Faculty Advisors Research Articles

Collaborative Advising

This article describes a novel approach of integrating writing center professionals into online EdD dissertation committees to enhance student success and writing proficiency. Departing from the traditional “master-apprentice” model of doctoral studies, the study explores the rationale behind restructuring dissertation committees to better align with evolving programmatic outcomes and the diverse career trajectories of doctoral students. Drawing on existing scholarship and theoretical foundations, it clarifies the ambiguity surrounding the roles of committee members beyond the dissertation advisor and advocates for a coalition of experts approach to dissertation committees. We describe the establishment and functions of a Research and Writing Development Center (RWDC), highlighting its role in supporting students throughout the dissertation process. Emphasizing close collaboration between faculty advisors and RWDC professionals, the article shares the successful relationship forged to provide comprehensive feedback and guidance to scholarly practitioners writing dissertations of practice. Programmatic overviews and outcomes underscore the efficacy of this collaborative advising model in enhancing student completion rates and addressing the evolving landscape of EdD programs. This study offers valuable insight into reimagining dissertation committees to foster the holistic development of scholarly practitioners in EdD programs.

59 Enhancing career development in paediatrics residency: A needs assessment

Abstract Background Mentorship is a cornerstone of professional growth within medical training, yet the role of formal mentorship in career advising for medical residents remains understudied. In 2020, our Paediatrics Residency program introduced the role of faculty advisors as part of the Competence by Design framework, with a mission to guide academic growth, professional development, and excellence in patient care. However, it is unclear to what extent career advising is occurring in this advisor-advisee relationship. Objectives The primary aim of this study was to complete a needs assessment for Paediatric residents to inform faculty advisor roles and responsibilities and effectively support paediatric residents in their career development. This included examination of the current state, identification of the ideal state, followed by a gap analysis and recommendations to create a comprehensive advising program. Design/Methods This study utilized a mixed methods approach, using quantitative and qualitative survey methodologies. The survey questions (n=20) were designed from background literature and pilot testing. An anonymous survey was administered through the Qualtrics platform to the Paediatrics residents (n=59). The protocol was submitted for REB review and was granted an exemption as a quality improvement project. Thematic analysis of the qualitative content was completed by two investigators, utilizing the Braun & Clarke six-phase framework. Results The response rate for the survey reached 34% (n=20) with the final sample including 16% PGY1, 42% PGY2, 16% PGY3, and 26% PGY4 residents. Alarmingly, most residents (63%) did not have a well-defined plan for monitoring career goals. No residents claimed to have sufficient career mentorship at present (0%), with majority (84%) expressing their interest in regular career planning sessions. A significant proportion (79%) also underscored the importance of considering life context when setting career goals. Our thematic analysis revealed that career advising currently follows a non-formal, self-initiated process, with time constraints as the primary obstacle. Primary themes elicited emphasized career exploration (n=15), networking (n=7) including discussions around life context (n=6), mentorship (n=6), and advisor role clarity (n=6). Conclusion Our findings affirm a compelling need for enhanced career development within our Paediatrics Residency program. In response, we propose a multi-faceted approach advocating for structured formal career development. This entails scheduled information sessions, resident goal setting, and formal mentorship. We recommend creating opportunities for networking to enable personalized career development considerations. Exploring an adjunctive role to faculty advisors may be necessary to ensure the success of these recommendations in optimizing resident career education.

Barriers and Opportunities in the Discoverability and Indexing of Student-Led Academic Journals

