Facilitating a Whole-Life Approach to Career Development: The Role of Organizational Leadership

This article focuses on the whole-life approach to career development. A review of the ways in which career paths have been conceptualized over time demonstrates that increasing consideration has been given to nonwork factors (i.e., personal life and family life) in defining careers. The whole-life perspective on career development acknowledges that employees are striving for opportunities for professional development as well as individualized work-life balance, which changes over the life course. Although the careers literature has emphasized interorganizational mobility as the primary mechanism for achieving these goals, whole-life career development can also be achieved within a single organization when organizational leadership is willing to address employees\u27 work-family needs. This article addresses how leaders across organizational levels, including executive-level leaders and first-line supervisors, can foster whole-life career development. In addition to beneficial outcomes for employees, potential competitive advantages for organizations implementing the whole-life approach to career development are discussed

Reflections on Creating and Maintaining Supportive Graduate Program Culture Online: Lessons Learned from a Top-Ranked Doctoral Program

We agree with Kraiger et al. (2022) that creating and maintaining a strong and positive culture (p. X) is a primary challenge for developing and maintaining high-quality online industrial-organizational (I-O) graduate programs, especially doctoral programs. To elaborate on this topic and provide initial insights into best practices, we offer an analysis of our experience in translating our program culture, which ranked at the top for culture in a recent survey of I-O graduate programs (Roman et al., 2018), to an online setting in response to the global pandemic. The coauthor reflections represent multiple perspectives, including that of the doctoral program coordinator who has a 30-year span of experience and knowledge regarding the evolution of the program’s culture, a senior doctoral student who experienced the program entirely in-person for 4 years prior to online conditions, and a graduate student who entered the program under strictly online conditions. Our analysis is also informed by discussions with I-O faculty members and interviews with students who joined the program online in 2020 and 2021

Board 141: Engineering Identity as a Predictor of Undergraduate Students\u27 Persistence in Engineering

Improving graduation rates of students who have selected and been admitted to engineering majors is a pivotal strategy in supporting national initiatives to increase the number of engineering graduates. Research suggests that the degree to which a student is attached to or belongs to engineering as a discipline better explains persistence-related outcomes than lack of interest and ability. As a result, identity frameworks have proven useful for furthering the understanding of engineering persistence. In this paper, we examine the relationship between undergraduate students’ engineering identity and persistence as an engineering major. As part of an ongoing NSF IUSE project, a concise five-item measure of engineering identity was developed and validated. That measure was administered to a large sample of engineering freshmen at a southwestern engineering school. Engineering identity was assessed twice, once prior to the beginning of fall semester when students had not yet taken an engineering course (Time 1) and once at the end of fall semester after completing introductory engineering courses (Time 2). Persistence as an engineering major was assessed prior to the beginning of the sophomore year (Time 3). Results showed that engineering identity measured at both Time 1 (r = .09) and Time 2 (r = .22) was significantly related to persistence as an engineering major at Time 3. The paper describes the implications of these longitudinal findings, future data analyses, and the importance of engineering identity. Having a concise, validated measure of identity will be valuable for quick assessment of student engineering identity and gaining further understanding of the relationship between identity and persistence in engineering

Facilitating Online Learning via Zoom Breakout Room Technology : A Case of Pair Programming Involving Students with Learning Disabilities

The coronavirus disease of 2019 (COVID-19) pandemic has required many educators to redesign how they deliver their courses. In this study, we develop innovative procedures and pedagogy to teach pair programming via Zoom breakout rooms in a cloud environment. We report six fundamental innovative teaching mechanisms and procedures: 1) strategically planning a course, 2) effectively managing teaching resources, 3) enhancing faculty responsiveness, 4) selecting reliable technology, 5) mandating online educator’s training, and 6) accommodating students with learning disabilities. From teaching pair programming via Zoom breakout rooms, we have gained valuable experience in promoting collaborative, engaging, active, and problem-based learning activities in a cloud environment. Our results enrich our knowledge of delivering online education and contribute to pair programming literature in general

