Make It Real - Undergraduate Research Opportunities

Theme one in the Quest for Distinction is for VCU to become a leader among national research universities in providing all students with high quality learning/living experiences focused on inquiry, discovery, and innovation in a global environment. Quest is grounded in a commitment to providing students with a diversity of experiences which are available at a premiere public research university. The goal of this project is to take advantage of the wealth of research resources at the Medical College of Virginia Campus, coordinate cross campus efforts to facilitate the use of these resources and increase faculty participation in mentoring undergraduate research projects

Using the Galileo Solid-State Imaging Instrument as a Sensor of Jovian Energetic Electrons

We quantitatively describe the Jovian energetic electron environment using the Solid State Imager (SSI) on the Galileo spacecraft. We post-process raw SSI images by removing the target object and dark current to obtain frames only with the radiation contribution. The camera settings (gain state, filter, etc.) are used to compute the energy deposited in each pixel, which corresponds to the intensity of the observed radiation hits (the actual measurements are expressed with the digital number (DN), from which the energy deposited can be computed). Histograms of the number of pixels versus energy deposited by incident particles from processed SSI images are compared with the results from 3D Monte Carlo transport simulations of the SSI using Geant4. We use Geant4 to simulate the response of the SSI instrument to mono-energetic electron environments from 1 to 100 MeV. We fit the modeled instrument response to the SSI data using a linear combination of the simulated mono-energetic histograms to match the SSI observations. We then estimate the spectra of the energetic electron environment at Jupiter, or we estimate the integral flux when there is lower confidence in the spectra fits. We validate the SSI results by comparing the environment predictions to the observations from the Energetic Particle Detector (EPD) on the Galileo spacecraft, examining the electron differential fluxes from 10’s of keV to 11 MeV. For higher energies (up to 31.0 MeV), we compare our findings with the NASA GIRE model, which is based on measurements from the Pioneer spacecraft. This approach could be applied to other sets of imaging data in energetic electron environments, such as from star trackers in geostationary Earth orbits.Funding for A. Carlton’s work is provided by a NASA Space Technology Research Fellowship (NNX16AM74H)

Useful to Usable: Developing Usable Climate Science for Agriculture

The Useful to Usable (U2U) project was a six-year research and extension project funded by the United States Department of Agriculture to provide both useful and usable climate information for the agricultural (corn) sector in the Midwestern United States. The project adopted an extensive co-production of knowledge and decision-making approach that involved intense iteration with potential end-users, including farmers and a variety of pro- fessional agricultural advisors, through focus groups and surveys, feedback at outreach events, and frequent informal interactions to develop both decision support tools and delivery mechanisms that met stakeholder needs. This overview paper for this special issue illustrates some key ways that the co-production process informed the overall project. Subsequent papers in the special issue span the different objectives of the U2U project, including social, climate, and agronomic sciences. A brief overview of these papers is pre- sented here

Microscopic-observation drug-susceptibility assay for the diagnosis of TB.

BACKGROUND: New diagnostic tools are urgently needed to interrupt the transmission of tuberculosis and multidrug-resistant tuberculosis. Rapid, sensitive detection of tuberculosis and multidrug-resistant tuberculosis in sputum has been demonstrated in proof-of-principle studies of the microscopic-observation drug-susceptibility (MODS) assay, in which broth cultures are examined microscopically to detect characteristic growth. METHODS: In an operational setting in Peru, we investigated the performance of the MODS assay for culture and drug-susceptibility testing in three target groups: unselected patients with suspected tuberculosis, prescreened patients at high risk for tuberculosis or multidrug-resistant tuberculosis, and unselected hospitalized patients infected with the human immunodeficiency virus. We compared the MODS assay head-to-head with two reference methods: automated mycobacterial culture and culture on Löwenstein-Jensen medium with the proportion method. RESULTS: Of 3760 sputum samples, 401 (10.7%) yielded cultures positive for Mycobacterium tuberculosis. Sensitivity of detection was 97.8% for MODS culture, 89.0% for automated mycobacterial culture, and 84.0% for Löwenstein-Jensen culture (P<0.001); the median time to culture positivity was 7 days, 13 days, and 26 days, respectively (P<0.001), and the median time to the results of susceptibility tests was 7 days, 22 days, and 68 days, respectively. The incremental benefit of a second MODS culture was minimal, particularly in patients at high risk for tuberculosis or multidrug-resistant tuberculosis. Agreement between MODS and the reference standard for susceptibility was 100% for rifampin, 97% for isoniazid, 99% for rifampin and isoniazid (combined results for multidrug resistance), 95% for ethambutol, and 92% for streptomycin (kappa values, 1.0, 0.89, 0.93, 0.71, and 0.72, respectively). CONCLUSIONS: A single MODS culture of a sputum sample offers more rapid and sensitive detection of tuberculosis and multidrug-resistant tuberculosis than the existing gold-standard methods used