Introduction: Student-led journals are not commonly included in academic indexes and databases. This study explores the barriers that indexing requirements may present for student journals, as well as editors’ attitudes toward discoverability strategies and opportunities. Methods: An environmental scan of select eight indexes looks at potential barriers to inclusion and at indexing rates among Canadian student-led journals (n = 202). A survey of Canadian student editors (n = 47) and follow-up interviews (n = 7) focus on editors’ attitudes toward discoverability, indexing challenges, and opportunities. Results: Only 15% (n = 30) of Canadian student journals are indexed in at least one of the seven indexes included in this study, and 74% (n = 146) of open-access journals appear in Google Scholar, with Open Journal Systems (OJS) having the highest Google Scholar indexing rate (97%) as a platform. Student editors generally prioritize reaching their audiences via social media, word of mouth, and targeted promotion. For editors who seek indexing, the biggest challenges come from confusing inclusion criteria and processes, lack of knowledge and comfort, and lack of capacity for such projects. Discussion: Most reviewed indexes have some requirements that may be challenging, but not exclusively to student journals. The main challenge comes from editors’ self-perception of not belonging in academic indexes, lack of understanding about the process, and insufficient capacity for discoverability and promotional activities. Conclusion: The lack of discoverability puts student journals at risk of being invisible to readers and potential authors. Although academic indexing may not be a high priority for student editors, regular outreach and support from libraries and faculty advisors could help editors better use various discoverability opportunities.

Early integration of palliative care and oncology (EIPCO): A low-maintenance, easy-to-implement program to address palliative care shortages in oncology.

192 Background: With demand for palliative care rising and increasing cancer survival rates, there is an urgent need to train future healthcare professionals in palliative care principles, especially for oncology. Prior work has focused on adding modules or rotations to medical school curriculums. However, this approach provides insufficient or late exposure to specific trainees, such as undergraduate and medical students that are less aware of palliative care. Here, we report on the successful development and implementation of a program that educates early trainees in palliative care and oncology topics while immediately benefiting patients and healthcare teams. Methods: The pilot version of the EIPCO (Early Integration of Palliative Care and Oncology) program was initiated at Stanford in 2021 by a single medical student and faculty advisor. Recruited medical, graduate, and undergraduate student trainees first complete an online, didactic course as a self-paced, safe introduction to palliative care and oncology. A member of EIPCO leadership (officer) then interviews trainees one-on-one to discuss course takeaways, remaining questions, and what follow-up opportunities are most relevant for each trainee. Next, EIPCO facilitates trainee boarding into their respective opportunities, such as shadowing, volunteering, talks, or research projects, to stimulate further learning and excitement. Involved trainees may then also apply to become officers. EIPCO was reliably maintained and expanded by a small team, even when all officers had significant time constraints. Results: EIPCO was received positively by trainees, especially for providing access to rare opportunities where they could directly help patients. Trainees reported the most interest in shadowing (88% of trainees, e.g. inpatient or at tumor boards), providing companionship (96% of trainees, e.g. spiritual care visits or for actively dying patients), and helping patients complete advanced care directives (85% of trainees). These experiences solidified crucial concepts and cultivated interest in palliative care and oncology. Resources have also been developed for the flexible implementation of EIPCO at other institutions. Conclusions: EIPCO serves as a low-maintenance and easy-to-implement model to address a growing need in medical education. EIPCO benefits healthcare teams and patients while exposing early trainees to how palliative and cancer care can be integrated. Further work has begun to expand the program to other institutions to enhance training on a broader scale.

Exploring student-centered instructions in English as a foreign language (EFL) learning in Indonesia through trioethnographic reflections

This article examines professional development through the lens of trioethnographic reflections to enhance student-centered teaching practices. Trioethnography, derived from duoethnography, is a qualitative research method where two or more researchers engage in reflective dialogue to explore an issue. We collected data through four reflective conversations, guided by faculty advisors, during our teaching practicum. Our analysis identified three key themes from these dialogues: (1) reexamining our beliefs about student-centered instruction, (2) recognizing sociocultural barriers to this approach, and (3) sharing experiences of relearning teaching methods. These conversations created a safe space to exchange insights and collaboratively build understanding. The findings have significant implications for teachers and teacher education. First, teachers must continually reassess the beliefs and assumptions that underpin their teaching. Second, understanding students more deeply is crucial for effectively implementing student-centered teaching, especially in EFL contexts. Third, preservice teacher education should emphasize the importance of self-reflection and critical examination of teaching beliefs, fostering both personal and professional growth. Lastly, future research should narrow its focus on specific practical issues within student-centered EFL teaching to further enrich the field and improve teaching practices. Collaborative reflection should become a routine part of teacher education programs to better prepare future educators.

