Do I belong? Impostorism in science students

Impostor Phenomenon (IP) is commonly experienced by individuals in academia and is characterized as intellectual feelings of phoniness and fraudulence that can undermine confidence in oneself. Impostor feelings may also include high levels of self-doubt and self-criticism, difficulty accepting compliments or praise, perfectionism, and concerns about perceptions of incompetence. We conducted a campus-wide Impostor Phenomenon survey at the University of Windsor in Fall 2019. Over 1300 students responded to the survey questions about IP, resilience (the ability to maintain reasonable levels of psychological and physical functioning in the face of potentially disruptive events and stressors; Bonanno, 2004), general self-efficacy (a person’s beliefs about their abilities to execute certain behaviours and accomplish certain outcomes; Bandura, 2010), and satisfaction with life. Many students also provided answers to open-ended questions about impostorism and belonging that were subjected to a content analysis (analyzing and summarizing the data using iterative coding). We will share our findings from this survey, focusing on responses from science undergraduate and graduate students. We will also discuss how we used these findings to develop and deliver an online workshop to make students aware of IP and share strategies for managing feelings of impostorism. We invite you to bring your own device if you would like to participate in online Mentimeter polls during our presentation. This research was approved by the University of Windsor research ethics board

A review and critique of academic lab safety research

Over the past ten years, there have been several high-profile accidents in academic laboratories around the world, resulting in significant injuries and fatalities. The aftermath of these incidents is often characterized by calls for reflection and re-examination of the academic discipline’s approach to safety research and policy. However, the study of academic lab safety is still underdeveloped and necessary data about changes in safety attitudes and behaviours has not been gathered. This Review article critically examines the state of academic chemical safety research from a multifactorial stance, including research on the occurrence of lab accidents, contributors to lab accidents, the state of safety training research and the cultural barriers to conducting safety research and implementing safer lab practices. The Review concludes by delineating research questions that must be addressed to minimize future serious academic laboratory incidents as well as stressing the need for committed leadership from our research institutions

The Ninth Data Release of the Sloan Digital Sky Survey: First Spectroscopic Data from the SDSS-III Baryon Oscillation Spectroscopic Survey

The Sloan Digital Sky Survey III (SDSS-III) presents the first spectroscopic data from the Baryon Oscillation Spectroscopic Survey (BOSS). This ninth data release (DR9) of the SDSS project includes 535,995 new galaxy spectra (median z=0.52), 102,100 new quasar spectra (median z=2.32), and 90,897 new stellar spectra, along with the data presented in previous data releases. These spectra were obtained with the new BOSS spectrograph and were taken between 2009 December and 2011 July. In addition, the stellar parameters pipeline, which determines radial velocities, surface temperatures, surface gravities, and metallicities of stars, has been updated and refined with improvements in temperature estimates for stars with T_eff<5000 K and in metallicity estimates for stars with [Fe/H]>-0.5. DR9 includes new stellar parameters for all stars presented in DR8, including stars from SDSS-I and II, as well as those observed as part of the SDSS-III Sloan Extension for Galactic Understanding and Exploration-2 (SEGUE-2). The astrometry error introduced in the DR8 imaging catalogs has been corrected in the DR9 data products. The next data release for SDSS-III will be in Summer 2013, which will present the first data from the Apache Point Observatory Galactic Evolution Experiment (APOGEE) along with another year of data from BOSS, followed by the final SDSS-III data release in December 2014.Comment: 9 figures; 2 tables. Submitted to ApJS. DR9 is available at http://www.sdss3.org/dr

A global perspective on the trophic geography of sharks

Sharks are a diverse group of mobile predators that forage across varied spatial scales and have the potential to influence food web dynamics. The ecological consequences of recent declines in shark biomass may extend across broader geographic ranges if shark taxa display common behavioural traits. By tracking the original site of photosynthetic fixation of carbon atoms that were ultimately assimilated into muscle tissues of 5,394 sharks from 114 species, we identify globally consistent biogeographic traits in trophic interactions between sharks found in different habitats. We show that populations of shelf-dwelling sharks derive a substantial proportion of their carbon from regional pelagic sources, but contain individuals that forage within additional isotopically diverse local food webs, such as those supported by terrestrial plant sources, benthic production and macrophytes. In contrast, oceanic sharks seem to use carbon derived from between 30° and 50° of latitude. Global-scale compilations of stable isotope data combined with biogeochemical modelling generate hypotheses regarding animal behaviours that can be tested with other methodological approaches.This research was conducted as part of C.S.B.’s Ph.D dissertation, which was funded by the University of Southampton and NERC (NE/L50161X/1), and through a NERC Grant-in-Kind from the Life Sciences Mass Spectrometry Facility (LSMSF; EK267-03/16). We thank A. Bates, D. Sims, F. Neat, R. McGill and J. Newton for their analytical contributions and comments on the manuscripts.Peer reviewe

Later life sex and Rubin’s ‘Charmed Circle'