Online remote exams in higher education: distance learning students' views

As a result of the Covid-19 pandemic, universities had to re-structure their assessment design, policies and processes. It is clear that the experiment of having exams delivered in an online format has allowed institutions to question what the most appropriate format for the future is (St-Onge et al., 2022). The assessment conversation around the design of the online exams and the technology used aimed at ensuring that student expectations were met while securing assessment standards. This study aimed to explore student views at a major distance-learning university in the UK about participating in online remote exams. The institution replaced the common pre-covid practice of taking face-to-face exams at local centres appointed by the university with remote open book-style exams. This work focuses on responses to: (a) a closed-ended question on whether students had a positive, negative or mixed experience with online exams and (b) an open-ended exploratory question inviting students to report their previous experiences with online exams, if any. Content analysis was used to make valid inferences from the survey respondents’ open-ended responses focusing on the meaning in context (Krippendorff, 2018). The majority of respondents (83%) reported that they never completed an online remote exam at home (or work) as an alternative to their face-to-face exams. The rest (n = 107) completed online remote exams at home in one course (12%) or more than one course (5%). This may have occurred due to pandemic or to accommodate students with disabilities or other circumstances as part of standard processes. The students who completed an exam at home mainly described their experience as positive (76%, n = 81). However, some students had a mixed (19%, n = 20) or negative (5%, n = 5) experience. Findings from 107 student responses to an online survey on assessment, pointed to positive and negative areas of experience with online exams. Exploring students’ comments on positive experiences (n = 76), the area with the largest proportion of positive mentions (36%) was ‘exam duration and time’, followed by ‘anxiety/pressure’ (26%), ‘exams at home’ (20%), ‘travel to exam centre’ (16%), ‘real-life equivalent’ (8%), and ‘invigilation’(4%). Exploring students’ comments on negative experiences (n = 15), the area with the largest proportion of negative mentions (52%) was ‘equipment and technical issues’, followed by ‘invigilation and rigorousness’ (26%), ‘exam duration and time’ (9%), ‘marks’ (8%), and ‘distractions at home’ (7%). The evidence from this study suggests that while most survey respondents show a clear preference towards online remote exams, there is no clear ‘winner’ as different groups of students reveal barriers and challenges in assuming a different exam model. This study provides an agenda for universities with temporary and permanent distance learning programmes to develop or improve ways that students or particular groups of students are assessed by providing positive areas of perception. References: [1] Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications. [2] St‐Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID‐19 as the tipping point for integrating e‐assessment in higher education practices. British Journal of Educational Technology, 53(2), 349-366

Examining university student satisfaction and barriers to taking online remote exams

Recent years have seen a surge in the popularity of online exams at universities, due to the greater convenience and flexibility they offer both students and institutions. Driven by the dearth of empirical data on distance learning students' satisfaction levels and the difficulties they face when taking online exams, a survey with 562 students at The Open University (UK) was conducted to gain insights into their experiences with this type of exam. Satisfaction was reported with the environment and exams, while work commitments and technical difficulties presented the greatest barriers. Gender, race and disability were also associated with different levels of satisfaction and barriers. This study adds to the increasing number of studies into online exams, demonstrating how this type of exam can still have a substantial effect on students experienced in online learning systems and technologies

Manual for implementation or modification of child vision and hearing screening programmes:EUSCREEN

The euscreen study aimed to compare vision and hearing screening programmes for children in all EU states by using a cost-effectiveness model. The cost-effectiveness model predicts the most cost-effective and affordable way to screen children in each country, given the local circumstances. Representatives of countries in Europe were asked to provide detailed data on the following domains: demography, the general background of screening systems, existing screening systems, coverage/attendance, tests used, follow-up/diagnosis, treatment, benefits and adverse effects. Paediatric ophthalmologists, paediatric otolaryngologists, audiologists and professionals who organise and perform screening in each country were invited to participate in the study and report on the state of screening in their country. An extensive, detailed questionnaire was developed for that purpose. Screening programmes have been tested in the county of Cluj in Romania for vision, and in three counties in Albania for hearing screening. This manual for implementation or modification of child vision and hearing screening programmes was developed by detailed tracking, and from identified requisites, facilitators and barriers. The cost-effectiveness model and this manual for implementation will assist healthcare providers and policy makers worldwide in their decisions to introduce or modify vision and hearing screening programmes, and increase effectiveness, efficiency and equity of child healthcar

Manual for implementation or modification of child vision and hearing screening programmes:EUSCREEN

The euscreen study aimed to compare vision and hearing screening programmes for children in all EU states by using a cost-effectiveness model. The cost-effectiveness model predicts the most cost-effective and affordable way to screen children in each country, given the local circumstances. Representatives of countries in Europe were asked to provide detailed data on the following domains: demography, the general background of screening systems, existing screening systems, coverage/attendance, tests used, follow-up/diagnosis, treatment, benefits and adverse effects. Paediatric ophthalmologists, paediatric otolaryngologists, audiologists and professionals who organise and perform screening in each country were invited to participate in the study and report on the state of screening in their country. An extensive, detailed questionnaire was developed for that purpose. Screening programmes have been tested in the county of Cluj in Romania for vision, and in three counties in Albania for hearing screening. This manual for implementation or modification of child vision and hearing screening programmes was developed by detailed tracking, and from identified requisites, facilitators and barriers. The cost-effectiveness model and this manual for implementation will assist healthcare providers and policy makers worldwide in their decisions to introduce or modify vision and hearing screening programmes, and increase effectiveness, efficiency and equity of child healthcar

Online exams in higher education: Exploring distance learning students' acceptance and satisfaction

Background Research into online exams in higher education has grown significantly, especially as they became common practice during the COVID-19 pandemic. However, previous studies focused on understanding individual factors that relate to students' dispositions towards online exams in ‘traditional’ universities. Moreover, there is little knowledge on university distance learning students' experience of transitioning from in-person to online exams. Objectives This study investigates the acceptance and satisfaction of university distance learning students in their transitioning from in-person to online exams, through multiple factors. Methods We employed a mixed-methods study to understand the relationship between assessment and online exam factors (e.g., revision and online exam satisfaction, assessment competencies, invigilation acceptance, exam anxiety and workspace satisfaction). Cluster analysis and interview data contributed to our understanding of students who are ‘strongly positive’ and ‘less positive’ towards online exams. Results and Conclusions Our findings highlight the overall importance of increasing student confidence by building their assessment competencies throughout their studies and familiarising them early with the technologies and formats to be used in the actual exam. We also shed light on particular student characteristics that relate to reduced online exam acceptance, such as students with disabilities, caring responsibilities and mental health issues, or students who lack access to the necessary technology. Implications The findings and recommendations of this research contribute to the wider agenda of designing fair and trustworthy online assessment, including exams, for the futur

Black Sickle Cell Patients’ Lives Matter: Healthcare, long- term shielding and psychological distress during a racialized pandemic in England – a mixed-methods study

Open accessObjective: To understand the psychological and social impact of shielding on people with sickle cell disorders and their carers in the Midlands region of England. This region was badly affected during the pandemic, with the city of Birmingham having some of the highest rates of COVID-19 deaths. Design: A mixed methods project with a quantitative survey on shielding and adapted SF36 v 2 questionnaire which was supplemented by qualitative semi-structured interviews analysed using Interpretive Phenomenological analysis (IPA). Participants: Fifty-one participants who were predominantly of Black Caribbean or Black African heritage anonymously took part in the online survey. We supplemented this with eight in-depth semi-structured interviews with adults with sickle cell disorders using IPA. Results: The adapted SF36 v2 survey indicated worse quality of life and mental health. The open-ended questions from the adapted survey also identified shielding concerns about hospital care, pain management and knowledge of sickle cell by healthcare professionals. From the interviews it emerged that the racialized element of the pandemic caused significant psychological distress for a population group that had to regularly access hospitals. It was noted that psychological health needs both during a pandemic and outside of it were poorly understood and became invisible in services. The psychological impact of experiences of hospital care as well as growing up with an invisible chronic condition were important to understand psychologically