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Abstract Despite an increase in programming to promote persons excluded by their ethnicity or race (PEER) scholars, minorities remain underrepresented in many STEM programs. The academic pipeline is largely leaky for underrepresented minority (URM) scholars due to a lack of effective mentorship. Many URM students experience microaggressions and discrimination from their mentors due to a lack of quality mentorship training. In this workshop, we provide a framework to show trainees what effective mentoring looks like. Mentees, especially URM trainees, can flourish in effective mentoring environments where they feel welcomed and can comfortably develop new ideas without feeling threatened by external factors. Effective mentoring environments provide motivational support, empathy, cultural competency, and training. This workshop explains facets of effective mentoring to students, as well as highlights to URM trainees why mentors can serve as valuable resources. 

Abstract The success of mentoring derives from active and respectful listening and the willingness to learn and accept opportunities for personal growth. This shapes every trainee and their destined path in science, technology, engineering, and mathematics (STEM). The act of cultivating rapport, asking, and pondering meaningful questions, and receiving constructive feedback are critical to support a productive mentoring relationship. Successful mentoring in STEM can be established and allow mentees, especially underrepresented minorities (URMs), to flourish in an environment where they feel welcomed and supported. However, mentees from underrepresented groups often experience inadequate mentoring due to a mentor's lack of awareness, poor trainings themselves, or lack of understanding of the mentee’s hardships. It is important for mentors and mentees to work together to promote diversity, equity, and inclusion (DEI) in STEM education through creativity, authenticity, and networking. We analyzed data obtained from students who attended a recent workshop that are interested in going to graduate school. Our results show that despite low initial expectations for the workshop, many students were satisfied in the knowledge they gleaned. The future and role of diversity in STEM within these underrepresented groups lies in community support and an important role that they can play in the lives of others through DEI initiatives and throughout their careers all of which involves positive mentoring. 

Abstract Despite efforts to increase diversity, a glaring underrepresentation of minorities (URM) persists in the fields of science, technology, engineering, and mathematics (STEM). Graduate school can be a stressful step in the STEM pipeline, especially for students previously unaware of the structure and challenges of postgraduate education. To promote successful minority participation in STEM and prepare prospective students for the impending challenges of applying for and attending graduate school, we developed a workshop based on the mentoring and fostering of a champion-oriented mindset entitled, “The Trials and Tribulations of Graduate School: How Do You Make an Impact?.” Students from the HBCU Winston-Salem State University attended the workshop, and a pre/post—a 10-point Likert scale-based survey was administered. The questions used in this seminar were newly designed by the authors as program evaluations. The results suggest that the workshop was well-received by the students and provided information that they considered helpful to help navigate the graduate school process. 

Small ponds account for a disproportionately high percentage of carbon dioxide emissions relative to their small surface area. It is therefore crucial to understand carbon flow in these ponds to refine the current global carbon budget, especially because climate change is affecting pond hydrology. High elevation ponds in the Elk Mountains of western Colorado are drying more frequently as the timing of snowmelt advances. We compared CO2 concentrations and fluxes among ponds of different hydroperiods over diel sampling periods during the course of the 2017 open-water period. CO2 concentrations were significantly negatively correlated with pond depth and averaged 77.6 ± 24.5 μmol L−1 (mean ± S.E.) across all ponds and sampling events. Ponds were up to twenty times supersaturated in CO2 with respect to the atmosphere. Flux was highly variable within individual ponds but correlated with time of sampling and was highest at night. Flux averaged 19.7 ± 18.8 mg CO2 m−2 h−1 across all ponds and sampling events. We also compared flux values obtained using modeled and empirical methods and found that widely-applied models of gas exchange rates using wind-based gas exchange (K) values yielded estimates of CO2 flux that were significantly higher than those obtained using the floating chamber approach, but estimates of CO2 flux using globally averaged convection-based K values were lower than those obtained using the floating chambers. Lastly, we integrated soil vs. water efflux measurements with long-term patterns in hydrology to predict how total season-long efflux might change under the more rapid drying regimes and longer seasons that are already occurring in these systems. Because soil CO2 efflux averaged 277.0 ± 49.0 mg CO2 m−2 h−1, temporary ponds emitted 674.1 ± 99.4 kg CO2 m−2 over the course of the 2017 season from ice-out to refreezing, which was over twice as much as permanent and semi-permanent ponds. Our results emphasize that contributions of CO2 from small ponds to the global carbon budget estimates will vary with pond hydroperiod and sampling methodology, which have been overlooked given that most previous estimates were collected from limited sampling periods and from pond waters alone. Furthermore, pond CO2 contributions are predicted to increase over time as pond areas transition from efflux from water to efflux from soil.