skip to main content

Search for: All records

Creators/Authors contains: "Black, Jessica"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. Abstract

    The i‐NATURE (Indigenous iNtegration of Aquatic sciences and Traditional Ecological Knowledge for Undergraduate culturally Responsive Education) is a culturally relevant, project‐, and place‐based curriculum that included extensive applied research experience contextualized for specific Indigenous communities. The program developed a model for incorporating Traditional Ecological Knowledge into STEM undergraduate education which included direct participation of several Indigenous communities in the Pacific Northwest region of the United States. After implementation of the i‐NATURE model, we tested whether the inclusive pedagogical strategies used in our intervention improved retention and learning outcomes for the students who participated in the i‐NATURE program. We report a highly significant difference in annual retention and mean course grade point average in the Environmental Science and Studies Programs pre‐ and post‐implementation of the i‐NATURE curriculum. We also report an increase in student interest in pursuing STEM careers and the impacts of the i‐NATURE curricula on two undergraduate participants. This study indicates that academic and research experiences in STEM higher education programming, that incorporates cultural relevant ways of knowing and is reflective of Indigenous community values, can improve student success outcomes and garner interest in pursuing STEM careers.

    more » « less
  2. Abstract In Fall 2020, universities saw extensive transmission of SARS-CoV-2 among their populations, threatening health of the university and surrounding communities, and viability of in-person instruction. Here we report a case study at the University of Illinois at Urbana-Champaign, where a multimodal “SHIELD: Target, Test, and Tell” program, with other non-pharmaceutical interventions, was employed to keep classrooms and laboratories open. The program included epidemiological modeling and surveillance, fast/frequent testing using a novel low-cost and scalable saliva-based RT-qPCR assay for SARS-CoV-2 that bypasses RNA extraction, called covidSHIELD, and digital tools for communication and compliance. In Fall 2020, we performed >1,000,000 covidSHIELD tests, positivity rates remained low, we had zero COVID-19-related hospitalizations or deaths amongst our university community, and mortality in the surrounding Champaign County was reduced more than 4-fold relative to expected. This case study shows that fast/frequent testing and other interventions mitigated transmission of SARS-CoV-2 at a large public university. 
    more » « less