Students with Learning Disabilities, Pair Programming And Situational Motivation

Persons with learning disabilities (LD) are underrepresented in computer science and information technology fields despite the explosion of related career opportunities and interest. In this study, we examine the use of pair programming as a collaborative intervention in with computer programming and compare students with learning disabilities to students who do not have learning disabilities. We concentrate on situational motivation constructs which tap into the desire to meet goals and acquire skills. We find that students with LD and similar students without LD fare the same. For the both groups, three of the four situational motivation subscales increase after the introduction of pair programming. The use of pair programming holds promises as an educational intervention for all students including those with learning disabilities

Using Pair Programming as a Collaborative Learning Approach to Support Students With Learning Disabilities Via Zoom Breakout Rooms

Peer learning through pair programming is a type of collaborative learning that involves students working in pairs to discuss computer programming concepts or develop codes to solve problems. The Zoom breakout room method is applied to teach pair programming in a virtual classroom during the COVID-19 environment. By facilitating pair programming in a virtual learning environment, we gained valuable experience in promoting collaborative learning, active learning, and problem-based learning activities in a cloud setting

Transgene Excision Has No Impact on In Vivo Integration of Human iPS Derived Neural Precursors

The derivation of induced human pluripotent stem cells (hiPS) has generated significant enthusiasm particularly for the prospects of cell-based therapy. But there are concerns about the suitability of iPS cells for in vivo applications due in part to the introduction of potentially oncogenic transcription factors via viral vectors. Recently developed lentiviral vectors allow the excision of viral reprogramming factors and the development of transgene-free iPS lines. However it is unclear if reprogramming strategy has an impact on the differentiation potential and the in vivo behavior of hiPS progeny. Here we subject viral factor-free, c-myc-free and conventionally reprogrammed four-factor human iPS lines to a further challenge, by analyzing their differentiation potential along the 3 neural lineages and over extended periods of time in vitro, as well as by interrogating their ability to respond to local environmental cues by grafting into the striatum. We demonstrate similar and efficient differentiation into neurons, astrocytes and oligodendrocytes among all hiPS and human ES line controls. Upon intracranial grafting in the normal rat (Sprague Dawley), precursors derived from all hiPS lines exhibited good survival and response to environmental cues by integrating into the subventricular zone, acquiring phenotypes typical of type A, B or C cells and migrating along the rostral migratory stream into the olfactory bulb. There was no teratoma or other tumor formation 12 weeks after grafting in any of the 26 animals used in the study. Thus neither factor excision nor persistence of c-myc impact the behavior of hiPS lines in vivo.United States. National Institutes of HealthNew York State Stem Cell ScienceNational Institute of Neurological Disorders and Stroke (U.S.)Starr Foundation (Tri-Institutional Starr Stem Cell Scholars Fellowship

Large expert-curated database for benchmarking document similarity detection in biomedical literature search

Document recommendation systems for locating relevant literature have mostly relied on methods developed a decade ago. This is largely due to the lack of a large offline gold-standard benchmark of relevant documents that cover a variety of research fields such that newly developed literature search techniques can be compared, improved and translated into practice. To overcome this bottleneck, we have established the RElevant LIterature SearcH consortium consisting of more than 1500 scientists from 84 countries, who have collectively annotated the relevance of over 180 000 PubMed-listed articles with regard to their respective seed (input) article/s. The majority of annotations were contributed by highly experienced, original authors of the seed articles. The collected data cover 76% of all unique PubMed Medical Subject Headings descriptors. No systematic biases were observed across different experience levels, research fields or time spent on annotations. More importantly, annotations of the same document pairs contributed by different scientists were highly concordant. We further show that the three representative baseline methods used to generate recommended articles for evaluation (Okapi Best Matching 25, Term Frequency-Inverse Document Frequency and PubMed Related Articles) had similar overall performances. Additionally, we found that these methods each tend to produce distinct collections of recommended articles, suggesting that a hybrid method may be required to completely capture all relevant articles. The established database server located at https://relishdb.ict.griffith.edu.au is freely available for the downloading of annotation data and the blind testing of new methods. We expect that this benchmark will be useful for stimulating the development of new powerful techniques for title and title/abstract-based search engines for relevant articles in biomedical research.Peer reviewe

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead