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1. Social distancing decreases an individual’s likelihood of contracting COVID-19

   https://doi.org/10.1073/pnas.2023131118  

   Fazio, Russell H.; Ruisch, Benjamin C.; Moore, Courtney A.; Granados Samayoa, Javier A.; Boggs, Shelby T.; Ladanyi, Jesse T. (February 2021, Proceedings of the National Academy of Sciences)

   null (Ed.)

   Past research has established the value of social distancing as a means of deterring the spread of COVID-19 largely by examining aggregate level data. Locales in which efforts were undertaken to encourage distancing experienced reductions in their rate of transmission. However, these aggregate results tell us little about the effectiveness of social distancing at the level of the individual, which is the question addressed by the current research. Four months after participating in a study assessing their social distancing behavior, 2,120 participants indicated whether they had contracted COVID-19. Importantly, the assessment of social distancing involved not only a self-report measure of how strictly participants had followed social distancing recommendations but also a series of virtual behavior measures of social distancing. These simulations presented participants with graphical depictions mirroring specific real-world scenarios, asking them to position themselves in relation to others in the scene. Individuals’ social distancing behavior, particularly as assessed by the virtual behavior measure, predicted whether they contracted COVID-19 during the intervening 4 mo. This was true when considering only participants who reported having tested positively for the virus and when considering additional participants who, although untested, believed that they had contracted the virus. The findings offer a unique form of additional evidence as to why individuals should practice social distancing. What the individual does matters, not only for the health of the collective, but also for the specific individual. 

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2. Learning to teach science during the clinical experience: Agency, opportunity, and struggle

   https://doi.org/10.1002/sce.21667  

   Windschitl, Mark; Lohwasser, Karin; Tasker, Tammy; Shim, Soo‐Yean; Long, Caroline (June 2021, Science Education)

   null (Ed.)

   Agency has been used as a lens to focus on how educators learn through pedagogical risk-taking, advocacy for curricular reform, and resisting policies that are not focused on the needs of students. We explored the role of agency as 65 preservice science teachers created learning opportunities for themselves during their clinical placements. Specifically, we investigated whether the types of agentive episodes varied by the level of congruence novices perceived between the vision of science teaching supported in their university coursework and the prevailing practices and culture of their host classrooms. Interview and survey data of participants from three preparation programs indicate that those in highly congruent placements experienced earlier and more mentor-scaffolded opportunities to take on active roles in teaching, and exercised agency to extend research-informed practices or tools they observed their mentors using. This resulted in participants seeing the richness of students' thinking and how capable they were of challenging work, given strategic supports. Those in low congruence placements had fewer chances to play active roles in teaching, were more likely to draw upon agency to make minor adjustments as they emulated their mentors' instructionally conservative lessons, and expressed concern they were “getting better” at aspects of teaching they viewed as inequitable or less responsive to students. Regardless of congruence, however, even simple acts of agency such as asking mentors to explain their instructional decisions were remarkably rare. 

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3. Effect of COVID-19 vaccine allocation strategies on vaccination refusal: a national survey

   https://doi.org/10.1080/13669877.2021.1936613  

   Bruine de Bruin, Wändi; Ulqinaku, Aulona; Goldman, Dana P. (January 2021, Journal of Risk Research)

   Wardman, Jamie (Ed.)

   Currently, one of the most pressing public health challenges is encouraging people to get vaccinated against COVID-19. Due to limited supplies, some people have had to wait for the COVID-19 vaccine. Consumer research has suggested that people who are overlooked in initial distribution of desired goods may no longer be interested. Here, we therefore examined people’s preferences for proposed vaccine allocation strategies, as well as their anticipated responses to being overlooked. After health-care workers, most participants preferred prioritizing vaccines for high-risk individuals living in group-settings (49%) or with families (29%). We also found evidence of reluctance if passed over. After random assignment to vaccine allocation strategies that would initially overlook them, 37% of participants indicated that they would refuse the vaccine. The refusal rate rose to 42% when the vaccine allocation strategy prioritized people in areas with more COVID-19 – policies that were implemented in many areas. Even among participants who did not self-identify as vaccine hesitant, 22% said they would not want the vaccine in that case. Logistic regressions confirmed that vaccine refusal would be largest if vaccine allocation strategies targeted people who live in areas with more COVID-19 infections. In sum, once people are overlooked by vaccine allocation, they may no longer want to get vaccinated, even if they were not originally vaccine hesitant. Vaccine allocation strategies that prioritize high-infection areas and high-risk individuals in group-settings may enhance these concerns. 

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4. The effect of accuracy instructions on Coronavirus‐related belief change following conversational interactions

   https://doi.org/10.1002/acp.3972  

   Vlasceanu, Madalina; Coman, Alin (June 2022, Applied Cognitive Psychology)

   Abstract In a high‐risk environment, such as during an epidemic, people are exposed to a large amount of information, both accurate and inaccurate. Following exposure, they typically discuss the information with each other. Here, we assess the effects of such conversations on beliefs. A sample of 126 M‐Turk participants rated the accuracy of a set of COVID‐19 statements, including accurate information, inaccurate information, and conspiracy theories (pre‐test). They were then paired and asked to discuss these statements (low epistemic condition) or to discuss only the statements they thought were accurate (high epistemic condition). Finally, they rated the accuracy of the initial statements again (post‐test). We do not find an effect of the epistemic condition on belief change. However, we find that individuals are sensitive to their conversational partners and change their beliefs according to their partners' conveyed beliefs. In exploratory analyses, we report predictors of believing COVID‐19 conspiracies. 

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5. Preparation of Female and Minority PhD and Post-Docs for Careers in Engineering Academia (Experience)

   Makki, Nidaa; Cutright, Teresa J.; Coats, Linda T.; Willits, Rebecca K.; Stone, Tonya W.; Williams, Lakiesha N.; Rodrigues, Debora F. (July 2022, ASEE annual conference)

   Improving undergraduate STEM teaching for diverse students is dependent to some extent on increasing the representation of Black, Indigenous and People of Color (BIPOC) and women in the ranks of faculty in engineering departments. However, new faculty members, whether they had postdoctoral training or not, report that they were not adequately prepared for academia. To address this need, a professional development program was developed for underrepresented doctoral and postdoctoral students, which focused on various strategies to be successful in teaching, research and service aspects of academic positions. The program included an intensive two-week summer session, with follow-up mentoring during the academic year, and was conducted from 2017 to 2020 with three cohorts of fellows recruited from across the country. To evaluate the impact of the program on the participants’ perceptions of their preparation for academic careers, a follow up survey was sent in May 2021 to the three former cohorts of participants (n=61), and responses were received from 37 of them. The survey asked participants to reflect on areas that they felt most prepared for in their academic positions, and areas that they felt least prepared for. The survey also asked participants to discuss additional supports they would have liked to have been provided with to better prepare them given their current positions (academic, industry, etc.). Results from the survey indicated that 92% of participants found the professional development program prepared them for the responsibilities and expectations to succeed in academic positions. Over 90% agreed that the program prepared them for the application process for a tenure track search, and 89% agreed the program prepared them for the primary components of the startup package. In addition, participants reported that the program increased their preparation in developing teaching philosophy (100%), developing learning outcomes (97%), and using active learning strategies during teaching (91%). The majority agreed that the program helped prepare them to teach students with various cultural backgrounds, and to develop and use assessment strategies. Participants were also asked to discuss the impact of the Covid 19 pandemic on their career trajectory, and most of them reported being somewhat impacted (65%) to extremely impacted (29%). Participants reported few or no job openings, cancelations of interviews, delays in research which impacted the rate of completing degrees, and publications, which affected the participants’ application competitiveness. Furthermore, working from home and balancing family and academic responsibilities affected their productivity. Based on the survey results, funds were secured to provide an additional day of professional training to cover any items not addressed during summer training, as well as any issues, challenges, or concerns they might have encountered while fulfilling their academic position. Thirty-three ACADEME fellows have indicated that they will participate in the new professional development, held in May 2022. Results from this analysis, and preliminary topics and outcomes of the supplemental activities are discussed. The findings contribute to the literature by increasing knowledge of specific challenges that new faculty encounter and can inform future efforts to support minorities and women in engineering doctoral programs. 

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