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Beginning in 2016 and with funding from the National Science Foundation, the Rural and Diverse Student Scholars Program at George Mason University supported two cohorts of diverse undergraduate students from rural Virginia in their pursuit of a STEM degree. A holistic program design and individual components aimed to combine to support student success. In a qualitative study with journal prompts, focus groups and interviews, the program was assessed, and insights were gleaned regarding the participant population. Results reveal the importance of community and mentoring in supporting student persistence and success. Participants described being rural as part of their identity and many maintained significant relationships with home and family, even after matriculation. Conclusions from this study are consistent with scholarly precedent and have implications for colleges and universities serving similar populations. 

The oyster toadfish (Opsanus tau) is an ideal model to examine the effects of anthropogenic noise on behavior because they rely on acoustic signals for mate attraction and social interactions. We predict that oyster toadfish have acclimated to living in noise-rich environments because they are common in waterways of urban areas, like New York City (NYC). We used passive acoustic monitoring at two locations to see if calling behavior patterns are altered in areas of typically high boat traffic versus low boat traffic (Pier 40, NYC, NY, and Eel Pond, Woods Hole, MA, respectively). We hypothesized that toadfish in NYC would adjust their circadian calling behavior in response to daily anthropogenic noise patterns. We quantified toadfish calls and ship noise over three 24-h periods in the summer reproductive period at both locations. We observed an inverse relationship between the duration of noise and the number of toadfish calls at Pier 40 in comparison to Eel Pond. Additionally, toadfish at Pier 40 showed significant differences in peak calling behavior compared to Eel Pond. Therefore, oyster toadfish may have acclimated to living in an urban environment by potentially altering their communication behavior in the presence of boat noise. 

In the past 2.5 years, STEM faculty around the world have faced unprecedent challenges, complete upheaval of routine, and staggering loss. Managing these new realities has required significant emotional labor. This paper offers one perspective on the emotional reality of teaching collegiate chemistry at a large public research university in the United States. Considering and describing emotions such as frustration, grief, anger and hope, I share a hidden reality of being faculty during a pandemic. I also discuss how we might learn from the path traveled and more deftly navigate the road ahead.