Next Generation Of Scientists Research Articles

New Jersey Leaves No Bite Behind: A Climate Change and Food Waste Curriculum Intervention for Adolescents in the United States

Food waste is a major contributor to climate change. Schools offer a unique opportunity to educate on this issue while also reducing food waste generation; however, few climate-change education curricula that include a food waste component have been developed and tested with fidelity. Thus, the purpose of this cluster randomized controlled study was to assess the effectiveness of a climate change and food waste education program called NJ Leaves No Bite Behind (NJLNBB) among fifth-grade students. Lessons on food waste and sustainable food behaviors were developed that aligned with NJ Student Learning Standards for Climate Change and Next-Generation Science Standards. Participants (n = 162) completed pre- and post-test surveys that assessed knowledge, attitudes, self-efficacy, and behaviors. Post-test, the experimental group (n = 102) had significantly (p < 0.05) higher mean scores in knowledge, social norms, behavioral intentions, and perceived behavioral control compared to the control group (n = 60), with medium effect sizes, as determined by partial eta-squared. There were no significant between-group differences in mean score attitudes, self-efficacy, motivation to comply, or climate-friendly behaviors post-test. Almost three-quarters of participants who received the program agreed or strongly agreed the lessons were fun (75.5%), liked the card games (72.5), and learned a lot (78.4%). These findings are promising in terms of teaching adolescents the impacts of food waste on the climate.

552 Substance Abuse Research: Bench to Community (SARB2C) as a Model for Team Science

OBJECTIVES/GOALS: To present Substance Abuse Research: Bench to Community (SARB2C) as a model for team science both within and between institutions. Emerging from targeted efforts by the NIH to engage translational scientists in prominent public health issues, the initiative illustrates the benefits of bringing together researchers and trainees to share ideas. METHODS/STUDY POPULATION: In 2019 a group was formed at University of Florida to discuss ongoing translational research in the area of substance abuse, including faculty, staff, and trainees from across the campus. The group was expanded in February 2022 to include domestic colleagues at the University of Kentucky as well as international collaborators at Chulalongkorn University in Bangkok, Thailand. One-hour monthly meetings began in person but now take place virtually. Larger projects are discussed individually, focusing on opportunities for collaboration. Attendees also provide updates on their work, including proposals in development and manuscripts in process. This facilitates dialogue around the science, from the bench to the community, and connects people to advance team science. RESULTS/ANTICIPATED RESULTS: In light of the ongoing opioid epidemic and the public health threat of other emerging substances, collaboration among researchers in this area is essential to advance the science and explore real-world solutions. SARB2C demonstrates the benefit of connecting researchers across T0 to T4, and that of including trainees for invaluable experience. This environment fosters open discussion and creativity and helps break down the silos that impede science. A highlight from early in the group’s history was a visit from the Program Officer for the UF Clinical and Translational Science Institute in February 2020. Since that time, multiple collaborations have resulted in grants submitted, such as P30 center grants and an innovative R61/R33, as well as numerous publications. DISCUSSION/SIGNIFICANCE: A complex public health emergency like the opioid epidemic requires creativity and collaboration, from laboratory science to interventions in the community, putting it squarely within the sights of translational research. SARB2C will soon enter its fifth year of linking researchers and training the next generation of scientists.

187 Translating for Impact: a free online toolkit for demonstrating the larger impact of your work

OBJECTIVES/GOALS: The Translational Science Benefits Model offers an approach for evaluating the downstream health and social impact of research. Using the new Translating for Impact Toolkit of nine web-based tools, researchers can create free, secure accounts to plan, track, and demonstrate the impact of their work. METHODS/STUDY POPULATION: Development of the online toolkit includes 6 phases: 1) Review of existing tools, 2) Development of fillable PDF tool prototypes, 3) Pilot testing, 4) Development of web-based tools, 5) Usability testing, and 6) Refinement of web-based tools. First, we reviewed existing tools for measuring research impact. We then created prototypes of nine tools, published on the TSBM website, and pilot tested with researchers. Based on feedback and testing, we developed and launched web-based versions of the tools. We are currently conducting usability testing with researchers, which we will use to evaluate the ease-of-use and quality of the tools, identify areas for improvement, and refine the tools. RESULTS/ANTICIPATED RESULTS: Researchers can sign up for user accounts, create projects, invite collaborators and program administrators, and save progress as the complete the nine tools in the Translating for Impact Toolkit. The tools are divided into three steps: Plan (Roadmap to Impact, Benefits 2x2, Partner Mapper, and Team Manager), Track (Impact Tracker), and Demonstrate (Product Navigator, Case Study Builder, Impact Profile, and Dissemination Planner). The toolkit also includes a dashboard that provides a quick snapshot of translational impact for each project. The toolkit will help both individual translational scientists demonstrate the impact of their work and CTSA hubs evaluate impact of their projects. DISCUSSION/SIGNIFICANCE: The TSBM online toolkit is a free, secure, easy-to-use platform researchers can use to plan for, track, and demonstrate the impacts of their work. The toolkit provides a structured process that will help the next generation of scientists prioritize and promote translational impact in their work.

