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1. Global adoption of personal and social mitigation behaviors during COVID-19: The role of trust & confidence

   https://doi.org/10.1371/journal.pone.0256159  

   Jones, Pauline; Menon, Anil; Hicken, Allen; Rozek, Laura S. (September 2021, PLOS ONE)

   Mukherjee, Amitava (Ed.)

   What influences the adoption of SARS-CoV-2 mitigation behaviors–both personal, such as mask wearing and frequent handwashing, and social, such as avoiding large gatherings and physical contact–across countries? Understanding why some individuals are more willing to change their behavior to mitigate the spread of a pandemic will not only help us to address the current SARS-CoV-2 pandemic but also to respond to future ones. Researchers have pointed to a variety of factors that may influence individual adoption of personal and social mitigation behaviors, including social inequality, risk perception, personality traits, and government policies. While not denying the importance of these factors, we argue that the role of trust and confidence has received insufficient attention to date. Our study explores whether there is a difference in the way trust and confidence in particular leaders and organizations affect individual compliance and whether this effect is consistent across different types of mitigation behaviors. Specifically, we utilize an original cross-national survey conducted during the first wave of the SARS-CoV-2 pandemic (May-June 2020) to investigate how trust in scientists, medical professionals, politicians, and religious leaders and confidence in global, national, and local health organizations affects individual compliance in 16 countries/territories across five world regions. Our analyses, which control for the aforementioned factors as well as several others, suggest that trust in politicians and confidence in national health ministries have the most consistent influence on whether individuals adopt both personal and social mitigation behaviors. Across our sample, we find that greater trust in politicians is associated with lower levels of individual compliance with public health directives, whereas greater confidence in the national health ministry is associated with higher levels of individual compliance. Our findings suggest the need to understand trust and confidence as among the most important individual level characteristics driving compliance when developing and delivering messaging about the adoption of mitigation behaviors. The content of the message, it seems, will be most effective when citizens across countries trust its source. Trusted sources, such as politicians and the national health ministry, should thus consider working closely together when determining and communicating recommended health behaviors to avoid contradicting one another. 

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2. Virtual International Collaboration for Community College STEM Programs

   Wosczyna-Birch, K. (January 2021, ASEE Peer)

   International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses. 

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3. Virtual International Collaboration for Community College STEM Programs

   Wosczyna-Birch, K. (January 2021, ASEE Peer)

   International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses. 

   more » « less
4. Virtual International Collaboration for Community College STEM Programs

   Wosczyna-Birch, K. (January 2021, ASEE Peer)

   International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses. 

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5. Regulating Artificial Intelligence Proposal for a Global Solution

   Erdelyi, Olivia; Goldsmith, Judy (February 2018, AAAI/ACM Conference on Artificial Intelligence, Ethics and Society)

   Given the ubiquity of artificial intelligence (AI) in modern societies, it is clear that individuals, corporations, and countries will be grappling with the legal and ethical issues of its use. As global problems require global solutions, we propose the establishment of an international AI regulatory agency that — drawing on interdisciplinary expertise — could create a unified framework for the regulation of AI technologies and inform the development of AI policies around the world. We urge that such an organization be developed with all deliberate haste, as issues such as cryptocurrencies, personalized political ad hacking, autonomous vehicles and autonomous weaponized agents, are already a reality, affecting international trade, politics, and war. 

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