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Despite the important role organic chemistry plays in a wide range of industries, the undergraduate organic chemistry course sequence is considered to be difficult for and feared by students. Although work has been done to identify and address student difficulties within the cognitive and psychomotor domains, little work has focused on investigating student affect towards organic chemistry. Identifying student emotions towards the course and how these emotions impact students' learning experiences is a key component in addressing student success in organic chemistry. In general chemistry studies, attitudes have been linked to persistence and performance in the class, but little work has been done to determine what role attitude plays in organic chemistry students' experiences. In this qualitative study, student attitudes towards organic chemistry and the influences that shape those attitudes were explored. Students displayed a wide range of attitudes towards organic chemistry, including positive, negative, neutral, and blended attitudes. Five major influences were shown to have shaped these attitudes including the reputation of the course, students' educators, experiences with organic chemistry, experiences with introductory chemistry, and individual experiences. Findings also indicated that many student attitudes towards organic chemistry are in place before they have begun the course, but that students' attitudes may change after interacting with the course material. Limitations of this investigation, as well as implications for research and practitioners, are discussed.

Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ [greater than or equal to] 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within- and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex social-emotional skill profiles in youth with ASD.

This article presents a study on three somatic movement dance educators' perspectives on developing creativity in dance students. A post-positivist, inductive qualitative study was undertaken to gather practitioners Katye Coe's, Sara Reed's, and Rebecca Weber's phenomenological reflections on teaching somatically informed dance and how somatic practices may contribute to enhancing students' creativity in dance. Data were collected through open-ended interviews, which then underwent thematic analysis to identify shared pedagogical perspectives on developing creativity in dance students. Key themes which emerged included metaphorical thinking, a breadth and multi-directionality of thought, a sensitized relationship to embodiment, and applied practice or "usefulness." These findings are theoretically contextualized through establishing their relation to existing cognitive psychological literature from the field of creativity research. The themes' reliability is also enhanced through similar connections to existing somatics research from dance studies.

This study is an exploratory comparison of 69 Hispanic students enrolled in first-semester general chemistry (Chem I) who attended either a Hispanic-Serving or emerging Hispanic-Serving Institution and were not successful in Chem I. Students' automaticity skills (what can be done without the aid of a calculator) in arithmetic and quantitative reasoning were analyzed based on students' personal characteristics such as gender, prior knowledge in chemistry and mathematics, entry college (i.e., STEM or not), and parents' academic background. Findings indicate that without basic automaticity skills, students enter Chem I at a deficit, but these at-risk students can be identified early in the semester to help them succeed. Results also indicate that arithmetic automaticity is more influential than quantitative reasoning in predicting academic success. A suggested high-impact practice is presented as a possible correction for these deficits.

This article looks at the effects of environmental factors such as classification, residence location, and employment status of Hispanic students who unsuccessfully completed first-semester general chemistry (Chem I) at a Hispanic-Serving or emerging Hispanic-Serving Institution. Students' automaticity skills in arithmetic and quantitative reasoning (QR) were evaluated as a way to identify at-risk students. Arithmetic skills, measured by the Math-Up Skills Test (MUST), had a higher effect size than the QR assessment. Using both diagnostics identified more than 90% of at-risk Hispanic students. Results indicate positive correlations with course performance at both types of institutions; thus the diagnostics were considered appropriate for early identification of at-risk students. Evaluation of environmental factors revealed few differences between atrisk Hispanic students who attended either type of institution. The most marked result identified a group of typical students who worked at least 31 hours per week and entered with QR scores within the average range but completed Chem I with class averages of less than 50%. Correcting for this observation is possible when students have additional financial support.

The Math-Up Skills Tests (MUST) has been used in multiple research projects conducted by the Networking for Science Advancement (NSA) team to determine how automaticity skills (what can be done without a calculator) in arithmetic can be used to predict if students will be successful (course average = 69.5%+) in general chemistry. This study expands our investigations to include how students' quantitative literacy/quantitative reasoning (QL/QR) abilities influence their success. The NSA team studied multiple classes at eight universities (n = 1,915) within a broad geographic setting in one large, majority-minority southwestern US state. In a short amount of required classroom time, it is possible to identify students at the beginning of the semester who will struggle in first- and second-semester general chemistry (Chem I and Chem II). Results show a strong correlation between students' automaticity MUST skills and their QL/QR ability (r = 0.60) and indicate that when taking both diagnostic assessments into consideration, convincing signals appear allowing for the identification of almost 50% of the Chem I students and about 45% of the Chem II students who will not succeed. With the addition of the QL/QR to the first-week assessments, about 9% more students who enter the courses underprepared were identified than when only the MUST was administered. Outcomes indicate that students with at least average arithmetic and QL/QR automaticity abilities are those who are better prepared for these courses. For on-sequence students with at least one average or above diagnostic score, 88.3% Chem I and 90.5% Chem II were successful.

First-semester general chemistry is a known "gatekeeper" course due to its high failure rate. These higher education courses are taken by students who for the most part are regularly admitted freshmen, yet many struggle to succeed. In this investigation researchers from six higher-education institutions of varied sizes with student bodies of different ethnic composition teamed up to investigate the Math-Up Skills Test (MUST) as a potential tool to identify at-risk students in first-semester general chemistry (Chem I). A large population (N = 1073) was given the MUST at the beginning of the semester. The MUST had good internal consistency with the sample (Cronbach's alpha = 0.856). The MUST offers a quick 15 minute assessment of basic mathematics ability without a calculator. Instructors may find it easier than other documented predictors, which may take more time or involve obtaining student records (e.g., Math SAT). Results from the MUST support prior findings that mathematics skills correlate with course grades in chemistry. Poor arithmetic automaticity may be an underlying factor in lower performance by many students. With statistical modeling, the MUST, along with other demographic variables, was able to identify students who would go on to make a 69.5% or better in Chem I with a high percent of accuracy. The MUST, in tandem with other demographic variables, should be considered a potential tool for early identification of students at-risk for failing the class.

Youth with autism spectrum disorder (ASD) experience high rates of psychiatric symptoms, but the relation between verbal ability and psychiatric symptoms is unknown. This study utilized a large sample of clinically referred inpatient and outpatient youth with ASD to compare psychiatric comorbidity between verbal and minimally-verbal youth, adjusting for nonverbal IQ, age, and ASD symptom severity. Results indicated that verbal youth were more likely to present with and meet clinical cutoffs for depression and oppositional defiant disorder symptoms, with greater impairment associated with depression. Youth in inpatient settings had greater symptom severity and impairment across almost all psychiatric comorbidities. These results present the most direct estimate to date of the association between verbal ability and psychiatric comorbidity in ASD.

Examined the psychiatric and clinical correlates of loss of previously acquired skills (regression) as reported by parents of youth with autism spectrum disorder (ASD). Study sample comprised 6- to 18-year old (N = 213) children and adolescents with ASD. Parents reported regression in 77 (36%) youth. A more homogeneous subgroup with regression between 18 and 36 months (n = 48) had higher rates of intellectual disability, epilepsy, and special education, more socially restrictive educational settings, and more severe ASD communication deficits and schizophrenia spectrum symptoms than non-regressed youth (n = 136). Similar results were obtained for a more inclusive definition of regression (n = 77). A brief parent report of developmental regression may be a useful clinical indicator of later general functioning.

Project Trans(m)it is a collaborative research project among a cohort of intercontinental artists exploring dance creation via technological platforms. This paper seeks to disseminate our practice-led research findings on "best practices" for transferring embodied information via technology, as well as posit how technology will shape and impact global dance education into the twenty-first century. Over the past two years, Project Trans(m)it has delved into the creation, production, and transference of movement between vast geological spaces in the production of a shared work, "Phase Two." Rehearsing weekly, the group rotated between various technological platforms, including but not limited to: Facebook Messenger, Gmail, Skype, Google Hangouts, Snapchat, and Rabbit. This collaborative interdisciplinary practice and knowledge exchange is a novel one stemming from the "global dance community," which is now an attainable and real phenomenon, shaped by the technologies allowing it to occur.

While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals' and families' beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment.