, Pembridge, J, Moote, J, Noy, S, Perez-Felkner, L, Mora, M, O'Hara, R, Perkins, H, O'Moore, L, Peters-Burton, E, Morgan, D, Ohland, M, Pfirman, A, Morgan, T, Okai, B, Pinto, C, Morton, T, Olds, B, Pitterson, N, Mosyjowski, E, Orr, M, Polmear, M, Murphy, T, Ortega-Alvarez, JD, Prince, T, Murray, J, Oseguera, L, Purzer, S, Murzi, H, Owen, C, Quan, GM, Nagy, G, Ozkan, DS, Quillin, K, Natarajathinam, M, Panther, G, Rayess, N, Nelson, M, Patrick, A, Reed, T, Newberry, B, Paul, K, Reeping, D, Newstetter, W, Pawley, A, Reese, M, Reid, K, Rulifson, G, Shivy, V, Renn, K, Rynearson, AM, Simpson, Z, Ricco, G, Sanchez-Pena, ML, Sitomer, A, Richards, L, Saunders-Smits, G, Siverling, E, Rios, L, Sax, L, Slaton, A, Ro, HK, Schimpf, C, Sleezer, R, Roberts, D, Rodgers, K, Schippers, M, Smith-On, C, Rodriguez, S, Schnittka, C, Schunn, C, Rogers, C, Seah, LH, Rohde, J, Rohrer, D, Secules, S, Smith, K, Smith, N, Romine, W, Seifert, C, Sochacka, N, Ross, L, Sessa, V, Stearns, E, Ross, M, Sharp, H, Steif, M, Rottmann, C, Sharp, J, Stephan, P, Rucks, L, Shaw, C, Stevens, R, Streveler, R, Tolbert, D, van Der Marel, F, Strobel, J, Toraman, S, van Hattum, N, Stump, G, Tougaw, D, Verdin, D, Su, X, Trautvetter, LC, Verleger, M, Sundararaja, N, Trenshaw, KF, Vieira, C, Trevelyan, J, Svihla, V, Troussas, C, Villanueva, I, Swan, C, Tsai, J, Vinck, D, Virguez, L, Swanson, R, Tsugawa, MA, Vitasari, P, Sweeny, K, Tuononen, T, Vossoughi, S, Swenson, J, Turner, J, Wallin, P, Talley, K, Turner, S, Tan, L, Tyson, W, Watted, A, Tang, Y, Utley, J, Webber, K, Tank, K, Vasquez, RV, Weintrop, D, Thomas, K, Valdivia, A, Weiss, E, Thompson, JD, Valentine, A, West, R, Tierney, G, Van den Bogaard, M, Wiles, D, Wilson-Lopez, AA, Xinrui, X, Zastavker, Y, Wilson, D, Xu, YJ, Zhang, G, Wolmarans, N, Yang, Y, Zhu, J, Wong, R, Yi, S, Zoltowski, CB, Woollacott, L, Yoon, SY, Adams, R, Bahnson, M, Bhaduri, S, Adams, T, Bairaktarova, D, Bielefeldt, A, Aguirre-Munoz, Z, Balakrishnan, B, Blosser, EG, Ahn, B, Beagon, U, Bodnar, C, Aleong, R, Becker, K, Borgford-Parnell, J, Amelink, C, Beddoes, K, Maura, B, Anderson, R, Bego, C, Bowe, B, Andrews, CJ, Beigpourian, B, Bowen, B, Angel, J, Bekki, J, Boyd, J, Fonseca, MA, Bennett, D, Bradburn, I, Kranov, AA, Berdanier, C, Brady, C, Bae, CL, Bernhard, J, Brawner, C, Brose, A, Case, J, Cropley, D, Brown, F, Cassady, R, Cross, K, Brown, P, Celik, S, Cunningham, P, Ben, C, Cutler, S, Brown, S, Chance, SM, Dabbagh, N, Brozina, C, Chen, H, Dallal, A, Brunhaver, S, Chen, O, Daly, S, Bryant, A, Cheville, RA, Daniel, S, Bucciarelli, L, Chiu, J, Danowitz, A, Burkholder, E, Choe, NH, Darolia, R, Burks, G, Clark, R, Davis, K, Burt, B, Clevenger, C, Davis, S, Canney, N, Cole, J, de Jong, T, Cao, Y, Coley, B, De Vries, C, Caratozzolo, P, Cooper, L, Delaine, D, Carballo, R, Cooper, M, DeMonbrun, R, Cardella, M, Craig, T, Denton, M, Di Stefano, M, Erdman, AM, Gilmartin, S, DiBiasio, D, Eris, O, Gladstone, J, Diefes-Dux, H, Evangelou, D, Glancy, A, Dika, S, Ewen, B, Godwin, A, Direito, I, Faber, C, Goldsmith, R, Dohn, N, Falconer, J, Grigg, SJ, Dolansky, M, Fantz, T, Grohs, J, Faulkner, B, Doom, D, Felder, R, Gummer, E, Douglas, E, Ferris, T, Guzey, S, Douglas, KA, Figueiredo, J, Hadgraft, R, Dounas-Frazer, D, Fiorella, L, Hammack, R, Dringenberg, E, Flores, L, Han, K, Duffy, G, Fong, C, Harding, T, Easley, D, Fowler, RR, Harper, K, Eccles, J, Friedrichsen, D, Hartmann, B, Edstrom, K, Ge, J, Hattingh, T, Ellestad, R, Gelles, L, Henderson, R, Henderson, TS, Immekus, J, Kamphorst, J, Herman, G, Inda, M, Karatas, F, Hess, J, Itabashi-Campbell, R, Kartal, O, Hieb, J, Jackson, A, Karwat, D, Higbee, S, Jankowski, N, Katz, A, Hilton, E, Javernick-Will, A, Keipi, T, Hira, A, Jensen, KJ, Kim, D, Hirshfield, L, Smith, J, Kirn, A, Knaphus-Soran, E, Holly, J, Jesiek, B, Knight, D, Horng, S-M, Johnson, A, Knott, T, Huang-Saad, A, Johnson, B, Kohl, P, Huerta, M, Johri, A, Kohtala, C, Huff, J, Jones, B, Komives, S, Hughes, B, Jones, L, Korsunskiy, E, Hughes, R, Jones, T, Kotys-Schwartz, D, Hunsu, N, Kaminski, J, Kramer, J, Hunter, C, Kampe, J-C, Inkelas, KK, Lamm, M, Lonngren, J, McCall, C, Lande, M, Lottero-Perdue, PS, McCave, E, Lappalainen, P, Aguilar, JFL, McCray, E, Lawanto, O, Lucena, J, McGee, E, Lawson, J, Luk, LYY, McGough, C, Leath, S, Lutz, B, McGowan, V, Lee, D, Ma, Y, McNair, LD, Lee, W, Madon, T, McNaughtan, J, Liberatore, M, Mamaril, N, McNeill, N, Lichtenstein, G, Mangiante, E, Mejia, J, Lima, M, Martin, B, Diaz, NM, Lima, RM, Martin, K, Menekse, M, Lin, J, Lippard, C, Mones, AM, Mesquita, DIDA, Michell, K, Litzler, E, Matthews, M, Miller, S, Lo, CK, Matusovich, H, Minichiello, A, London, J, Maynard, N, Miskioglu, EE, Longwell-Grice, R, Mazzurco, A, Yusof, KM, Mohedas, I, Nghia, TLH, Pearson, A, Monat, J, Norton, P, Pearson, N, Monteiro, F, Novoselich, BJ, Pembridge, J, Moote, J, Noy, S, Perez-Felkner, L, Mora, M, O'Hara, R, Perkins, H, O'Moore, L, Peters-Burton, E, Morgan, D, Ohland, M, Pfirman, A, Morgan, T, Okai, B, Pinto, C, Morton, T, Olds, B, Pitterson, N, Mosyjowski, E, Orr, M, Polmear, M, Murphy, T, Ortega-Alvarez, JD, Prince, T, Murray, J, Oseguera, L, Purzer, S, Murzi, H, Owen, C, Quan, GM, Nagy, G, Ozkan, DS, Quillin, K, Natarajathinam, M, Panther, G, Rayess, N, Nelson, M, Patrick, A, Reed, T, Newberry, B, Paul, K, Reeping, D, Newstetter, W, Pawley, A, Reese, M, Reid, K, Rulifson, G, Shivy, V, Renn, K, Rynearson, AM, Simpson, Z, Ricco, G, Sanchez-Pena, ML, Sitomer, A, Richards, L, Saunders-Smits, G, Siverling, E, Rios, L, Sax, L, Slaton, A, Ro, HK, Schimpf, C, Sleezer, R, Roberts, D, Rodgers, K, Schippers, M, Smith-On, C, Rodriguez, S, Schnittka, C, Schunn, C, Rogers, C, Seah, LH, Rohde, J, Rohrer, D, Secules, S, Smith, K, Smith, N, Romine, W, Seifert, C, Sochacka, N, Ross, L, Sessa, V, Stearns, E, Ross, M, Sharp, H, Steif, M, Rottmann, C, Sharp, J, Stephan, P, Rucks, L, Shaw, C, Stevens, R, Streveler, R, Tolbert, D, van Der Marel, F, Strobel, J, Toraman, S, van Hattum, N, Stump, G, Tougaw, D, Verdin, D, Su, X, Trautvetter, LC, Verleger, M, Sundararaja, N, Trenshaw, KF, Vieira, C, Trevelyan, J, Svihla, V, Troussas, C, Villanueva, I, Swan, C, Tsai, J, Vinck, D, Virguez, L, Swanson, R, Tsugawa, MA, Vitasari, P, Sweeny, K, Tuononen, T, Vossoughi, S, Swenson, J, Turner, J, Wallin, P, Talley, K, Turner, S, Tan, L, Tyson, W, Watted, A, Tang, Y, Utley, J, Webber, K, Tank, K, Vasquez, RV, Weintrop, D, Thomas, K, Valdivia, A, Weiss, E, Thompson, JD, Valentine, A, West, R, Tierney, G, Van den Bogaard, M, Wiles, D, Wilson-Lopez, AA, Xinrui, X, Zastavker, Y, Wilson, D, Xu, YJ, Zhang, G, Wolmarans, N, Yang, Y, Zhu, J, Wong, R, Yi, S, Zoltowski, CB, Woollacott, L, and Yoon, SY