Place-based climate change: lowering students' psychological distance through a classroom activity.

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

Supporting K-8 Teachers’ Capacity to Develop Quality Formative Science Assessments

ABSTRACT During a two-year span, a cohort of K-8 science teachers undertook the task of creating formative assessments aligned with the Next-Generation Science Standards for their individual classrooms. Practice-based professional development was utilized to support teachers in a cyclical manner as they cooperatively developed, administered, and reflected on a series of assessments they designed across two study phases. In order to measure developmental progression of the formative assessments across the study’s two phases, project leadership designed an assessment quality rating instrument targeting four components of a given formative assessment: (a) learning goal(s), (b) task/prompt, (c) success criteria, and (d) next instructional steps. Using this criterion-based instrument, 123 assessments were subjected to consensus scoring using a 0–3 rating for each component (e.g. learning goals). Results indicated teachers developed higher quality formative assessments during the project’s second phase. More specifically, they developed learning goals and success criteria that were identified as being multi-dimensional, meaning the assessment component was designed to assess more than content. Implications for practitioners and researchers are discussed, specifically related to the supports needed for teachers learning to progressively design and implement full spectrum, science-based, formative assessments. Finally, suggestions for future research are discussed given the potential value of using assessment design to introduce a cycle of teacher-driven self-reflection.

Sentinel protist taxa of the McMurdo Dry Valley lakes, Antarctica: a review

High-latitude meromictic lakes such as those in the Antarctic McMurdo Dry Valleys (MDV) harbor aquatic ecosystems dominated by the microbial loop. Within this habitat, which is limited year-round by light and nutrients, protists, or single celled eukaryotes, play outsized roles in the food web as the dominant primary producers and the apex predators. Thus, the MDV lake ecosystem represents an ideal system to study the role of sentinel protist taxa in carbon and nutrient cycling. The perennially ice-covered lakes are part of the McMurdo Long Term Ecological Research (McM LTER; mcmlter.org) established in 1993. In this review we will highlight the diversity and trophic roles of the MDV lake protist community and compare environmental factors driving spatiotemporal patterns in key protist taxa in two lakes within the McM LTER, Lakes Bonney and Fryxell. We will then discuss lessons learned from manipulated experiments on the impact of current and future climate-driven environmental change on sensitive protist taxa. Last, we will integrate knowledge gained from 25 years of lab-controlled experiments on key photosynthetic protists to extend our understanding of the function of these extremophiles within the MDV aquatic food webs. Our research group has studied the distribution and function of the MDV microbial community for nearly two decades, training the next generation of scientists to tackle future problems of these globally significant microbes. This review article will also highlight early career scientists who have contributed to this body of work and represent the future of scientific understanding in the Anthropocene.

Advancing HIV cure research in low- and middle-income countries requires empowerment of the next generation of scientists

While low- and middle-income countries (LMICs), especially in Southern and Eastern Africa, bear the largest burden of the HIV globally, investigators working on the front lines in these regions are leading a limited number of research efforts, particularly related to HIV cure. Conducting HIV cure research in high-burden HIV LIMCs provides an unparalleled opportunity to formulate innovative research strategies, design trials tailored to the local context, evaluate clinical outcomes within key and vulnerable populations, meaningful involvement of stakeholders, and to shape policies in areas where HIV prevention and cure interventions can yield the most significant impact. Further, the high prevalence of infection, with varied HIV strains affecting large diverse populations, creates a unique environment for studies that would not be feasible in any other part of the world. This underscores the critical importance of addressing obstacles to unlock the full potential of research efforts in these regions. In this viewpoint, we identify significant challenges facing early career investigators in LMICs, particularly in Africa, that hinder their full engagement in HIV cure research. Drawing examples from the International AIDS Society's Research-for-Cure Academy, we provide practical recommendations to overcome barriers that include limited access to funding, effective mentors, educational and career development opportunities, coupled with inadequate investment in infrastructure that contribute towards the limited number of investigators from high-burden HIV LIMCs who are spearheading cutting-edge cure research. Addressing these challenges is crucial to empower investigators who possess unique insights and expertise, and who are well positioned to lead HIV cure-related research efforts. We acknowledge and welcome initiatives that promote capacity building and knowledge exchange between early-career investigators in LMICs and their peers and scientific leaders from high-income countries (HICs). Prioritizing investment in global collaboration and partnership will play a pivotal role in empowering the next generation of African scientists and clinicians. To expedite advancements of cure-related strategies that will be effective in high-burden HIV LMICs, we endorse the sustainable expansion of these pivotal initiatives in these regions, to enhance their effectiveness and hasten progress in the pursuit of a global HIV cure.

Considering the Lessons of Curriculum Studies in the Design of Science Instruction: Varieties of Meaning and Implications for Teaching and Learning

This article is an introduction to the rich domain of curriculum studies with specific reference to science teaching and learning. It is designed not as a systematic review or theoretical treatise but rather as an overview for those charged with transforming science content and processes into a classroom curriculum. In other words, while written from the scholarly perspective of curriculum studies, the hope is that it will be seen by teachers as a set of possibilities rather than recommendations while reminding educators that what happens in classrooms to students and their parents is the curriculum, but it is only one of many that might have been delivered. To accomplish this, this paper explores the complex definition of curriculum including the notions of the kinds of curriculum from null, to formal, received, and learned with an emphasis on what occurs as a specific curriculum design results in effective and even faulty learning, a unique consequence proposed here. Next, we explore the common curriculum ideologies or orientations including those focused on academic advancement, tradition, student-centeredness, and social improvement. Finally, a formal recommendation for the content of science instruction in the U.S.—the Next-Generation Science Standards, is are considered as a conclusion by applying the expansive perspective of the term and nature of curriculum discussed throughout.

Molecule Maker Lab Institute: Accelerating, advancing, and democratizing molecular innovation

AbstractMany of the greatest challenges facing society today likely have molecular solutions that await discovery. However, the process of identifying and manufacturing such molecules has remained slow and highly specialist dependent. Interfacing the fields of artificial intelligence (AI) and synthetic organic chemistry has the potential to powerfully address both limitations. The Molecule Maker Lab Institute (MMLI) brings together a team of chemists, engineers, and AI‐experts from the University of Illinois Urbana‐Champaign (UIUC), Pennsylvania State University, and the Rochester Institute of Technology, with the goal of accelerating the discovery, synthesis and manufacture of complex organic molecules. Advanced AI and machine learning (ML) methods are deployed in four key thrusts: (1) AI‐enabled synthesis planning, (2) AI‐enabled catalyst development, (3) AI‐enabled molecule manufacturing, and (4) AI‐enabled molecule discovery. The MMLI's new AI‐enabled synthesis platform integrates chemical and enzymatic catalysis with literature mining and ML to predict the best way to make new molecules with desirable biological and material properties. The MMLI is transforming chemical synthesis and generating use‐inspired AI advances. Simultaneously, the MMLI is also acting as a training ground for the next generation of scientists with combined expertise in chemistry and AI. Outreach efforts aimed toward high school students and the public are being used to show how AI‐enabled tools can help to make chemical synthesis accessible to nonexperts.

Feeling the heat: undergraduate science students’ emotional management during classroom debates

ABSTRACT Addressing a need to prepare the next generation of scientists to effectively engage in adversarial science communication, the present study examines a group of undergraduate science students from a Canadian university who, after receiving expert instruction, participated in classroom debates about science controversies recently politicized in the Canadian social media (e.g. the flat Earth, genetically-modified foods, and human overpopulation). Our research questions were: (1) What emotions were experienced and how were these managed by students while participating in classroom debates? (2) How did students’ emotional management influence their debate performance? A video-based micro-ethnography revealed that more than half of the students (16/28) experienced feelings of stress and nervousness when engaging debaters with opposing/disagreeing views. Although some were able to manage these emotions, others were unable to feel relaxed, which negatively influenced their debate performance. These latter students’ initial confidence and preparation were undermined by their felt anxiety, leading to rhetorically weak and error-filled performances that went against their expectations. Highlighting the complexity of pedagogically promoting student development of communicative competence in adversarial social contexts, our findings reveal a need for science communication instructors to find ways to effectively prepare science students to manage their own emotions.

Beyond barriers, towards diversity: how hybrid student conferences can drive accessibility.

The third International Student Symposium on Animal Behaviour and Cognition (ISSABC) aimed to address barriers for early career researchers, hosting a conference both in-person and online at the Universidad Nacional Autónoma de México (UNAM). The conference, attended by 101 in-person and 79 virtual participants from 24 countries, featured 81 presentations, 29 posters, five plenary talks, three workshops, and a career development round-table discussion. A user-friendly website and digital platforms facilitated communication and real-time discussions between in-person and online participants. Transparent fund management, support from sponsors and societies, and sustainable practices ensured financial accountability and minimised environmental impact. The conference emphasised sustainability measures, including eco-friendly catering and local reusable mugs. Future organisers of similar events are encouraged to prioritise local representation, plan contingencies, select plenary speakers rigorously, and employ effective marketing. With this meeting review, we highlight how hybrid conferences like the third ISSABC, through innovative approaches and sustainable practices, enhance accessibility, inclusivity, and empower the next generation of scientists.

Evolution of journal clubs: fostering collaborative learning in modern research.

Journal clubs have been a staple in scientific communities, facilitating discussions on recent publications. However, the overwhelming volume of biomedical information poses a challenge in literature selection. This article provides an overview of journal club types and their efficacy in training potential peer reviewers, enhancing communication skills, and critical thinking. Originating in the 19th century, journal clubs have evolved from traditional in-person meetings to virtual or hybrid formats, accelerated by the COVID-19 pandemic. Face-to-face interactions offer personal connections, while virtual events ensure wider participation and accessibility. Organizing journal clubs demands effort, but it has several benefits, including promoting new publications and providing a platform for meaningful discussions. The virtual CardioRNA J-club experience exemplifies successful multidisciplinary collaboration, fostering international connections and inspiring new research. Journal clubs remain a vital component of academic research, equipping senior researchers with the latest developments and nurturing the next generation of scientists. As millennial and Gen Z researchers join the scientific field, journal clubs continue to evolve as a fertile ground for education and collaborative learning in an ever-changing scientific landscape.

Scholars reflect on first ADRC‐REC cycle

AbstractBackgroundIn 2018, the National Institute on Aging introduced Research Education Components (RECs) within the Alzheimer’s Disease Research Centers (ADRCs) to support educational activities to complement the training of a workforce to meet the nation’s needs in AD and related dementias, and develop the next generation of scientists to lead cross‐disciplinary, translational, team‐science projects on AD or AD‐related dementias.MethodsIn April 2023, the ADRC REC National Steering Committee surveyed current and former REC scholars from the 37 ADRCs to learn about their experiences.ResultsWe had responses from 26 of the 37 centers (70%) and 52 of the 55 REC scholars who completed the survey gave us permission to share their responses. Scholars ranged from graduate students to tenured faculty. The most common areas of research focus were basic or discovery science (42%) and neurosciences (35%). The least common areas of focus were social policy (2%), neuropsychology (2%) and pharmacology/drug discovery (6%). Regarding support, the most common responses were that their REC program provided them with funds to support a research project (79%), provided mentor support (71%), provided training to develop their research (65%), and helped them understand how Alzheimer’s Disease Research Centers worked (65%). Some scholars reported that their programs have standard training courses for all scholars (35%), while other programs have training that is unique to each scholar’s needs (54%). Forty‐nine scholars (94%) said they would have benefited from earlier REC support and training during their graduate and post‐doc stages.A goal of the REC is to diversify the field of ADRD researchers. This survey showed the demographic breakdowns included White (52%), African American (13%), Hispanic or Latinx (13%), East Asian (12%), South Asian (8%), and some chose not to report (2%). More respondents identified as females (48%) than males (37%).ConclusionThere is a heterogeneity of approaches to develop REC scholars with an emphasis on funding, mentoring and networking. The most common request from scholars was for more collaboration and networking between scholars from other ADRCs. REC Scholars seek more connections and clear definitions of the expected outcomes of the REC scholar initiative.

Scientific Crocheting - A Proposal

This article draws an unconventional bridge between the art of crocheting and the intricate world of chemistry. Crocheting can serve as a tactile model for understanding chemical synthesis, structure and emergent properties, with parallels between the manipulation of crochet patterns and chemical codes. The aim is to nurture what we need most in next-generation scientists: confronting the unexpected, creativity and curiosity.

A Perspective on Sustainable Computational Chemistry Software Development and Integration.

The power of quantum chemistry to predict the ground and excited state properties of complex chemical systems has driven the development of computational quantum chemistry software, integrating advances in theory, applied mathematics, and computer science. The emergence of new computational paradigms associated with exascale technologies also poses significant challenges that require a flexible forward strategy to take full advantage of existing and forthcoming computational resources. In this context, the sustainability and interoperability of computational chemistry software development are among the most pressing issues. In this perspective, we discuss software infrastructure needs and investments with an eye to fully utilize exascale resources and provide unique computational tools for next-generation science problems and scientific discoveries.

How Crosscutting Is the Energy Concept within Physics Teaching and Learning

Much of the attention on the crosscutting concepts within the Next-Generation Science Standards (NGSSs) have gone to their coherence across different STEM disciplines. In this paper, we raise the question of the coherence of the energy concept within the teaching and learning of physics itself. Our investigations of teachers’ and students’ approach to solving problems, where both mechanical and thermal energy play equally important roles, indicate that the separation of energy studies in different units (mechanics, thermodynamics, etc.) leads to a cognitive disconnect of the understanding of different energy types and the inability to explain processes that involve both mechanical and internal energy, especially when the internal energy of the living organisms that are associated with a process is involved. We also find that when students gain experience analyzing scenarios where thermal energy plays a subtle yet critical role in addition to mechanical energy, they are able to apply this understanding to novel scenarios.

Implementing nextgeneration science practices in classrooms: findings from TIMSS 2019

Implementing nextgeneration science practices in classrooms: findings from TIMSS 2019

Integrating Computational Data Science in University Curriculum for the New Generation of Scientists

Integration of computational data science (CDS) into the university curriculum offers several advantages for students, faculty and the institution. This article discusses the benefits to students of introducing CDS into the university curriculum with a focus on developing skills in cheminformatics, data analysis, structure–activity relationships, modelling and simulation. Moreover, CDS can enable students to engage with complex chemical and toxicological data in new and dynamic ways, helping them to develop a more nuanced understanding of the potential hazards and risks associated with different chemicals and substances. On the other hand, it can foster greater collaboration between students and faculty and with external partners in industry and government. This can lead to the development of more effective and efficient toxicological testing methods and tools to screen chemicals for potential hazards and aid the development of environmentally friendly chemicals. Overall, the integration of CDS into the university curriculum will help prepare the next generation of scientists giving them a competitive edge to make considerable contributions to green chemistry, designing safer chemicals and non-animal testing methods. It will enable them to tackle modern challenges facing society including identifying safer and more sustainable chemicals and predicting the health and environmental impacts of novel chemical substances.

Pandemic Impact on Early Career Researchers in the United States

This study’s research aim is to discover how the COVID-19 pandemic impacts early career researchers’ work lives, prospects, and scholarly communication behavior. Early career researchers (ECRs), including doctoral students, post-docs, and pre-tenure faculty, are the next generation of scientists, researchers, scholars, teachers, and academic leaders, and are considered “vulnerable” when compared to their more senior colleagues. Part of an eight-country study, we present findings from long semi-structured interviews of 22 ECRs within the sciences and social sciences from a variety of regions in the United States. Transcripts were approved by the participants and responses were coded into a project-approved spreadsheet for analysis. The coding sheets were multi-faceted, containing both quantitative and qualitative data. Key findings include loss of research productivity due to lab closures and/or human subject research. The most recurring negative impact is the loss of formal and informal in-person meetings. For the majority, the pandemic has not deterred ECRs to deviate from their chosen academic career paths.

The Impact of a Training Program Based on Next-Generation Science Standards on Scientific Inquiry.

The Next-Generation Science Standards (NGSS) are standards concerned with K-12 grades. This study aimed to identify the impact of a training program based on Next-Generation Scientific Inquiry (NGSI) through training 30 science teachers and investigating the training impact on teachers' use of inquiry in their teaching. The study attempted to answer the following question: What is the impact of a training program based on the NGSS on the inquiry practices of primary school science teachers? The study's data collection tools included two focus groups and nine semi-structured interviews. Data analysis utilized the thematic analysis framework. The research results showed an impact of the training program on the inquiry practices of teachers via changes in the teachers' roles: the teacher became a facilitator and motivator through planning her/his activities efficiently. Students in the training program's science classroom developed into researchers and scientists who autonomously acquired their knowledge.