Approaching Academic Advising of Undergraduate Students in HDFS Through the Lenses of Identity Development Theories

Many colleges and universities utilize faculty advisors for academic advising. In this model, faculty advise students in their discipline on curriculum requirements, as well as career and academic goals. Faculty often report feeling that they have had little training or support for their role as an academic advisor. Faculty advisors in the field of human development and family science (HDFS), however, are uniquely positioned for academic advising as they are trained experts in many of the known factors associated with effective advising. One area closely related to advising that HDFS faculty are highly knowledgeable about is identity development and exploration. Therefore, HDFS faculty can utilize their in-depth knowledge of Erikson’s, Marcia’s, and Arnett’s theories of development to inform their role as advisors.

Letter from the President

Dear Readers,I am proud to announce the publication of the 2021-22 edition of the Columbia Under-graduate Science Journal! The Columbia Undergraduate Science Journal is our original namesake publication, dedicated to sharing scientific knowledge of the highest quality of scholarship resulting from undergraduate scientific research.The need for accurate scientific research and reporting is ever-present, especially now more than ever before. A significant issue that plagues society today is misinformation. Opinions uninformed by science present a danger to society - we need not look any further than the still-ongoing COVID-19 pandemic for an example of the consequences of unscientific misinformation. A society misinformed miscalculates. So, in a world of chaotic opinion, we must remain steadfast in our pursuit of scientific knowledge. Although scientific facts should inform our opinions, it is important to remember that science itself is not a list of facts, but rather a process of discovery. Students all over the world contribute to this collective process as scientific researchers. Through scientific research we explore nature, discover truths, and debate ideas in our relentless pursuit of knowledge. The Columbia Undergraduate Science Journal is a platform for student scientists to share their knowledge so that we may become a better informed society.It was an honor to read, edit, and review submissions made to our journal. I am grate-ful to our Columbia Undergraduate Science Journal team and editorial board for their significant contributions to our scientific review process. I am especially grateful to Kazi Rabbe, Editor-in-Chief of the Columbia Undergraduate Science Journal, whose lead-ership made this publication a success. I would also like to thank the Columbia Un-dergraduate Science Journal Faculty Advisory Board, a group of esteemed Columbia University professors whose support ensures publication of the highest quality of schol-arship.Congratulations to our authors, and thank you to our readers!Arjun KudinoorPresident, Chief Editorial OfficerColumbia Undergraduate Science Journal

Medical Students' Efforts to Address COVID-19 Vaccine Hesitancy Through Motivational Interviewing.

Background The coronavirus disease 2019 (COVID-19) pandemic reaffirmed health disparities in the United States (US) and highlighted the need for public health strategies to combat vaccine hesitancy, especially amongst vulnerable populations. The Green Family Foundation Neighborhood Health Education Learning Program (NeighborhoodHELP) at Florida International University (FIU) serves a predominantly uninsured population, making it a critical area of opportunity for addressing vaccine hesitancy. Motivational interviewing (MI), a technique that supports individuals in making autonomous health decisions, has shown promise in encouraging vaccine acceptance.Medical students at FIU's Herbert Wertheim College of Medicine (HWCOM) are involved in the longitudinal care of the individuals in NeighborhoodHELP and receive training in MI within their clinical skills curriculum, making them optimally positioned to conduct outreach to encourage COVID-19 vaccination. Project goals There were two primary goals of this project: first, to systematically track and improve COVID-19 vaccination rates among individuals in NeighborhoodHELP, andsecond, to equip future physicians with hands-on experience in MI. Methods The COVID-19 Vaccination Promotion Initiative recruited medical students previously trained in MI to conduct outreach to unvaccinated individuals within NeighborhoodHELP. Students engaged in discussions about the COVID-19 vaccine with NeighborhoodHELP members, assisted in scheduling vaccination appointments, and updated medical records. The student team regularly met with faculty advisors to discuss changes in vaccine and public health data and to discuss challenges and successes with outreach efforts. To incentivize participation and enhance vaccine uptake, $25 gift cards were offered to individuals who agreed to receive the vaccine following the outreach conversations. Results From June 2021 to January 2023, the team made an estimated 720-1516 phone calls to NeighborhoodHELP individuals. The team encountered a challenge of low answering rates, with 35% of individuals being unreachable despite multiple attempts. Among those reached, 20% expressed no interest in receiving the vaccine, while 50% were interested in receiving the vaccine or had already been vaccinated. Vaccination rates among NeighborhoodHELP adults rose from 15.2% to 44.3% during this time. Student experiences with MI were generally positive, with many noting success in engaging hesitant individuals. However, the team also encountered challenges, such as growing vaccine apathy within the community and difficulties in reaching patients via cold calls, which limited the overall impact of their outreach efforts. Conclusions By using MI techniques,medical students engaged with community members in meaningful conversations about the importance and safety of COVID-19 vaccination.However,the initiative fell short of the 50% vaccination target, facing challenges such asreliance on unsolicited phone calls and the complexities of incentivizing vaccinations through this outreach method. Future initiatives could benefit from exploring alternative outreach methods, such as in-person engagement at community events or through partnerships with local organizations, to overcome the limitations of phone-based outreach. Additionally, investigating the relative efficacy of in-person versus telephone-based communication in promoting vaccination could provide valuable insights.

Teaching Population Panel Management: A Patient Outreach Activity in a Family Medicine Clerkship.

The delivery of population health education in medical school can be challenging. We developed a patient outreach activity for third-year students to teach them the role of population panel management in primary care. The family medicine undergraduate medical education and population health teams collaborated to develop an educational patient outreach toolkit. After an orientation, family medicine clerkship students were assigned to call patients on their faculty adviser's patient panel to discuss care gaps and identify barriers and potential strategies to improve care. After the experience, students completed reflection questions, which we analyzed. From February to August 2022, 82 third-year medical students participated in the patient outreach activity during their 6-week clerkship. Of the 1,235 total attempted calls, 24% of the patients scheduled their appointments afterward. After analyzing the reflective student feedback, we identified six main takeaways, which focused on the importance of population health, the identification of barriers to care, positive and negative feelings that students experienced when making calls, student self-identified areas of growth, and the fragmentation/inefficiency of the health care system. An opportunity exists to continue to teach students about how to communicate with patients about their health and how to address and improve social determinants of health. This curricular activity can be a step toward efforts to align population health and clinical practice and a way for medical students to add value by educating patients.

After the PhD: the role of advisors and social connections in the job search process

PurposeWhile ample literature describes students’ experiences during graduate school, fewer studies examine how doctoral students transition into full-time employment post degree completion. The purpose of this study is to examine how faculty advisors, as well as other individuals, shape students’ experiences during a critical period in their graduate education – the job search.Design/methodology/approachThis study is based on interviews with 47 PhD students in biological sciences in the US. This is a descriptive qualitative study, based on in-depth, semi-structured interviews.FindingsResults reveal distinct roles that faculty advisors play in the job search process, including supportive, unsupportive and sponsorship. Supportive advisors offer opportunities for skill development and specific guidance during the job search process. Sponsorship advisors go beyond providing general support to leverage their personal networks to assist in the transition into full-time employment. Unsupportive advisors are on the other end of the spectrum and do not provide any assistance. In addition, the majority of doctoral students rely on individuals beyond their advisors during the job search, and they do so regardless of what type of support they receive from their advisors.Originality/valuePresented findings highlight the complex constellation of social connections that graduate students draw on for entry into the career and make a compelling case for extending socialization research to dedicate more attention to students’ transition into full-time employment after degree completion.

Factors and challenges affecting Enactus members’ social entrepreneurial actions: a focus group study

PurposeThere is a paucity of studies on factors influencing social entrepreneurial behaviours or actions. Against this background, this study aims to explore factors and challenges affecting Enactus members’ social entrepreneurial actions in Nigeria.Design/methodology/approachThis study adopted a qualitative approach, and data were gathered through three focus group discussions involving 25 people (18 Enactus members, 4 faculty advisors and 3 business advisory board members). The study adopted a content analysis technique for data analysis.FindingsThe findings reveal that social mission orientation, desire to create social impact and social problems influence Enactus members’ social entrepreneurial actions. Other influencing factors include social entrepreneurial passion, moral obligation, social empathy and social support. In addition, the study finds that financial and time constraints affect Enactus members’ social entrepreneurial actions.Practical implicationsThe findings have implications for social entrepreneurs/enterprises, governments/policymakers and Enactus members.Originality/valueTo the best of the authors’ knowledge, this is the first qualitative study that provides insights into the factors influencing a group of people towards social entrepreneurial actions.

Rethinking of the knowledge base for teaching through duoethnography reflective inquiry

This article explores our formation, transformation, and scrutiny into our teaching practice using a duoethnography reflective inquiry. The purpose of the duoethnographic inquiry was to reexamine our understanding of the knowledge base for language teaching. The context of our reflective autoethnography inquiry was the school teaching practicum that we experienced at the beginning of the seventh semester of our teacher education program. Throughout the teaching practicum program, we engaged in four duoethnographic reflective dialogues facilitated by our faculty advisors to share stories from our teaching practices. The objective of the dialogues was to reflect on our teaching experience and reexamine our understanding of “what counts as knowledge for language teaching.” The analysis of our duoethnographic reflective dialogues revealed that we relied more on a) the knowledge-in-person and in-place, and b) knowledge for teaching as the primary base for our teaching than those of c) disciplinary knowledge and d) knowledge of pedagogy. Below, we outline the segments of conversation that reflected how we relied on our practices on a) the knowledge-in-person and in-place and b) knowledge for teaching.

A multi-tiered mentoring community approach to research experiences for local students from disadvantaged and underrepresented minority backgrounds

IntroductionA research and mentoring program was developed to provide local first-generation students, students returning to school after a professional experience, and underrepresented minority students resources and relationships to guide them toward a STEM degree from a four-year university.MethodsA multi-tiered mentoring community was formed including direct mentoring from graduate students and faculty advisors, peer mentoring among undergraduate students from different colleges and universities, and high school students to increase the accessibility of research opportunities for this demographic. Local students were recruited from Northwest Arkansas Community College and Upward Bound to combine community college and high school students in a novel manner. The programs were integrated whenever possible to emphasize peer mentoring, including mentoring lunches, research meetings, presentation sessions, conference presentations, and professional development mentoring sessions.ResultsOn the post-program survey, students indicated the community formed in the program supported their STEM identity development, provided them with quality relationships, and developed skills valuable to completion of a STEM degree. This identity development was further evidenced by the students presenting their work at a conference and obtaining additional research positions after the summer program ended.ConclusionThe post-program scores and continued efforts of different demographics of students to pursue STEM highlight the versatility of the multi-tiered mentoring community model to serve students from different ages, backgrounds, and demographics.

