Changing the face of STEM with stormwater research.

BACKGROUND: The University of Maine Stormwater Management and Research Team (SMART) program began in 2014 with the goal of creating a diverse science-technology-engineering-math (STEM) pathway with community water research. The program engages female and underrepresented minority high school students in locally relevant STEM research. It focuses on creating educational experiences that are active and relevant to students that build confidence, connect knowledge and skills directly to solving problems in local communities, and support student cultural identities. The core tools of the SMART program are resources and relationships: university-designed or commercial water data collection equipment, data loggers and chemistry supplies, on-campus science and engineering training for teacher-mentors and students, and a community mentor network. The program supports an annual summer institute that trains both students and teacher-mentors and academic-year student research projects. SMART groups are formed at local schools or community centers. Activities revolve around engaging students in citizen-science to expand their understanding of the environment, developing community strategies to address the complex problem of stormwater pollution, and using the tools of science, engineering, and technology effectively. In addition, the program supports teachers and students in reaching out to local science and engineering professionals to form a mentor network for student research. RESULTS: Over 3 years, 220 students and 25 teachers have been trained in the science and engineering of stormwater, having taken and recorded over 4000 local water measurements (i.e., temperature, conductivity, pH). In all cohorts to date, over 75% of student participants have self-identified as either female or a racial minority. Of approximately 125 currently college-eligible former and current SMART students, more than 41% have been accepted or are enrolled in a secondary STEM degree program. In pre- and post-program surveys, female and underrepresented minority students reported that SMART activities and their relationship with mentors have increased their awareness of how stormwater affects the community and increased their interest in pursuing a STEM career. CONCLUSION: With its focus on problem-solving at the community level, SMART supports students in active, local, and culturally relevant science and engineering experiences that contribute to building their confidence and affirming their decision to pursue post-secondary STEM careers.

Cognitive and Interpersonal Features of Intellectual Humility.

Four studies examined intellectual humility-the degree to which people recognize that their beliefs might be wrong. Using a new Intellectual Humility (IH) Scale, Study 1 showed that intellectual humility was associated with variables related to openness, curiosity, tolerance of ambiguity, and low dogmatism. Study 2 revealed that participants high in intellectual humility were less certain that their beliefs about religion were correct and judged people less on the basis of their religious opinions. In Study 3, participants high in intellectual humility were less inclined to think that politicians who changed their attitudes were "flip-flopping," and Study 4 showed that people high in intellectual humility were more attuned to the strength of persuasive arguments than those who were low. In addition to extending our understanding of intellectual humility, this research demonstrates that the IH Scale is a valid measure of the degree to which people recognize that their beliefs are fallible.

How do people define moderation?

Eating in moderation is considered to be sound and practical advice for weight maintenance or prevention of weight gain. However, the concept of moderation is ambiguous, and the effect of moderation messages on consumption has yet to be empirically examined. The present manuscript examines how people define moderate consumption. We expected that people would define moderate consumption in ways that justified their current or desired consumption rather than view moderation as an objective standard. In Studies 1 and 2, moderate consumption was perceived to involve greater quantities of an unhealthy food (chocolate chip cookies, gummy candies) than perceptions of how much one should consume. In Study 3, participants generally perceived themselves to eat in moderation and defined moderate consumption as greater than their personal consumption. Furthermore, definitions of moderate consumption were related to personal consumption behaviors. Results suggest that the endorsement of moderation messages allows for a wide range of interpretations of moderate consumption. Thus, we conclude that moderation messages are unlikely to be effective messages for helping people maintain or lose weight.

Reporting Results from Structural Equation Modeling Analyses in Archives of Scientific Psychology.

Psychological research typically involves the analysis of data (e.g., questionnaire responses, records of behavior) using statistical methods. The description of how those methods are used and the results they produce is a key component of scholarly publications. Despite their importance, these descriptions are not always complete and clear. In order to ensure the completeness and clarity of these descriptions, the Archives of Scientific Psychology requires that authors of manuscripts to be considered for publication adhere to a set of publication standards. Although the current standards cover most of the statistical methods commonly used in psychological research, they do not cover them all. In this manuscript, we propose adjustments to the current standards and the addition of additional standards for a statistical method not adequately covered in the current standards-structural equation modeling (SEM). Adherence to the standards we propose would ensure that scholarly publications that report results of data analyzed using SEM are complete and clear. SCIENTIFIC ABSTRACT: We recommend reporting standards consistent with the Journal Article Reporting Standards (JARS) of the American Psychological Association for manuscripts in which results from structural equation modeling (SEM) analyses are presented. For all sections of the general JARS except the results section, we recommend minor adjustments. For the results section of the JARS, we provide a supplemental module specific to reports of research that use SEM. The result is a questionnaire that ensures thorough and detailed reports of SEM analyses in the Archives.