Are we developing career-readiness skills in science graduates?

BACKGROUND As students transition from university education to employment, they require a range of skills and competencies to ensure future career readiness, including technical expertise, problem-solving abilities, effective communication, social network building, cultural awareness, resilience, and adaptability (Jackson, 2018; Roberts, 2016; Tomlinson, 2017). A number of these attributes are captured within the Threshold Learning Outcomes for Science graduates (Jones et al., 2011). The fluidity of careers also requires a greater emphasis on the development of metacognitive and reflective abilities so that graduates will have the capability, capacity, and confidence to use their personal resources appropriately and flexibly, regardless of environment. However, recent research has suggested that generic skill development is lacking in undergraduate science curricula (Sarkar et al., 2020). The work presented here aimed to understand more about the employability skills viewed as important by academics, students, graduates, and industry whilst also gauging perceived levels of attainment and confidence in those skills. DESIGN AND METHODS The confidence and capability of academics to prepare Science students to be career ready was explored by conducting surveys and community-of-practice style workshops. The perspectives of industry employers, students, and graduates was sought via surveys and focus groups. This information was then used in a co-creation workshop to identify effective ways of providing career pathways and industry connections to students as well as to develop employability skills. RESULTS AND CONCLUSIONS Survey results identified four key employability skills that were deemed important by all groups, but which industry felt were underdeveloped in graduates, and in which students were not confident. These were: working in a team and acknowledging other viewpoints, effective time management, communication to various audiences and making confident decisions. Discussions held in the academic-specific workshop identified key roadblocks to the effective implementation of employability skill development. These were: lack of opportunity/time to integrate skills into existing curricula, engaging students to participate, and assessment of the skills. The co-creation workshop then captured industry and academic insights facilitating the development of potential methodologies to overcome these roadblocks to help in teaching the key skills identified. Outcomes will be used to develop national best-practice guidelines for the integration of employability skill development. This may facilitate changes to the Science curriculum to ensure graduates are career ready. REFERENCES Jackson, D. (2018). Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning. International Journal of Work-Integrated Learning, 19, 23-35. Jones, S., Yates, B., & Kelder, J. (2011). Science Learning and Teaching Academic Standards Statement. Australian Learning & Teaching Council, Sydney. Roberts, S. (2016). Capital limits: Social class, motivations for term-time job searching and the consequences of joblessness among UK university students. Journal of Youth Studies, 20, 1–18. Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G. (2020). Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research & Development, 39(2), 346–361. Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education + Training, 59, 338-352

Future-proofing career readiness in science graduates: where, when and how?

BACKGROUND To ensure future career readiness, students must develop a range of skills and capacities including technical expertise, problem-solving abilities, effective communication, social and professional network building, interpersonal and cultural awareness, resilience, and adaptability (Jackson, 2018; Roberts, 2016; Tomlinson, 2017) as well as develop a well-grounded self-identity (Jackson, 2017). Given that careers are continuously evolving and perpetually fluid (Starr-Glass, 2019), graduates also need to critically perceive, engage, and reflect on their own identity and self-efficacy (Sarkar et al., 2016). However, recent research has shown that there is a lack of generic skill development in undergraduate science curricula (Sarkar et al., 2020) and academics have expressed concerns about their ability to provide reflective practice opportunities for students. This project, funded by the Australian Council of Deans of Science, aims to enhance the confidence and capability of academics to enhance their students career readiness; promote collaborative curriculum development between industry partners, graduates, and students; and develop national best practice guidelines for the enhancement of science graduate employability skills. THE WORKSHOP You are invited to join us for a collaborative and interactive workshop to explore where, when, and how employability skills could be implemented within the Sciences curriculum. We have used insights from students, graduates, industry employers and academics to propose possible best practice guidelines. This workshop will specifically road-test the co-created guidelines while also providing an opportunity for participants to further explore the following aspects: development of generic skills identified as more difficult to teach (such as metacognitive and reflective abilities, resilience and adaptability) enhancing the knowledge of career pathways and connecting with employers scaffolding and integration of work integrated learning activities into the curriculum (both in the workplace and in the classroom). REFERENCES Jackson, D. (2017). Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 74, 833–853. Jackson, D. (2018) Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning. International J Work-Integrated Learning, 19, 23-35. Roberts, S. (2016). Capital limits: Social class, motivations for term-time job searching and the consequences of joblessness among UK university students. Journal of Youth Studies, 20, 1–18. https://doi.org/10.1080/13676261.2016.1260697 Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G.  (2016) Graduate employability: View of recent science graduates and employers. International Journal of Innovation in Science and Mathematics Education, 24(3), 31-48. Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G. (2020). Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research & Development, 39(2), 346–361. Starr-Glass D (2019) Doing and being: future graduates, careers and Industry 4.0. On the Horizon, 27, 145–152. Tomlinson M (2017) Forms of graduate capital and their relationship to graduate employability. Education + Training, 59, 338-352

