The Relationship between Predation Pressure, Demography and Genetic Diversity in Song Sparrow (Melospiza melodia) Populations

While the impacts of predators on prey demography are well studied, relatively few studies have explored how predators affect the population genetics of prey. I investigated the effects of predation pressure on genetic diversity and genetic similarity in song sparrows (Melospiza melodia) and the demographic mechanisms (births, deaths and dispersal) that may drive this relationship. I compared genetic diversity and genetic similarity (measured at 13 neutral microsatellite loci) between landscapes (island and mainland), and between populations within each landscape. In every comparison, sparrows inhabiting the landscape or population with higher nest predation were more related to one another, and in one comparison, had lower genetic diversity. High nest predation also was associated with reduced birth and population growth rates, and increased variance in reproductive success. Thus, the effects predators have on prey demography may negatively impact the genetic diversity of prey populations, beyond their effects on prey population size

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

Engaging and empowering students as change agents in science education

Students engaged as partners in pedagogical research can be empowered to become change agents in higher education. Students often bring unique insight, perceptions and ideas that complement faculty expertise regarding teaching practices. In this session, we will explore a partnership model that we have used to engage a team of undergraduate Science students with Science faculty and staff to create novel cancer biology pedagogy. Specifically, the undergraduate student researchers will showcase their strategies in working collaboratively to develop 1) a cancer biology teaching lab that will be implemented into the first-year Biology courses, and 2) a cancer biology workshop for public education with our community partners, Let’s Talk Science and the Windsor Cancer Research Group. In addition to promoting a deeper understanding of cancer biology and science education, we will also demonstrate how this model builds and strengthens student-faculty partnerships in Science and creates new pathways for engagement and networking of students within the community. Equipped with these transformative experiences, students are empowered to take on educational leadership roles and hence become positive change agents of higher education in Science. We will also consider mechanisms for adopting our model of student-faculty partnerships to other disciplines, thus enriching the overall teaching culture

Responding to Natural and industrial Disasters: Partnerships and Lessons Learned

OBJECTIVES: The aim of this study was to provide insights learned from disaster research response (DR2) efforts following Hurricane Harvey in 2017 to launch DR2 activities following the Intercontinental Terminals Company (ITC) fire in Deer Park, Texas, in 2019. METHODS: A multidisciplinary group of academic, community, and government partners launched a myriad of DR2 activities. RESULTS: The DR2 response to Hurricane Harvey focused on enhancing environmental health literacy around clean-up efforts, measuring environmental contaminants in soil and water in impacted neighborhoods, and launching studies to evaluate the health impact of the disaster. The lessons learned after Harvey enabled rapid DR2 activities following the ITC fire, including air monitoring and administering surveys and in-depth interviews with affected residents. CONCLUSIONS: Embedding DR2 activities at academic institutions can enable rapid deployment of lessons learned from one disaster to enhance the response to subsequent disasters, even when those disasters are different. Our experience demonstrates the importance of academic institutions working with governmental and community partners to support timely disaster response efforts. Efforts enabled by such experience include providing health and safety training and consistent and reliable messaging, collecting time-sensitive and critical data in the wake of the event, and launching research to understand health impacts and improve resiliency

A multi-center population-based case–control study of ovarian cancer in African-American women: the African American Cancer Epidemiology Study (AACES)

Abstract: Background: Ovarian cancer (OVCA) is the leading cause of death from gynecological cancer, with poorer survival for African American (AA) women compared to whites. However, little is known about risk factors for OVCA in AA. To study the epidemiology of OVCA in this population, we started a collaborative effort in 10 sites in the US. Here we describe the study and highlight the challenges of conducting a study of a lethal disease in a minority population. Methods: The African American Cancer Epidemiology Study (AACES) is an ongoing, population-based case–control study of OVCA in AA in 10 geographic locations, aiming to recruit 850 women with invasive epithelial OVCA and 850 controls age- and geographically-matched to cases. Rapid case ascertainment and random-digit-dialing systems are in place to ascertain cases and controls, respectively. A telephone survey focuses on risk factors as well as factors of particular relevance for AAs. Food-frequency questionnaires, follow-up surveys, biospecimens and medical records are also obtained. Results: Current accrual of 403 AA OVCA cases and 639 controls exceeds that of any existing study to date. We observed a high proportion (15%) of deceased non-responders among the cases that in part is explained by advanced stage at diagnosis. A logistic regression model did not support that socio-economic status was a factor in advanced stage at diagnosis. Most risk factor associations were in the expected direction and magnitude. High BMI was associated with ovarian cancer risk, with multivariable adjusted ORs and 95% CIs of 1.50 (0.99-2.27) for obese and 1.27 (0.85- 1.91) for morbidly obese women compared to normal/underweight women. Conclusions: AACES targets a rare tumor in AAs and addresses issues most relevant to this population. The importance of the study is accentuated by the high proportion of OVCA cases ascertained as deceased. Our analyses indicated that obesity, highly prevalent in this population (>60% of the cases), was associated with increased OVCA risk. While these findings need to be replicated, they suggest the potential for an effective intervention on the risk in AAs. Upon completion of enrollment, AACES will be the largest epidemiologic study of OVCA in AA women

A multi-center population-based case-control study of ovarian cancer in African-American women: the African American Cancer Epidemiology Study (AACES)

Abstract: Background: Ovarian cancer (OVCA) is the leading cause of death from gynecological cancer, with poorer survival for African American (AA) women compared to whites. However, little is known about risk factors for OVCA in AA. To study the epidemiology of OVCA in this population, we started a collaborative effort in 10 sites in the US. Here we describe the study and highlight the challenges of conducting a study of a lethal disease in a minority population. Methods: The African American Cancer Epidemiology Study (AACES) is an ongoing, population-based case–control study of OVCA in AA in 10 geographic locations, aiming to recruit 850 women with invasive epithelial OVCA and 850 controls age- and geographically-matched to cases. Rapid case ascertainment and random-digit-dialing systems are in place to ascertain cases and controls, respectively. A telephone survey focuses on risk factors as well as factors of particular relevance for AAs. Food-frequency questionnaires, follow-up surveys, biospecimens and medical records are also obtained. Results: Current accrual of 403 AA OVCA cases and 639 controls exceeds that of any existing study to date. We observed a high proportion (15%) of deceased non-responders among the cases that in part is explained by advanced stage at diagnosis. A logistic regression model did not support that socio-economic status was a factor in advanced stage at diagnosis. Most risk factor associations were in the expected direction and magnitude. High BMI was associated with ovarian cancer risk, with multivariable adjusted ORs and 95% CIs of 1.50 (0.99-2.27) for obese and 1.27 (0.85- 1.91) for morbidly obese women compared to normal/underweight women. Conclusions: AACES targets a rare tumor in AAs and addresses issues most relevant to this population. The importance of the study is accentuated by the high proportion of OVCA cases ascertained as deceased. Our analyses indicated that obesity, highly prevalent in this population (>60% of the cases), was associated with increased OVCA risk. While these findings need to be replicated, they suggest the potential for an effective intervention on the risk in AAs. Upon completion of enrollment, AACES will be the largest epidemiologic study of OVCA in AA women

2016 Research & Innovation Day Program

A one day showcase of applied research, social innovation, scholarship projects and activities.https://first.fanshawec.ca/cri_cripublications/1003/thumbnail.jp

Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program

The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging