NetSci High: Bringing Agency to Diverse Teens Through the Science of Connected Systems

This paper follows NetSci High, a decade-long initiative to inspire teams of teenage researchers to develop, execute and disseminate original research in network science. The project introduced high school students to the computer-based analysis of networks, and instilled in the participants the habits of mind to deepen inquiry in connected systems and statistics, and to sustain interest in continuing to study and pursue careers in fields involving network analysis. Goals of NetSci High ranged from proximal learning outcomes (e.g., increasing high school student competencies in computing and improving student attitudes toward computing) to highly distal (e.g., preparing students for 21st century science), with an emphasis on doing real-world research into relevant and ambiguous problems through technologically-infused and highly collaborative projects and defending them to a clear (and sometimes potentially intimidating) audience. The cognitive goals of the project covered broad areas including analyzing, synthesizing, and visualizing quantitative data, and understanding modeling and network statistics. Attitudinal outcomes included improving attitudes toward the statistical study of networks, self-efficacy, and a sense of agency for continuing to pursue further involvement in college studies and careers

Design of bifurcation junctions in artificial vascular vessels additively manufactured for skin tissue engineering

Construction of an artificial vascular network ready for its additive manufacturing is an important task in tissue engineering. This paper presents a set of simple mathematical algorithms for the computer-aided design of complex three dimensional vascular networks. Firstly various existing mathematical methods from the literature are reviewed and simplified for the convenience of applications in tissue engineering. This leads to a complete and step by step method for the construction of an artificial vascular network. Secondly a systematic parametric study is presented to illustrate how the various parameters in the vascular junction model affect the key factors that have to be controlled when designing the bifurcation junctions of a vascular network. These results are presented as a set of simple design rules and a design map which serve as a convenient guide for tissue engineering researchers when constructing artificial vascular networks

Understanding practice: the factors that influence management of mild traumatic brain injury in the emergency department-a qualitative study using the Theoretical Domains Framework

Background: Mild traumatic brain injury is a frequent cause of presentation to emergency departments. Despite the availability of clinical practice guidelines in this area, there is variation in practice. One of the aims of the Neurotrauma Evidence Translation program is to develop and evaluate a targeted, theory- and evidence-informed intervention to improve the management of mild traumatic brain injury in Australian emergency departments. This study is the first step in the intervention development process and uses the Theoretical Domains Framework to explore the factors perceived to influence the uptake of four key evidence-based recommended practices for managing mild traumatic brain injury. Methods: Semi-structured interviews were conducted with emergency staff in the Australian state of Victoria. The interview guide was developed using the Theoretical Domains Framework to explore current practice and to identify the factors perceived to influence practice. Two researchers coded the interview transcripts using thematic content analysis. Results: A total of 42 participants (9 Directors, 20 doctors and 13 nurses) were interviewed over a seven-month period. The results suggested that (i) the prospective assessment of post-traumatic amnesia was influenced by: knowledge; beliefs about consequences; environmental context and resources; skills; social/professional role and identity; and beliefs about capabilities; (ii) the use of guideline-developed criteria or decision rules to inform the appropriate use of a CT scan was influenced by: knowledge; beliefs about consequences; environmental context and resources; memory, attention and decision processes; beliefs about capabilities; social influences; skills and behavioral regulation; (iii) providing verbal and written patient information on discharge was influenced by: beliefs about consequences; environmental context and resources; memory, attention and decision processes; social/professional role and identity; and knowledge; (iv) the practice of providing brief, routine follow-up on discharge was influenced by: environmental context and resources; social/professional role and identity; knowledge; beliefs about consequences; and motivation and goals. Conclusions: Using the Theoretical Domains Framework, factors thought to influence the management of mild traumatic brain injury in the emergency department were identified. These factors present theoretically based targets for a future intervention

Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.

This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. 'Modeling for Fidelity' (MFF) centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen's d>2.0) and significant (p<0.0001 per-post) changes in conceptual knowledge as well as self-efficacy towards learning about neurological disorders (Cohen's d>1.5, p<0.0001 pre-post). The data demonstrates that the virtual mentorship format in conjunction with extensive online educative materials is an effective method of developing extended interactions between biomedical scientists and teachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula

Self-efficacy.

<p><b>Retrospective pre-post test self-reported gains in self-efficacy relevant to the study of neurological disorders.</b> Students were evaluated for their self-reported changes in self-efficacy with a retrospective pre-post test analysis. The survey had a total of 54 possible points. Pre-post differences were measured by paired t test and were significant (*p<0.0001). The effect size was measured via Cohen's ‘d’ is very high. (N = 147 total students from 4 schools).</p><p>Self-efficacy.</p

Example from teacher scrapbook for Unit 2.

<p>Example from teacher scrapbook for Unit 2.</p

Conceptual knowledge inventory and problem solving skills.

<p><b>Pre-post gains in concept inventory and problem solving skills relevant to evaluating health claims in neurological disorders.</b> Student gains in ND concept inventory were evaluated from 10 multiple-choice and 2 short answer questions. Problem solving skills were evaluated from 5 case study questions. Pre-post differences were measured by paired t test and were significant (*p<0.0001). Effect size measured by Cohen's ‘d’ is very high (N = 175 total students from 4 schools).</p><p>Conceptual knowledge inventory and problem solving skills.</p

Within-teacher comparison.

<p><b>Within teacher comparison between ‘gold standard’ and ‘modeling for fidelity’ professional development programs.</b> The urban general high school teacher taught two modules from the GD curriculum to the same set of students. The first module, ID, was prepared with ‘gold standard’ PD, while the second module was prepared with MFF (the modules had different science partners). The effect size measured via Cohen's ‘d’ was very high in all cases and students made highly significant gains (p<0.0001, paired t test) in both measures regardless of the mode of PD their teacher had experienced.</p><p>Within-teacher comparison.</p