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1. Get SMART: Collaborative Goal Setting with Cognitively Assistive Robots

   https://doi.org/10.1145/3568162.3576993  

   Kubota, Alyssa; Pei, Rainee; Sun, Ethan; Cruz-Sandoval, Dagoberto; Kim, Soyon; Riek, Laurel D. (January 2023, Proceedings of the 2023 ACM/IEEE International Conference on Human-Robot Interaction (HRI ’23),)

   Many robot-delivered health interventions aim to support people longitudinally at home to complement or replace in-clinic treat- ments. However, there is little guidance on how robots can support collaborative goal setting (CGS). CGS is the process in which a person works with a clinician to set and modify their goals for care; it can improve treatment adherence and efficacy. However, for home-deployed robots, clinicians will have limited availability to help set and modify goals over time, which necessitates that robots support CGS on their own. In this work, we explore how robots can facilitate CGS in the context of our robot CARMEN (Cognitively Assistive Robot for Motivation and Neurorehabilitation), which delivers neurorehabilitation to people with mild cognitive impairment (PwMCI). We co-designed robot behaviors for supporting CGS with clinical neuropsychologists and PwMCI, and prototyped them on CARMEN. We present feedback on how PwMCI envision these behaviors supporting goal progress and motivation during an intervention. We report insights on how to support this process with home-deployed robots and propose a framework to support HRI researchers interested in exploring this both in the context of cognitively assistive robots and beyond. This work supports design- ing and implementing CGS on robots, which will ultimately extend the efficacy of robot-delivered health interventions. 

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2. Mentoring relationships between doctoral students and postdocs in the lab sciences

   https://doi.org/10.1108/SGPE-08-2019-0071  

   Blaney, Jennifer M.; Kang, Jina; Wofford, Annie M.; Feldon, David F. (August 2020, Studies in Graduate and Postdoctoral Education)

   null (Ed.)

   Purpose This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature and potential impacts of student–postdoc mentoring relationships. Design/methodology/approach Using a sample of 53 doctoral students in the biological sciences, this study uses a sequential mixed-methods design. More specifically, a phenomenological approach enabled the authors to identify how doctoral students make meaning of their interactions with postdocs and other research staff. Descriptive statistics are used to examine how emergent themes might differ as a product of gender and race/ethnicity and the extent to which emergent themes may relate to key doctoral student socialization outcomes. Findings This study reveals six emergent themes, which primarily focus on how doctoral students receive instrumental and psychosocial support from postdocs in their labs. The most frequent emergent theme captures the unique ways in which postdocs provide ongoing, hands-on support and troubleshooting at the lab bench. When examining how this theme plays a role in socialization outcomes, the results suggest that doctoral students who described this type of support from postdocs had more positive mental health outcomes than those who did not describe this type of hands-on support. Originality/value Literature on graduate student mentorship has focused primarily on the impact of advisors, despite recent empirical evidence of a “cascading mentorship” model, in which senior students and staff also play a key mentoring role. This study provides new insights into the unique mentoring role of postdocs, focusing on the nature and potential impacts of student–postdoc interactions. 

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3. Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens

   https://doi.org/10.3102/0013189X231206172  

   González-Howard, María; Andersen, Sage; Méndez Pérez, Karina; Suárez, Enrique (December 2023, Educational Researcher)

   This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multilingual students and how they sensemake in science. Based on our findings, we suggest researchers: (1) reflect upon and expand their views of language, which will enable the field to develop more nuanced understandings of how language use across linguistic and multimodal resources permeates all science practices, and (2) consider how to expand multilingual students’ language repertoires for sensemaking while also valuing students’ existing language resources and practices. 

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4. Health-related Misinformation Harm during the COVID- 19 Pandemic: An Investigation of Non-comparative and Comparative Harm Perceptions

   Tran, Thi; Valecha, Rohit; Rao, Raghav (February 2022, AIS Transactions on Human-Computer Interaction)

   Nah, Fiona (Ed.)

   Misinformation about the coronavirus disease of 2019 (COVID-19) health crisis has been widespread on social media and caused various types of harms in society. While some researchers have investigated the way in which people perceive misinformation harm in crises, little research has systematically examined harms from health-related misinformation. In order to address this gap, we focus on non-comparative and comparative harm perceptions of the affected community in the COVID-19 pandemic context. We examine non-comparative harms (which component harms and contextual harms reflect) and comparative harms (which counter-contextual harms reflect) in order to understand harm perceptions. We also investigate how harm perception varies based on COVID-19 victimization experience. We used a professional survey company named Cint to collect data using a scenario-based survey with 343 participants. We extract various findings such as how contextual features shape perceived harms and reveal the scenarios in which COVID-19 victims perceive higher contextual harms but lower counter-contextual harms. We also examine how corrective actions of social media shape harm perceptions. 

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5. Developing more useful equity measurements for flood-risk management

   https://doi.org/10.1038/s41893-024-01345-3  

   Pollack, Adam B; Helgeson, Casey; Kousky, Carolyn; Keller, Klaus (April 2024, Nature Sustainability)

   Decision-makers increasingly invoke equity to motivate, design, implement and evaluate strategies for managing flood risks. Unfortunately, there is little guidance on how analysts can develop measurements that support these tasks. Here we analyse how equity can be defined and measured by surveying 167 peer-reviewed publications that explicitly state an interest in equity in the context of flood-risk management. Our main result is a taxonomy that systematizes how equity has been, and can be, defined and measured in flood-risk research. The taxonomy embodies how equity is a pluralistic and unavoidably ethical concept. Despite this, we find that most quantitative studies fail to motivate or defend critical value judgements on which their findings depend. We also find that studies often include only a single equity measurement. This practice can overlook important trade-offs between competing perspectives on equity. For example, the few studies that employ distinct principles show that conclusions about equity depend on which principle underlies a specific measurement and how that principle is operationalized. We draw on our analysis to suggest practices for developing more useful equity indicators and performing more comprehensive quantitative equity assessments in the broader context of environmental risks. 

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