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1. Engaging STEM Transformational Experiences for Early Momentum (ESTEEM)

   Yahdi, Mohammed ; Bracey, Zoe Buck ( November 2019 , National Science Foundation -  Hispanic-Serving Institutions (HSI) Program Principal Investigator (PI) Meeting, November 2019.)

   Need/Motivation (e.g., goals, gaps in knowledge) The ESTEEM implemented a STEM building capacity project through students’ early access to a sustainable and innovative STEM Stepping Stones, called Micro-Internships (MI). The goal is to reap key benefits of a full-length internship and undergraduate research experiences in an abbreviated format, including access, success, degree completion, transfer, and recruiting and retaining more Latinx and underrepresented students into the STEM workforce. The MIs are designed with the goals to provide opportunities for students at a community college and HSI, with authentic STEM research and applied learning experiences (ALE), support for appropriate STEM pathway/career, preparation and confidence to succeed in STEM and engage in summer long REUs, and with improved outcomes. The MI projects are accessible early to more students and build momentum to better overcome critical obstacles to success. The MIs are shorter, flexibly scheduled throughout the year, easily accessible, and participation in multiple MI is encouraged. ESTEEM also establishes a sustainable and collaborative model, working with partners from BSCS Science Education, for MI’s mentor, training, compliance, and building capacity, with shared values and practices to maximize the improvement of student outcomes. New Knowledge (e.g., hypothesis, research questions) Research indicates that REU/internship experiences can be particularly powerful for students from Latinx and underrepresented groups in STEM. However, those experiences are difficult to access for many HSI-community college students (85% of our students hold off-campus jobs), and lack of confidence is a barrier for a majority of our students. The gap between those who can and those who cannot is the “internship access gap.” This project is at a central California Community College (CCC) and HSI, the only affordable post-secondary option in a region serving a historically underrepresented population in STEM, including 75% Hispanic, and 87% have not completed college. MI is designed to reduce inequalities inherent in the internship paradigm by providing access to professional and research skills for those underserved students. The MI has been designed to reduce barriers by offering: shorter duration (25 contact hours); flexible timing (one week to once a week over many weeks); open access/large group; and proximal location (on-campus). MI mentors participate in week-long summer workshops and ongoing monthly community of practice with the goal of co-constructing a shared vision, engaging in conversations about pedagogy and learning, and sustaining the MI program going forward. Approach (e.g., objectives/specific aims, research methodologies, and analysis) Research Question and Methodology: We want to know: How does participation in a micro-internship affect students’ interest and confidence to pursue STEM? We used a mixed-methods design triangulating quantitative Likert-style survey data with interpretive coding of open-responses to reveal themes in students’ motivations, attitudes toward STEM, and confidence. Participants: The study sampled students enrolled either part-time or full-time at the community college. Although each MI was classified within STEM, they were open to any interested student in any major. Demographically, participants self-identified as 70% Hispanic/Latinx, 13% Mixed-Race, and 42 female. Instrument: Student surveys were developed from two previously validated instruments that examine the impact of the MI intervention on student interest in STEM careers and pursuing internships/REUs. Also, the pre- and post (every e months to assess longitudinal outcomes) -surveys included relevant open response prompts. The surveys collected students’ demographics; interest, confidence, and motivation in pursuing a career in STEM; perceived obstacles; and past experiences with internships and MIs. 171 students responded to the pre-survey at the time of submission. Outcomes (e.g., preliminary findings, accomplishments to date) Because we just finished year 1, we lack at this time longitudinal data to reveal if student confidence is maintained over time and whether or not students are more likely to (i) enroll in more internships, (ii) transfer to a four-year university, or (iii) shorten the time it takes for degree attainment. For short term outcomes, students significantly Increased their confidence to continue pursuing opportunities to develop within the STEM pipeline, including full-length internships, completing STEM degrees, and applying for jobs in STEM. For example, using a 2-tailed t-test we compared means before and after the MI experience. 15 out of 16 questions that showed improvement in scores were related to student confidence to pursue STEM or perceived enjoyment of a STEM career. Finding from the free-response questions, showed that the majority of students reported enrolling in the MI to gain knowledge and experience. After the MI, 66% of students reported having gained valuable knowledge and experience, and 35% of students spoke about gaining confidence and/or momentum to pursue STEM as a career. Broader Impacts (e.g., the participation of underrepresented minorities in STEM; development of a diverse STEM workforce, enhanced infrastructure for research and education) The ESTEEM project has the potential for a transformational impact on STEM undergraduate education’s access and success for underrepresented and Latinx community college students, as well as for STEM capacity building at Hartnell College, a CCC and HSI, for students, faculty, professionals, and processes that foster research in STEM and education. Through sharing and transfer abilities of the ESTEEM model to similar institutions, the project has the potential to change the way students are served at an early and critical stage of their higher education experience at CCC, where one in every five community college student in the nation attends a CCC, over 67% of CCC students identify themselves with ethnic backgrounds that are not White, and 40 to 50% of University of California and California State University graduates in STEM started at a CCC, thus making it a key leverage point for recruiting and retaining a more diverse STEM workforce. 

