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1. Taking stock of campus mentoring ecosystems: a peer assessment dialogue exercise

   https://doi.org/10.1108/IJMCE-09-2022-0072  

   Packard, Becky Wai-Ling; Montgomery, Beronda L.; Mondisa, Joi-Lynn (September 2023, International Journal of Mentoring and Coaching in Education)

   PurposeThe purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise. Design/methodology/approachThis project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats. FindingsThe results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses. Research limitations/implicationsThis project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders. Practical implicationsThe authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals. Originality/valueIn contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises. 

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2. PhD Progression: a micro-credentialing program motivates and supports PhD students’ professional development at a US University

   https://doi.org/10.1108/SGPE-07-2023-0070  

   Gnangnon, Bénédicte; Li, Kuang; Rezaei, Dena Fatemeh; Marks, Mishonne Maryann; Dellarocas, Chrysanthos; Hokanson, Sarah Chobot; Goldman, Sasha B (July 2024, Studies in Graduate and Postdoctoral Education)

   PurposeThis study aims to present the evaluation of a competency-based online professional development training program, PhD Progression, tied to a digital badge system, created to support PhD students across fields. Design/methodology/approachThis study took place at Boston University, a large, nonprofit, Carnegie Classified R1 research-intensive institution located in the northeastern region of the USA. Through internal campus collaborations, the authors developed a PhD core capacities framework. Building from this framework, the authors designed the first learning level of the program and ran a pilot study with PhD students from various fields and at different stages of their PhD. Using surveys and focus groups, the authors collected both quantitative and qualitative data to evaluate this program. FindingsThe quantitative and qualitative data show that the majority of the PhD student participants found the contents of the competency-based training program useful, appropriate for building skills and knowledge and therefore relevant for both their degree progress and their future job. Gaining digital badges significantly increased their motivation to complete training modules. Practical implicationsThis type of resource is scalable to other institutions that wish to provide self-paced professional development support to their PhD students while rewarding them for investing time in building professional skills and enabling them to showcase these skills to potential employers. Originality/valueThis study demonstrates, for the first time, that tying a digital badging system to a competency-based professional development program significantly motivates PhD students to set professional development goals and invest time in building skills. 

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3. The effects of persuasion principles on perceived honesty during shoulder surfing attacks

   https://doi.org/10.1108/ICS-07-2023-0118  

   Jones, Keith S; Tornblad, McKenna K; Armstrong, Miriam E; Choi, Jinwoo; Siami_Namin, Akbar (August 2024, Information & Computer Security)

   PurposeThis study aimed to investigate how honest participants perceived an attacker to be during shoulder surfing scenarios that varied in terms of which Principle of Persuasion in Social Engineering (PPSE) was used, whether perceived honesty changed as scenarios progressed, and whether any changes were greater in some scenarios than others. Design/methodology/approachParticipants read one of six shoulder surfing scenarios. Five depicted an attacker using one of the PPSEs. The other depicted an attacker using as few PPSEs as possible, which served as a control condition. Participants then rated perceived attacker honesty. FindingsThe results revealed honesty ratings in each condition were equal during the beginning of the conversation, participants in each condition perceived the attacker to be honest during the beginning of the conversation, perceived attacker honesty declined when the attacker requested the target perform an action that would afford shoulder surfing, perceived attacker honesty declined more when the Distraction and Social Proof PPSEs were used, participants perceived the attacker to be dishonest when making such requests using the Distraction and Social Proof PPSEs and perceived attacker honesty did not change when the attacker used the target’s computer. Originality/valueTo the best of the authors’ knowledge, this experiment is the first to investigate how persuasion tactics affect perceptions of attackers during shoulder surfing attacks. These results have important implications for shoulder surfing prevention training programs and penetration tests. 

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4. Impact of an intensive multi-disciplinary STEM enrichment program on underrepresented minority student success

   https://doi.org/10.1108/JARHE-12-2020-0452  

   Ghazzawi, Dina; Pattison, Donna Lynn; Horn, Catherine; Hardy, John; Brown, Beverly (April 2021, Journal of Applied Research in Higher Education)

   Blessinger, Patrick (Ed.)

   PurposeThis study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students. Design/methodology/approachThe study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics. FindingsThe analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades. Research limitations/implicationsData obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation. Originality/valueThis study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics. 

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5. Rational homotopy type of projectivization of the tangent bundle of certain spaces

   https://doi.org/10.1108/AJMS-02-2024-0029  

   Gastinzi, Jean Baptiste; Ndlovu, Meshach (August 2024, Arab Journal of Mathematical Sciences)

   PurposeThe paper aims to determine the rational homotopy type of the total space of projectivized bundles over complex projective spaces using Sullivan minimal models, providing insights into the algebraic structure of these spaces. Design/methodology/approachThe paper utilises techniques from Sullivan’s theory of minimal models to analyse the differential graded algebraic structure of projectivized bundles. It employs algebraic methods to compute the Sullivan minimal model of $P(E)$and establish relationships with the base space. FindingsThe paper determines the rational homotopy type of projectivized bundles over complex projective spaces. Of great interest is how the Chern classes of the fibre space and base space, play a critical role in determining the Sullivan model ofP(E). We also provide the homogeneous space ofP(E)whenn = 2. Finally, we prove the formality ofP(E)over a homogeneous space of equal rank. Research limitations/implicationsLimitations may include the complexity of computing minimal models for higher-dimensional bundles. Practical implicationsUnderstanding the rational homotopy type of projectivized bundles facilitates computations in algebraic topology and differential geometry, potentially aiding in applications such as topological data analysis and geometric modelling. Social implicationsWhile the direct social impact may be indirect, advancements in algebraic topology contribute to broader mathematical knowledge, which can underpin developments in science, engineering, and technology with societal benefits. Originality/valueThe paper’s originality lies in its application of Sullivan minimal models to determine the rational homotopy type of projectivized bundles over complex projective spaces, offering valuable insights into the algebraic structure of these spaces and their associated complex vector bundles. 

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