Letter from the Editor

Dear Reader, We are deeply honored to announce the publication of The Columbia University Journal of Global Health Spring 2024 Issue. In the face of global health crises spanning from the Democratic Republic of the Congo, Sudan, and Palestine as well as restrictions to free speech on our campus, we as a journal remain steadfast in our belief that the exchange of knowledge from all corners of the globe holds immense power. Our goal has always been to center diverse perspectives and communities that have been marginalized, which is especially pertinent in the present. In our Spring 2024 issue you will find four manuscripts that investigate the pitfalls and untapped potential of health systems in Latin America, Africa, or Asia to maintain the well-being of vulnerable populations and ecosystems. We hope that as you delve into the state of child malnutrition in Dhaka or Ugandan perspectives on preventing malaria during pregnancy, you are able to recognize universal themes concerning access and multi sectoral approaches for ensuring health equity globally. We are immensely proud of the range and depth of topics investigated by our online team, who have been able to highlight the work of global health professionals such as Professor Bill Bower, MPH, who serves as a Senior Lecturer at the Heilbrunn Department of Population and Family Health, and whose interview centered on Tuberculosis and the training of lay health workers. Related to the topic of global pandemics, we published a blog post about the current state of Covid-19, which continues to shape the landscape of global health. Our online team has also served as a space for students to share their unique experiences. We have enjoyed the thoughtful perspectives of our online team members on a blog post about the modern increase in allergen reactivity, as well as a podcast that discusses what this allergen sensitivity looks like in practice, with a student interview about living with dietary restrictions in college. We hope to continue to provide spaces for our members to explore their interests and share their perspectives. We are immensely proud of the range and depth of topics investigated by our online team, who have been able to highlight the work of global health professionals such as Professor Bill Bower, MPH, who serves as a Senior Lecturer at the Heilbrunn Department of Population and Family Health, and whose interview centered on Tuberculosis and the training of lay health workers. Related to the topic of global pandemics, we published a blog post about the current state of Covid-19, which continues to shape the landscape of global health. Our online team has also served as a space for students to share their unique experiences. We have enjoyed the thoughtful perspectives of our online team members on a blog post about the modern increase in allergen reactivity, as well as a podcast that discusses what this allergen sensitivity looks like in practice, with a student interview about living with dietary restrictions in college. We hope to continue to provide spaces for our members to explore their interests and share their perspectives. In a climate that has left many of our members feeling unsettled and anxious for the future, we would like to extend the utmost gratitude to our incredible team. Their fortitude and resilience has been inspiring to witness and it is not lost upon us the crucial role that each member plays in making our journal a reality. We are additionally thankful for the support of our faculty advisors, Esther Jackson, Dr. Julianna A. Bol, PhD, and Dr. Ana Navas-Acien, MD, PhD, MPH whose guidance has been invaluable. Thank you to our peer reviewers and the authors for their insightful comments and pieces, respectively. Lastly, we give a special thanks to our readers and listeners for their continuous engagement with our issues, blogs, and podcasts. You hold a special place within The Columbia University Journal of Global Health. Sincerely, Kairaluchi Oraedu & Ann Thanh Phan Co-Editors-in-Chief, The Columbia University Journal of Global Health

299 Building and maintaining an engaged undergraduate equine research team

Abstract An objective of the equine science program at Penn State is to provide the training and knowledge students need to solve problems in their lives and careers. The Equine Research Team at Penn State (PSERT) is a novel approach to meeting this objective, inspired by Dr. Max Kleiber’s “Tracer Team”, a group of faculty and graduate students that successfully studied kinetics of phosphorus and calcium metabolism in dairy cows at the University of California, Davis in the 1950s and 60s. The team allows us to address several objectives that are not easily approached using more traditional teaching environments found in the classroom or laboratory. These include 1) satisfying the demand for research experience from a large number of students, who come to research with an enormous range of ability and enthusiasm, 2) providing the hand on practice utilizing the scientific method to solve problems in the equine industry, 3) building a sense of personal responsibility and simultaneously cooperation by approaching research as a team, 4) creating an environment of academic and creative achievement outside the traditional grading system, and 5) blurring the lines that traditionally separate academic and social life at a university to create an environment much closer to what students will experience as graduates. In spring 2008, 10 undergraduate students sought formal research experience opportunities in the area of equine science. Students were organized into a team that met biweekly. Project leaders registered for independent study course credits and conducted 3 research studies in yr 1, while the rest of the team participated as volunteers. Fourteen years later, the team is still an important student organization with between 40 to 60 members on an annual basis. Over the years, the team has traveled to universities and important equine industry locations throughout the United States. Members have conceived, conducted, analyzed and presented research studies on a wide range of topics within the sphere of equine science. The team has two faculty advisors, an executive committee analogous to most student organizations, a group of research project leaders, and approximately 60 dues paying student members. The biweekly meeting is organized and led by the executive committee and generally contains the following components: update of activities, seminar provided by an outside speaker from industry or academia who has expertise in the area of equine research, presentation by one of the research project leaders, and group discussion of the project, planning of future research projects. This Equine Research Team has been and continues to be a model that can be utilized by others to successfully facilitate undergraduate student engagement in research.

President’s Column: The Importance of Supporting Academia and Students in Navigating the Challenges and Opportunities in the Industry

Editor’s Note: This is a summary of the May episode of the President’s podcast. We encourage you to listen to the episode to hear the full conversation. In this podcast episode, I am joined by Jennifer Miskimins, department head of petroleum engineering at the Colorado School of Mines, to discuss the importance of supporting universities and students through the challenges and opportunities facing the industry. I chose Jennifer to be part of this episode because of her extensive experience in both academia and the industry. This episode aims to delve into the status of petroleum engineering departments and the importance of students in shaping the industry’s future. I emphasize the collaborative effort required from universities, SPE, and its members to attract the next generation to the field. Our conversation revolves around the importance of addressing the challenges faced by petroleum engineering programs and attracting students to the field. I explain that the SPE Board of Directors recognizes the significance of universities, students, and faculty in the industry, including naming them as core constituencies in SPE’s Strategic Plan. Attracting the next generation is one of the top concerns among SPE members. Young professionals and students play a vital role in driving innovation and addressing future challenges, emphasizing the need for a full pipeline of talent to sustain the industry’s progress. I believe that students are essential for shaping the future of energy and fulfilling humanity’s needs, as they aspire to make a meaningful impact in the world. We need the next technical breakthroughs, most of which will come from the students in university today. They want to feel like they’re making a difference in the world. Jennifer adds, “What I frequently hear from students is yes, they want a long-term career but making a difference is very important. And they can do so. So hopefully, we can get more students coming our direction.” Although enrollment in petroleum engineering programs has fluctuated due to industry downturns and external factors like the COVID-19 pandemic, recent data suggests a modest increase in undergraduate enrollment, indicating a potential upswing. There are challenges such as the industry’s public image, perception of job stability, and declining enrollment in STEM education. Addressing these challenges requires reframing the narrative around the energy “transition” to one of “expansion” and highlighting the long-term career opportunities in the industry. We share insights into how universities are incorporating diverse energy-related topics into their curriculum, offering electives on emerging technologies, and engaging with industry professionals to provide students with real-world insights and opportunities. We also emphasize the role of faculty advisors and industry support in sustaining student chapters of organizations like SPE, which play a crucial role in bridging the gap between academia and industry. We further point out the critical role SPE members play in supporting students and universities through mentorship, financial support, and speaking engagements. Active involvement in student chapters helps bridge the gap between academia and industry.

간호대학생의 정신건강과 간호전문직관이 전공만족도에 미치는 효과

Objectives To determine the impact of nursing students' mental health and nursing professionalism on major satisfaction. Methods This study was conducted on 188 nursing students in Seoul, Gyeonggi-do, and Gangwon-do who understood the purpose of this study and voluntarily agreed to participate in the study. The data of this study were analyzed using mean and standard deviation, Pearson’s correlation coefficients, and hierarchical multiple regression analysis using the SPSS WIN 20.0 program. Results Nursing students' satisfaction with their major was determined by grade (F=4.977, p=.002), place of residence (F=2.869, p=.038), presence of practice (F=-2.347, p=.020), and satisfaction with practice experience (F=-2.347, p=.020). =4.502, p=.005), there was a significant difference. There was a significant negative correlation with depression (r=-.236, p=.001), and a significant positive correlation with nursing professionalism (r=.703, p<.001). Nursing professionalism and depression were statistically significant influencing factors, and the explanatory power for major satisfaction was found to be 49.5%. Conclusions To enhance the major satisfaction of nursing college students, sustained psychological support is essential, with a focus on reducing their feelings of depression. Utilizing individual counseling, mentorship programs with faculty advisors, and other supportive interventions should be considered.

Support without Status: Inequities in Student–Advisor Relational Dynamics between First-Generation and Continuing-Generation Doctoral Students

One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage doctoral students in biological sciences, we explore differences in student perceptions of their relationships with advisors. Narratives reveal a continuum of relationship types, including strained, evolving, supportive, and equal. In equal relationships, doctoral students feel more like collegial partners working alongside their advisors. While continuing-generation and first-generation students are similarly represented among strained and evolving relationships, first-generation students rarely attain equal relationship status. The presented findings offer implications for understanding how inequality shapes student–advisor relationships, the role of collegiality in doctoral education’s hidden curriculum, and the supports needed to foster equity for first-generation students in graduate programs.

Smart Parking Space Detection with Generative Artificial Intelligence and Large Language Models

CAMERON VU, Dept of Computer Science and Math & ENGR, Shepherd University, Shepherdstown, WV, 25443, and DARIA PANOVA, Dept of Computer Science and Math & ENGR, Shepherd University, Shepherdstown, WV, 25443, and JOSIAH KOWALSKI, Dept of Computer Science and Math & ENGR, Shepherd University, Shepherdstown, WV, 25443, and Dr. W. LIAO (Faculty Advisor), Dept of Computer Science and Math & ENGR, Shepherd University, Shepherdstown, WV, 25443, and Dr. O. Guzide (Faculty Advisor), Dept of Computer Science and Math & ENGR, Shepherd University, Shepherdstown, WV, 25443. Smart Parking Space Detection with Generative Artificial Intelligence and Large Language Models. The increasing relevance of generative AI and large language models is reshaping various sectors of modern society. These advancements have spurred notable progress in fields such as healthcare, finance, and education. Yet, the application of AI extends beyond expert domains, offering simplified solutions to everyday tasks for the general populace. This project harnesses the power of generative artificial intelligence and large language models to develop a practical application: smart parking space detection. By leveraging these technologies, individuals can effortlessly ascertain the availability of parking spots in monitored lots via camera or photographic monitoring, facilitated by a straightforward algorithm. The overarching objective is twofold: to engineer a user-friendly system utilizing generative AI principles and to demonstrate the potential for such technologies to enhance the daily experiences of ordinary individuals.

Developing a Retrieval Augmented Generation (RAG) Chatbot App Using Adaptive Large Language Models (LLM) and LangChain Framework

CARA BURGAN, Dept of Computer Sciences, Mathematics, and Engineering, Shepherd University, Shepherdstown, WV, 25443, JOSIAH KOWALSKI, Dept of Computer Sciences, Mathematics, and Engineering, Shepherd University, Shepherdstown, WV, 25443, and WEIDONG LIAO (Faculty Advisor), Dept of Computer Sciences, Mathematics, and Engineering, Shepherd University, Shepherdstown, WV, 25443. Developing a Retrieval Augmented Generation (RAG) Chatbot App Using Adaptive Large Language Models (LLM) and LangChain Framework RamChat is an AI chatbot designed to assist Shepherd University students in navigating the student handbook. Developed in Python, it utilizes both API-based and local Large Language Models (LLMs) for natural language processing (NLP), alongside a vector store system. Our aim is to create a high-quality chatbot app tailored for student use. We began by researching existing chatbot platforms and created a vector store with embeddings from OpenAI's text-embedding-3-small model, trained on the Shepherd University handbook. Testing each LLM helped assess answer types and accuracy. Development involved debugging and optimizing RamChat's code, including replacing OpenAI's davinci-002 model with gemma, a local LLM based on Google's Gemini model. Ollama framework aids in automatic LLM selection based on user prompts. Our conference presentation will detail RamChat's development, methodology, challenges, and insights. RamChat represents an innovative application of AI to enhance the Shepherd University student experience.