Gayle Rubin’s now classic concept of the ‘charmed circle’ has been much used by scholars of sexuality to discuss the ways in which some types of sex are privileged over others. In this paper, I apply the concept of the charmed circle to a new topic– later life – in order both to add to theory about later life sex and to add an older-age lens to thinking about sex hierarchies. Traditional discursive resources around older people’s sexual activities, which treat older people’s sex as inherently beyond the charmed circle, now coexist with new imperatives for older people to remain sexually active as part of a wider project of ‘successful’ or ‘active’ ageing. Drawing on the now-substantial academic literature about later life sex, I discuss some of the ways in which redrawing the charmed circle to include some older people’s sex may paradoxically entail the use of technologies beyond the charmed circle of ‘good, normal, natural, blessed’ sex. Sex in later life also generates some noteworthy inversions in which types of sex are privileged and which treated as less desirable, in relation to marriage and procreation. Ageing may, furthermore, make available new possibilities to redefine what constitutes ‘good’ sex and to refuse compulsory sexuality altogether, without encountering stigma

Accident experiences and reporting practices in Canadian chemistry and biochemistry labs: A pilot investigation

Accidents in chemistry and biochemistry laboratories are a regular occurrence and have been associated with injuries, property damage, and deaths. However, despite a high prevalence rate of accident involvement reported in previous investigations of academic lab personnel (approximately 30%), little is known about the context in which academic lab accidents occur. Previous findings also suggest a high degree of accident underreporting (25–40%), but again, little is known about this phenomenon. Pilot data was gathered from a convenience sample of 104 students and postdoctoral fellows in chemistry-related fields through an online survey. Results showed a high level of accident involvement (56.7%); of that number, most of those (65.9%) had been involved in multiple accidents. Most accidents involved only personal injuries and happened on a weekday afternoon with other lab members present. The majority of participants reported wearing multiple types of PPE at the time; however, adherence rates for any one type of equipment (e.g., goggles, gloves, coat) was less than 50%. Most (69.6%) reported their accidents to multiple individuals and were at least somewhat or very satisfied (81.2%) with their decision to report. Participants who chose not to report their accidents reported barriers such as beliefs that the accident was not severe, concerns about judgment, self-blame, and not knowing they had to report the accident or how. Implications for safety training and reporting practices are considered

Concordance (ou discordance) entre les perceptions des étudiants et des étudiantes et celle des membres du personnel et des professeurs et des professeures, du stress ressenti par les étudiants et les étudiantes en sciences

The purpose of this study was to explore the experience and management of stress in science students and to evaluate concordance with faculty/staff members’ appraisal of student stress. A survey was completed by 308 students and by 40 staff and faculty members. Students’ stress levels were high but there were no differences based on demographic groups. Students’ top stressors included workload, grades, career, time management, and anxiety. Faculty and staff members accurately estimated the level of undergraduate student stress but underestimated graduate student stress. They also demonstrated a good understanding of the role of specific academic stressors, but consistently overestimated the contribution of stress from other sources. Students described using a variety of different coping strategies, including social support, self-care, hobbies, and problem-solving.L’objectif de cette étude était d’explorer l’expérience et la gestion du stress parmi les étudiants et les étudiantes en sciences et d’évaluer leur concordance avec l’évaluation du stress des étudiants et des étudiantes par les professeurs, les professeures et les membres du personnel. Un sondage a été mené auprès de 308 étudiants et étudiantes ainsi que 40 professeurs, professeures et membres du personnel. Les niveaux de stress ressenti par les étudiants et les étudiantes étaient élevés mais il n’y avait aucune différence basée sur les groupes démographiques. Les principaux facteurs de stress ressenti par les étudiants et les étudiantes étaient la charge de travail, les notes, les carrières, la gestion du temps et l’anxiété. Les professeurs, les professeures et les membres du personnel avaient estimé avec exactitude le niveau de stress ressenti par les étudiants et les étudiantes de premier cycle mais avaient sous-estimé le niveau de stress ressenti par les étudiants et les étudiantes des cycles supérieurs. Ils avaient également montré une bonne compréhension du rôle des divers facteurs de stress spécifiques à l’université, mais avaient systématiquement surestimé la contribution du stress causé par d’autres sources. Les étudiants et les étudiantes ont expliqué qu’ils faisaient appel à toute une variété de stratégies différentes pour gérer le stress, y compris le soutien social, les soins personnels, les passe-temps et la résolution de problèmes

Concordance (or Discordance) Between Students and Staff/Faculty Perceptions of Student Stress in Science

The purpose of this study was to explore the experience and management of stress in science students and to evaluate concordance with faculty/staff members’ appraisal of student stress. A survey was completed by 308 students and by 40 staff and faculty members. Students’ stress levels were high but there were no differences based on demographic groups. Students’ top stressors included workload, grades, career, time management, and anxiety. Faculty and staff members accurately estimated the level of undergraduate student stress but underestimated graduate student stress. They also demonstrated a good understanding of the role of specific academic stressors, but consistently overestimated the contribution of stress from other sources. Students described using a variety of different coping strategies, including social support, self-care, hobbies, and problem-solving