Pilot Study for Using ECG in Pre-participation Physical Exams in Collegiate Athletes

Title[j1] : Pilot Study for Using ECG in Pre-participation Physical Exams in Collegiate Athletes Authors: Bryan Ruiz, Mathew Massingill, Mike Cedeno, Steve Simpson, Joe Priest, Jennifer Blevins-McNaughton (Clinical Exercise Research Facility, Tarleton State University, masters) Background and Purpose: Disagreement exists in the sports medicine field concerning the best way to recognize and prevent unexpected deaths in sports. The purpose of this pilot study was to determine the extent to which using 12-lead ECG in pre-participation physical exams (PPE) meet diagnostic criteria for sudden cardiac death. Methods: Twenty-seven (N = 27) Division II athletes ages 18 to 24 were screened for ECG abnormalities during routine PPE. All subjects were required to go through a detailed medical and health history as a requirement of participation in NCAA athletic activity. This included a 29 item sign, symptom, and injury history list; vision screening; dental exam; and a general medical and musculoskeletal exam. Height, weight, supine 12-lead ECG (HP, QRS Card Suite® and Welch Allyn, CardioPerfect®) and supine blood pressures were measured using a standard sphygmomanometer and stethoscope. Each subject rested in a supine position for two minutes after which a blood pressure and average resting 12-lead ECG was recorded. Results are reported as means ± SD. Results: Descriptive results for males and females are presented in the attached table. Two male football athletes had diastolic blood pressures equal to 90 mmHg. One male football athlete (168 kg) had a borderline ECG marked by RSR’ pattern in V1, Lead III, and avF. This athlete also had a family history of hypertrophic cardiomyopathy. None of the other athletes screened met ECG criteria for needing further cardiac workup as described by Lawless and Best (2008). Variable Males (N = 20) Females (N = 7) Age 20.7 ± 1.8 19.4 ± 1.4 Weight (kg) 92.9 ± 26.0 77.1 ± 23.3 BMI (kg/m2) 28.7 ± 6.6 27.6 ± 6.7 Resting HR (bpm) 70.8 ± 11.2 72.4 ± 8.2 Resting SBP (mmHg) 122.3 ± 7.5 117.0 ± 11.3 Resting DBP (mmHg) 66.8 ± 15.6 65.0 ± 12.3 Resting RPP (mmHg·bpm-2) 86.5 ± 15.8 84.7 ± 13.1 PR interval (msec) 162.5 ± 20.3 143.6 ± 13.6 QRS interval (msec) 98.6 ± 11.2 93.1 ± 15.1 QT interval (msec) 382.9 ± 27.9 352.4 ± 123.5 Axis (°) 70.6 ± 26.9 61.3 ± 36.9 Conclusion: The goal for the future is to continue to use ECG in PPE as well as to follow this pilot group in the future to identify and match cardiac events to appropriate screening tools. [j1

Ventriculo-arterial coupling detects occult RV dysfunction in chronic thromboembolic pulmonary vascular disease.

Chronic thromboembolic disease (CTED) is suboptimally defined by a mean pulmonary artery pressure (mPAP)  0.68 and Ees/Ea < 0.68 subgroups demonstrated constant RV stroke work but lower stroke volume (87.7 ± 22.1 vs. 60.1 ± 16.3 mL respectively, P = 0.006) and higher end-systolic pressure (36.7 ± 11.6 vs. 68.1 ± 16.7 mmHg respectively, P < 0.001). Lower Ees/Ea in CTED also correlated with reduced exercise ventilatory efficiency. Low Ees/Ea aligns with features of RV maladaptation in CTED both at rest and on exercise. Characterization of Ees/Ea in CTED may allow for better identification of occult RV dysfunction

Assessing the assessments: Evidencing and benchmarking student learning outcomes in chemistry

Background Higher Education in Australia is in a phase of rapid change due to a number of regulatory changes. Over the past five years the Australian Chemistry community has agreed on a list of Chemistry Threshold Learning Outcomes (CTLOs) that every student graduating from an Australian University will have attained. In addition, the Royal Australian Chemical Institute (RACI) has changed its accreditation process for Chemistry degrees and now uses these CTLOs as the basis for accreditation. Therefore, it is now paramount to ensure that our assessment items allow students to demonstrate attainment of the CTLOs during a degree (Elmgren, Ho, Åkesson, Schmid & Towns 2015). The “Assessing the Assessments” project, funded by the Australian Government’s Office for Learning and Teaching (OLT ID14-3562) is developing a framework designed to help academics at tertiary institutions to determine the alignment of their assessment items with the CTLOs. The project is also collating a database of exemplary standards-based assessment items. Outcomes The project team has developed an online pro-forma, allowing self-assessment and submission of assessment items. Through workshops, colleagues are guided through a deeper evaluation of assessment items to determine how they meet or fall short of attainment of specific CTLOs. These workshops are designed to support evaluation of assessment items to ensure that they are CTLO compliant, using a tool developed over the course of the project. Results of evaluations conducted using this tool provide information regarding which portions of each CTLO students engage with through the task’s design, the level of scope and complexity at which they are engaged and the extent to which the attainment of each CTLO is assessed. Results also reveal which features of the CTLOs may need to be assessed more explicitly or rigorously in order to confirm student attainment or otherwise. References Elmgren, M., Ho, F., Åkesson, E., Schmid S. & Towns, M. J. Chem. Educ. 92, 427- 432 (2015). Comparison and evaluation of learning outcomes from an international perspective: Development of a best-practice process. Proceedings of the Australian Conference on Science and Mathematics Education, The University of Queensland, Sept 28th to 30th, 2016, page X, ISBN Number 978-0-9871834-4-6

Assessment of learning outcomes workshop: How do you know that your assessment tasks are effective?

Background Higher Education in Australia is in a phase of rapid change due to regulatory changes (TEQSA) and a shift towards a standards based framework. Over the past five years, the Chemistry community in Australia has developed the Chemistry Threshold Learning Outcomes (CTLOs) which articulate the outcomes that every student graduating from an Australian university with a major in Chemistry will have attained. In keeping with this development, the Royal Australian Chemical Institute (RACI) now bases its accreditation for Chemistry degrees on the CTLOs. Therefore, it is now vital to the Chemistry community to ensure that the assessment items we use allow students to demonstrate attainment of all CTLOs during their chemistry degree. Our OLT funded project (Assessing the assessments: Evidencing and benchmarking student learning outcomes in Chemistry (OLT ID14-3562)) has developed a diagnostic framework that will help you to determine whether your assessment items actually deliver reliable measures of student performance and provide evidence of achievement of the CTLOs. An additional outcome of the project will be a database of standards-based assessment items to be shared with the Chemistry community. Workshop Format We invite you to attend this half-day workshop where project team members will guide you through evaluating your assessment items for their ‘fitness for purpose’ in providing evidence of achievement of the CTLOs. Ideally you will bring along one of your 2nd or 3rd year Chemistry assessment items (in electronic format) so that the workshop team can guide you through an online submission and evaluation to determine: 1. Which CTLOs are explicitly demonstrated by students through successful completion of the item? 2. Is your task suited to a developing or graduate level understanding? 3. To what extent can your task be said to help confirm student attainment of the CTLOs? A critical aspect of this process is consideration of marking schemes and student work for the assessment items. We strongly encourage you to bring one or two pieces of marked pass level student work (de-identified) that can be used to evidence successful attainment of a particular CTLO. A central part of the workshop will be a ‘calibration’ exercise, which allows developing a mutual understanding of what constitutes demonstrating attainment of a particular CTLO. While the content of this workshop is Chemistry specific, the process is not. Therefore we are confident that all ACSME attendees will find this to be a valuable experience. All are invited. Attendance is free, however, registration is required for catering purposes. Proceedings of the Australian Conference on Science and Mathematics Education, The University of Queensland, Sept 28th to 30th, 2016, page X, ISBN Number 978-0-9871834-4-6

The complete sequence of human chromosome 5

Chromosome 5 is one of the largest human chromosomes yet has one of the lowest gene densities. This is partially explained by numerous gene-poor regions that display a remarkable degree of noncoding and syntenic conservation with non-mammalian vertebrates, suggesting they are functionally constrained. In total, we compiled 177.7 million base pairs of highly accurate finished sequence containing 923 manually curated protein-encoding genes including the protocadherin and interleukin gene families and the first complete versions of each of the large chromosome 5 specific internal duplications. These duplications are very recent evolutionary events and play a likely mechanistic role, since deletions of these regions are the cause of debilitating disorders including spinal muscular atrophy (SMA)

A5_2 Big MAC: Worth it?

This paper aims to ascertain the power requirements and feasibility of an orbital Magnetic Accelerator Cannon (MAC) from the Halo franchise. The power required was calculated to be P=1.603×10^24 W. It was also calculated that it would take the UK approximately 70 years to charge the MAC

A5_3 Explosive Decompression: Trajectory Troubles

In this paper we investigate and model the effects of an Explosive Decompression on the orbital trajectory of the International Space Station (ISS). We found that in an ideal, full decompression, the trajectory of the ISS would remain relatively unchanged, only affecting the altitude of perigee by 8 km