Published
2021

4. Designing with Forgiveness in Mind for the Process

Author

Bishop, MJ, Boling, E, Elen, J, Svihla, V, Dickson-Deane, C, Bishop, MJ, Boling, E, Elen, J, Svihla, V, and Dickson-Deane, C

Abstract

As an instructional designer in academia, the design process tends to include numerous levels of permissions, allowances, and then revisions. Sometimes the need for permissions can seem to be a hindrance to the progress, regardless of the priority, need, and impact of the impending design. This design case discusses the struggle of managing individual and organizational expectations and how important this activity can impact the design process. The case presents one view of a design project where strategic objectives need to be met even with a reduced timeline. The case also shows how relying on individual enthusiasm in the absence of inter- and intrapersonal skills and a complete needs analysis can create different outcomes for all involved.

Published
2020

13. Designing with Forgiveness in Mind for the Process

Author

Camille Dickson-Deane, Bishop, MJ, Boling, E, Elen, J, and Svihla, V

Subjects
Process management, Instructional design, Computer science, Process (engineering), Change management, Organizational culture, Timeline, Needs analysis, Engineering design process, Intrapersonal communication
Abstract

As an instructional designer in academia, the design process tends to include numerous levels of permissions, allowances, and then revisions. Sometimes the need for permissions can seem to be a hindrance to the progress, regardless of the priority, need, and impact of the impending design. This design case discusses the struggle of managing individual and organizational expectations and how important this activity can impact the design process. The case presents one view of a design project where strategic objectives need to be met even with a reduced timeline. The case also shows how relying on individual enthusiasm in the absence of inter- and intrapersonal skills and a complete needs analysis can create different outcomes for all involved.

Published
2020
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14. Facilitating an Interprofessional Course on Climate Change and Public Health Preparedness.

Author

Rogers HH, Tucker M, Couig MP, and Svihla V

Subjects
Humans, Learning, Students, Professional Competence, Interprofessional Relations, Climate Change, Public Health
Abstract

In this paper, we share the theories that guided the design of an interprofessional education course on Climate Change and Public Health Preparedness and how the course supported students' professional interest and action competence as they move through their education and into their professional work in the context of our unfolding climate crisis. The course was guided by the public health emergency preparedness domains and was built to allow for students to explore applications of the content for themselves and their own profession. We designed the learning activities to support personal and professional interest development and help students move into perceived and demonstrated action competence. For the evaluation of our course, we asked the following research questions: What kinds of personal and professional commitments to action did students propose by the end of the course? Did these vary in depth and specificity and by the number of credits they enrolled in? In what ways did students develop personal and professional action competence over the course? Finally, how did they show personal, professional, and collective agency related to the course content on adaptation, preparedness, and mitigation of the health impacts from climate change? Using qualitative analysis guided by action competence and interest development theories, we coded student writing from course assignments. We also conducted comparative statistical analysis to assess differential impacts for students who enrolled for one versus three credits. The results show that this course design supported students' progression of knowledge and perceived ability in specific individual and professional collective actions to reduce the health impacts of climate change.

Published
2023
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15. Cultural identity central to Native American persistence in science.

Author

Chow-Garcia N, Lee N, Svihla V, Sohn C, Willie S, Holsti M, and Wandinger-Ness A

Abstract

Native Americans are the least represented population in science fields. In recent years, undergraduate and graduate level summer research programs that aimed to increase the number of Native Americans in science have made some progress. As new programs are designed, key characteristics that address science self-efficacy and science identity and provide supports for Native American students' commitment to a scientific career should be considered. In this study, we used sequential mixed methods to investigate the potential of culturally tailored internship programs on Native American persistence in science. We analyzed surveys ( n  = 47) and interviews ( n  = 4) with Native American students to understand their perceptions of themselves in relation to science research and how summer research experiences might develop science identities. Based on regression modeling, science identity, but not science self-efficacy, predicted intent to persist in science. In turn, science self-efficacy and Native American identity predicted science identity, and this suggests cultural identity is central to Native American persistence in science. In interviews, students' comments reinforced these findings and shed light on students' reasoning about the kinds of science experiences they sought; specifically, they chose to participate in culturally tailored internships because these programs provided a sense of belonging to the scientific community that did not conflict with their cultural identities. Based on our analysis, we propose an Indigenous science internship model and recommend that agencies target funding for culturally tailored programs from high school through early-investigator levels as well as provide inclusive programmatic and mentoring guidelines., (© The Author(s) 2022.)

Published
2022
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16. REFINING A SUMMER BIOMEDICAL RESEARCH TRAINING PROGRAM FOR AMERICAN INDIAN AND ALASKA NATIVE (AIAN) STUDENTS.

Author

Lee N, Nelson A, and Svihla V

Abstract

Literature shows that students who enter the science, technology, engineering, mathematics, and medical-related (STEMM) pipeline at earlier stages of their career are more likely to be successful. This is especially true for underrepresented and economically disadvantaged students. Despite the increasing number of students entering the pipeline, American Indian and Alaska Native (AIAN) students still have a higher attrition rate compared to other ethnic groups. Educators and government agencies have worked to improve the success rate for AIAN students across all levels and fields by developing various programs aimed at training and mentorship. In 2007, the National Institute of Neurological Disorders and Stroke (NINDS) of the National Institutes of Health (NIH) in Bethesda, MD, increased their outreach efforts for recruiting AIAN students for the summer internship program. Our goal was to develop a culturally tailored research-training program that could recruit and retain AIAN students into STEMM degrees and careers. We adapted an existing program that provides training in biomedical science and mentorship at an NINDS research laboratory. From 2007 to 2016, of the 41 AIAN interns who participated, 35 (85%) remained in STEMM fields. Five interns obtained post baccalaureate positions at NIH and four entered graduate or medical school. These successful outcomes were brought about only after navigating myriad obstacles. We identified obstacles for AIAN student participation, and made adaptations to the summer internship. We made design decisions regarding recruitment, feasibility, lab placement and mentorship, supporting research and social networking, and sustaining AIAN culture. This design case highlights the obstacles and strategies for success that we developed.

Published
2018
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