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2. Learning in a Crisis: Online Skill Building Workshop Addresses Immediate Pandemic Needs and Offers Possibilities for Future Trainings

   https://doi.org/10.1785/0220200472  

   Brudzinski, Michael ; Hubenthal, Michael ; Fasola, Shannon ; Schnorr, Em ( July 2021 , Seismological Research Letters)

   Abstract The COVID-19 pandemic led to the suspension of many summer research opportunities for science, technology, engineering and mathematics students. In response, the Incorporated Research Institutions for Seismology Education and Outreach program, in collaboration with Miami University, offered a free online Seismology Skill Building Workshop to increase undergraduates’ knowledge, skills, self-efficacy, and interest in observational seismology and scientific computing. Registrations were received from 760 undergraduates representing 60 different countries. U.S. participants consisted of 59% women and 29% from populations traditionally underrepresented in the geosciences. The workshop design consisted of a tailored Linux virtual machine, regular webinars, a Slack workspace, tutorial-style active e-learning assignments, and an optional final project. Every other week for 12 weeks, a module with ∼6 assignments was released to build skills with Linux, Generic Mapping Tools, Seismic Analysis Code, webservices, seismic network processing, Python, ObsPy, and Jupyter notebooks. A final module focused on competitiveness for graduate school, summer internships, and professional jobs. Evaluation of the workshop relied on registration data, pre- and post-workshop surveys, and performance data from the learning management system. 440 participants completed at least one assignment, 224 completed at least 80% of the assignments, and 191 completed all 35 assignments, significantly higher than most comparable large-scale, open-access courses. Participants invested ∼6 hrs per week and averaged a score of 88% on assignments. We identified >60% normalized gain in scientific computing skills. There is evidence that the inclusive design of the workshop was able to attract and retain a diverse population. However, some additional investigation is needed to ensure that benefits were evenly experienced. Regardless of the degree of completion, participants perceived the workshop quite positively: on average 96% described it as high to very high quality, 83% satisfied to very satisfied with their experience, and 70% very likely to recommend to peers. We identify future directions for running a second iteration of the workshop, including strategies to continue broadening participation and improving retention. 

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3. Unrealistic Promises and Urgent Wording Differently Affect Suspicion of Phishing and Legitimate Emails

   https://doi.org/10.1177/1071181321651277  

   Tornblad, McKenna K. ; Armstrong, Miriam E. ; Jones, Keith S. ; Siami Namin, Akbar ( September 2021 , Proceedings of the Human Factors and Ergonomics Society Annual Meeting)

   Phishing emails have certain characteristics, including wording related to urgency and unrealistic promises (i.e., “too good to be true”), that attempt to lure victims. To test whether these characteristics affected users’ suspiciousness of emails, users participated in a phishing judgment task in which we manipulated 1) email type (legitimate, phishing), 2) consequence amount (small, medium, large), 3) consequence type (gain, loss), and 4) urgency (present, absent). We predicted users would be most suspicious of phishing emails that were urgent and offered large gains. Results supporting the hypotheses indicate that users were more suspicious of phishing emails with a gain consequence type or large consequence amount. However, urgency was not a significant predictor of suspiciousness for phishing emails, but was for legitimate emails. These results have important cybersecurity-related implications for penetration testing and user training. 

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4. How Experts Detect Phishing Scam Emails

   https://doi.org/10.1145/3415231  

   Wash, Rick ( January 2020 , Proceedings of the ACM on humancomputer interaction)

   Phishing scam emails are emails that pretend to be something they are not in order to get the recipient of the email to undertake some action they normally would not. While technical protections against phishing reduce the number of phishing emails received, they are not perfect and phishing remains one of the largest sources of security risk in technology and communication systems. To better understand the cognitive process that end users can use to identify phishing messages, I interviewed 21 IT experts about instances where they successfully identified emails as phishing in their own inboxes. IT experts naturally follow a three-stage process for identifying phishing emails. In the first stage, the email recipient tries to make sense of the email, and understand how it relates to other things in their life. As they do this, they notice discrepancies: little things that are ``off'' about the email. As the recipient notices more discrepancies, they feel a need for an alternative explanation for the email. At some point, some feature of the email --- usually, the presence of a link requesting an action --- triggers them to recognize that phishing is a possible alternative explanation. At this point, they become suspicious (stage two) and investigate the email by looking for technical details that can conclusively identify the email as phishing. Once they find such information, then they move to stage three and deal with the email by deleting it or reporting it. I discuss ways this process can fail, and implications for improving training of end users about phishing. 

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5. Terrestrial Parasite Tracker indexed biotic interactions and review summary

   https://doi.org/10.5281/zenodo.6761707  

   Poelen, Jorrit H. ; Seltmann, Katja C. ; Campbell, Mariel ; Orlofske, Sarah A. ; Light, Jessica E. ; Tucker, Erika M. ; Demboski, John R ; McElrath, Tommy ; Grinter, Christopher C ; Diaz-Bastin, Rachel ; et al ( January 2022 , Zenodo)

   PLEASE CONTACT AUTHORS IF YOU CONTRIBUTE AND WOULD LIKE TO BE LISTED AS A CO-AUTHOR. (this message will be removed some time weeks/months after the first publication)

   Terrestrial Parasite Tracker indexed biotic interactions and review summary.

   The Terrestrial Parasite Tracker (TPT) project began in 2019 and is funded by the National Science foundation to mobilize data from vector and ectoparasite collections to data aggregators (e.g., iDigBio, GBIF) to help build a comprehensive picture of arthropod host-association evolution, distributions, and the ecological interactions of disease vectors which will assist scientists, educators, land managers, and policy makers. Arthropod parasites often are important to human and wildlife health and safety as vectors of pathogens, and it is critical to digitize these specimens so that they, and their biotic interaction data, will be available to help understand and predict the spread of human and wildlife disease.

   This data publication contains versioned TPT associated datasets and related data products that were tracked, reviewed and indexed by Global Biotic Interactions (GloBI) and associated tools. GloBI provides open access to finding species interaction data (e.g., predator-prey, pollinator-plant, pathogen-host, parasite-host) by combining existing open datasets using open source software.

   If you have questions or comments about this publication, please open an issue at https://github.com/ParasiteTracker/tpt-reporting or contact the authors by email.

   Funding:
   The creation of this archive was made possible by the National Science Foundation award "Collaborative Research: Digitization TCN: Digitizing collections to trace parasite-host associations and predict the spread of vector-borne disease," Award numbers DBI:1901932 and DBI:1901926

   References:
   Jorrit H. Poelen, James D. Simons and Chris J. Mungall. (2014). Global Biotic Interactions: An open infrastructure to share and analyze species-interaction datasets. Ecological Informatics. https://doi.org/10.1016/j.ecoinf.2014.08.005.

   GloBI Data Review Report

   Datasets under review:
    - University of Michigan Museum of Zoology Insect Division. Full Database Export 2020-11-20 provided by Erika Tucker and Barry Oconner. accessed via https://github.com/EMTuckerLabUMMZ/ummzi/archive/6731357a377e9c2748fc931faa2ff3dc0ce3ea7a.zip on 2022-06-24T14:02:48.801Z
    - Academy of Natural Sciences Entomology Collection for the Parasite Tracker Project accessed via https://github.com/globalbioticinteractions/ansp-para/archive/5e6592ad09ec89ba7958266ad71ec9d5d21d1a44.zip on 2022-06-24T14:04:22.091Z
    - Bernice Pauahi Bishop Museum, J. Linsley Gressitt Center for Research in Entomology accessed via https://github.com/globalbioticinteractions/bpbm-ent/archive/c085398dddd36f8a1169b9cf57de2a572229341b.zip on 2022-06-24T14:04:37.692Z
    - Texas A&M University, Biodiversity Teaching and Research Collections accessed via https://github.com/globalbioticinteractions/brtc-para/archive/f0a718145b05ed484c4d88947ff712d5f6395446.zip on 2022-06-24T14:06:40.154Z
    - Brigham Young University Arthropod Museum accessed via https://github.com/globalbioticinteractions/byu-byuc/archive/4a609ac6a9a03425e2720b6cdebca6438488f029.zip on 2022-06-24T14:06:51.420Z
    - California Academy of Sciences Entomology accessed via https://github.com/globalbioticinteractions/cas-ent/archive/562aea232ec74ab615f771239451e57b057dc7c0.zip on 2022-06-24T14:07:16.371Z
    - Clemson University Arthropod Collection accessed via https://github.com/globalbioticinteractions/cu-cuac/archive/6cdcbbaa4f7cec8e1eac705be3a999bc5259e00f.zip on 2022-06-24T14:07:40.925Z
    - Denver Museum of Nature and Science (DMNS) Parasite specimens (DMNS:Para) accessed via https://github.com/globalbioticinteractions/dmns-para/archive/a037beb816226eb8196533489ee5f98a6dfda452.zip on 2022-06-24T14:08:00.730Z
    - Field Museum of Natural History IPT accessed via https://github.com/globalbioticinteractions/fmnh/archive/6bfc1b7e46140e93f5561c4e837826204adb3c2f.zip on 2022-06-24T14:18:51.995Z
    - Illinois Natural History Survey Insect Collection accessed via https://github.com/globalbioticinteractions/inhs-insects/archive/38692496f590577074c7cecf8ea37f85d0594ae1.zip on 2022-06-24T14:19:37.563Z
    - UMSP / University of Minnesota / University of Minnesota Insect Collection accessed via https://github.com/globalbioticinteractions/min-umsp/archive/3f1b9d32f947dcb80b9aaab50523e097f0e8776e.zip on 2022-06-24T14:20:27.232Z
    - Milwaukee Public Museum Biological Collections Data Portal accessed via https://github.com/globalbioticinteractions/mpm/archive/9f44e99c49ec5aba3f8592cfced07c38d3223dcd.zip on 2022-06-24T14:20:46.185Z
    - Museum for Southern Biology (MSB) Parasite Collection accessed via https://github.com/globalbioticinteractions/msb-para/archive/178a0b7aa0a8e14b3fe953e770703fe331eadacc.zip on 2022-06-24T15:16:07.223Z
    - The Albert J. Cook Arthropod Research Collection accessed via https://github.com/globalbioticinteractions/msu-msuc/archive/38960906380443bd8108c9e44aeff4590d8d0b50.zip on 2022-06-24T16:09:40.702Z
    - Ohio State University Acarology Laboratory accessed via https://github.com/globalbioticinteractions/osal-ar/archive/876269d66a6a94175dbb6b9a604897f8032b93dd.zip on 2022-06-24T16:10:00.281Z
    - Frost Entomological Museum, Pennsylvania State University accessed via https://github.com/globalbioticinteractions/psuc-ento/archive/30b1f96619a6e9f10da18b42fb93ff22cc4f72e2.zip on 2022-06-24T16:10:07.741Z
    - Purdue Entomological Research Collection accessed via https://github.com/globalbioticinteractions/pu-perc/archive/e0909a7ca0a8df5effccb288ba64b28141e388ba.zip on 2022-06-24T16:10:26.654Z
    - Texas A&M University Insect Collection accessed via https://github.com/globalbioticinteractions/tamuic-ent/archive/f261a8c192021408da67c39626a4aac56e3bac41.zip on 2022-06-24T16:10:58.496Z
    - University of California Santa Barbara Invertebrate Zoology Collection accessed via https://github.com/globalbioticinteractions/ucsb-izc/archive/825678ad02df93f6d4469f9d8b7cc30151b9aa45.zip on 2022-06-24T16:12:29.854Z
    - University of Hawaii Insect Museum accessed via https://github.com/globalbioticinteractions/uhim/archive/53fa790309e48f25685e41ded78ce6a51bafde76.zip on 2022-06-24T16:12:41.408Z
    - University of New Hampshire Collection of Insects and other Arthropods UNHC-UNHC accessed via https://github.com/globalbioticinteractions/unhc/archive/f72575a72edda8a4e6126de79b4681b25593d434.zip on 2022-06-24T16:12:59.500Z
    - Scott L. Gardner and Gabor R. Racz (2021). University of Nebraska State Museum - Parasitology. Harold W. Manter Laboratory of Parasitology. University of Nebraska State Museum. accessed via https://github.com/globalbioticinteractions/unl-nsm/archive/6bcd8aec22e4309b7f4e8be1afe8191d391e73c6.zip on 2022-06-24T16:13:06.914Z
    - Data were obtained from specimens belonging to the United States National Museum of Natural History (USNM), Smithsonian Institution, Washington DC and digitized by the Walter Reed Biosystematics Unit (WRBU). accessed via https://github.com/globalbioticinteractions/usnmentflea/archive/ce5cb1ed2bbc13ee10062b6f75a158fd465ce9bb.zip on 2022-06-24T16:13:38.013Z
    - US National Museum of Natural History Ixodes Records accessed via https://github.com/globalbioticinteractions/usnm-ixodes/archive/c5fcd5f34ce412002783544afb628a33db7f47a6.zip on 2022-06-24T16:13:45.666Z
    - Price Institute of Parasite Research, School of Biological Sciences, University of Utah accessed via https://github.com/globalbioticinteractions/utah-piper/archive/43da8db550b5776c1e3d17803831c696fe9b8285.zip on 2022-06-24T16:13:54.724Z
    - University of Wisconsin Stevens Point, Stephen J. Taft Parasitological Collection accessed via https://github.com/globalbioticinteractions/uwsp-para/archive/f9d0d52cd671731c7f002325e84187979bca4a5b.zip on 2022-06-24T16:14:04.745Z
    - Giraldo-Calderón, G. I., Emrich, S. J., MacCallum, R. M., Maslen, G., Dialynas, E., Topalis, P., … Lawson, D. (2015). VectorBase: an updated bioinformatics resource for invertebrate vectors and other organisms related with human diseases. Nucleic acids research, 43(Database issue), D707–D713. doi:10.1093/nar/gku1117. accessed via https://github.com/globalbioticinteractions/vectorbase/archive/00d6285cd4e9f4edd18cb2778624ab31b34b23b8.zip on 2022-06-24T16:14:11.965Z
    - WIRC / University of Wisconsin Madison WIS-IH / Wisconsin Insect Research Collection accessed via https://github.com/globalbioticinteractions/wis-ih-wirc/archive/34162b86c0ade4b493471543231ae017cc84816e.zip on 2022-06-24T16:14:29.743Z
    - Yale University Peabody Museum Collections Data Portal accessed via https://github.com/globalbioticinteractions/yale-peabody/archive/43be869f17749d71d26fc820c8bd931d6149fe8e.zip on 2022-06-24T16:23:29.289Z

   Generated on:
   2022-06-24

   by:
   GloBI's Elton 0.12.4 
   (see https://github.com/globalbioticinteractions/elton).

   Note that all files ending with .tsv are files formatted 
   as UTF8 encoded tab-separated values files.

   https://www.iana.org/assignments/media-types/text/tab-separated-values

   
   Included in this review archive are:

   README:
     This file.

   review_summary.tsv:
     Summary across all reviewed collections of total number of distinct review comments.

   review_summary_by_collection.tsv:
     Summary by reviewed collection of total number of distinct review comments.

   indexed_interactions_by_collection.tsv: 
     Summary of number of indexed interaction records by institutionCode and collectionCode.

   review_comments.tsv.gz:
     All review comments by collection.

   indexed_interactions_full.tsv.gz:
     All indexed interactions for all reviewed collections.

   indexed_interactions_simple.tsv.gz:
     All indexed interactions for all reviewed collections selecting only sourceInstitutionCode, sourceCollectionCode, sourceCatalogNumber, sourceTaxonName, interactionTypeName and targetTaxonName.

   datasets_under_review.tsv:
     Details on the datasets under review.

   elton.jar: 
     Program used to update datasets and generate the review reports and associated indexed interactions.

   datasets.zip:
     Source datasets used by elton.jar in process of executing the generate_report.sh script.

   generate_report.sh:
     Program used to generate the report

   generate_report.log:
     Log file generated as part of running the generate_report.sh script
    

    

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