The Need for Equitable Scholarship Criteria for Part-Time Students.

Current policies and interventions to enhance student success and retention are often tied to full-time enrollment, which are substantiated by studies associating part-time enrollment with lower retention and poorer academic outcomes. However, these findings are limited to studies of first-time college students and do not represent today's nontraditional undergraduate who may be transfer, online, and working adult students. To enhance retention of on-campus and hybrid online 2 + 2 transfer students in a STEM undergraduate program, need-based scholarships are awarded to students enrolled full-time as stipulated by the federal granting agency. Although the scholarship has helped >80 students to date, over 40% of eligible transfer students are excluded only because they are enrolled part-time, disproportionately affecting students in the hybrid online track who are more likely to be women and underrepresented minorities. Using quantitative and qualitative methods, this study explores enrollment behavior of transfer students (online and on-campus), its relationship with student characteristics and academic outcomes, and implications for scholarship eligibility. Full-time enrollment is a significant challenge for transfer students. While scholarship requirements are a key factor influencing full-time enrollment, online transfer students additionally cite work and family obligations as drivers of enrollment behavior. Thus, online 2 + 2 transfer students face different challenges than on-campus peers and are more likely to enroll part-time out of necessity, yet still have comparable GPA and graduation rates. These findings support a growing awareness of barriers nontraditional students face questioning the relevance of policies driven by "traditional" student outcomes, which perpetuate inequity in higher education. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10755-021-09549-7.

There Is More than Multiple Choice: Crowd-Sourced Assessment Tips for Online, Hybrid, and Face-to-Face Environments.

Developing effective assessments of student learning is a challenging task for faculty and even more difficult for those in emerging disciplines that lack readily available resources and standards. With the power of technology-enhanced education and accessible digital learning platforms, instructors are also looking for assessments that work in an online format. This article will be useful for all teachers, but especially for entry-level instructors, in addition to more mature instructors who are looking to become more well versed in assessment, who seek a succinct summary of assessment types to springboard the integration of new forms of assessment of student learning into their courses. In this paper, ten assessment types, all appropriate for face-to-face, blended, and online modalities, are discussed. The assessments are mapped to a set of bioinformatics core competencies with examples of how they have been used to assess student learning. Although bioinformatics is used as the focus of the assessment types, the question types are relevant to many disciplines.

Competing Roles and Expectations: Preliminary Data from an Agricultural Extension Survey on COVID-19 Impacts.

Agricultural Extension professionals play a critical role in outreach and translation of research to practice. Extension has not only been an audience for Agricultural Safety and Health Center work, but also an essential partner in promoting evidence-based farm health and safety in communities. This commentary stems from a collaborative effort among Center leaders across the nation who developed a set of surveys to explore the ways COVID-19 has affected Extension professionals. Preliminary data gathered from across the nation suggest that while many Extension professionals feel prepared to address challenges from the pandemic and are well supported by their State and Center's resources, over half also reported moderate to great difficulty in balancing personal and professional needs and, to a lesser extent, balancing remote work and family needs. Because Extension professionals act as connectors between Agricultural Safety and Health Centers and farmers and their families, they serve in a role similar to first-responders. COVID-19 has exacerbated the potential for anxiety, stress, and other mental health concerns among this group. With COVID-19 numbers rising at an especially fast rate among agricultural workers, it is important to attend to the wellbeing of the professionals who work with them.

Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program.

The Microbiology and Cell Science program at the University of Florida compressed two standard 16-week lab courses into five-day versions of the course, which are referred to as bootcamp labs. The bootcamp labs have the same objectives, activities, and assessments as their traditional counterparts. Development of the bootcamp labs was part of a larger effort to increase access to the major, and more broadly STEM, by offering a 2+2 hybrid online transfer program. The results of this mixed-methods study include a direct comparison between bootcamp and traditional lab format as an approach for delivery of a face-to-face lab course. The bootcamp lab cohort has a greater diversity of students, with more women and underrepresented minorities in STEM than the traditional semester-long cohorts. Students in the bootcamp labs have comparable grade outcomes and learning gains to students in traditional lab format. Regression analysis identified GPA, but not lab format, as the most significant predictor of success for students enrolled in lab courses. Qualitative results suggest that the bootcamp format may be a better way than traditional formats to teach microbiology lab. In summary, the results demonstrate that a bootcamp version of a face-to-face microbiology course is just as effective as the traditional semester-long version. This work has broader implications as it supports the bootcamp lab approach as a model in STEM education for increasing access and for overcoming a major barrier to online STEM programs: face-to-face delivery of key lab courses.

High Prevalence of Cefotaxime Resistant Bacteria in Grazing Beef Cattle: A Cross Sectional Study.

Although the over-use of antibiotics during food animal production is a potential driver of antimicrobial resistant microorganisms (ARMs), a high prevalence of cefotaxime resistant bacteria (CRB) has been observed in grazing animals raised without antibiotic supplementation. In this cross-sectional study, the prevalence and concentration of CRB in beef cattle on grazing farms were investigated. Fecal samples from the recto-anal junction of cattle (n = 840) and environmental samples (n = 258) were collected from 17 farms in North and Central Florida in the United States, and a survey of farm characteristics, animal husbandry practices, and antibiotic usage was conducted. CRB were detected in fecal samples from 47.4% of all cattle, with the prevalence ranging from 21.1 to 87.5% on farms, and significantly higher (P < 0.001) in calves compared to adult cows (54.1 vs. 41.8%). Environmental samples had a higher prevalence than fecal samples (P < 0.001), with CRB detected in 88.6% of water, 98.7% of soil, and 95.7% of forage samples. Compared to the concentration (log CFU/g) of CRB in fecal samples (2.95, 95% CI: 2.89, 3.02), the concentration of CRB was higher (P < 0.001) in soil and forage samples (5.37, 95% CI: 5.16, 5.57) and lower (P < 0.001) in water samples (1.08, 95% CI: 0.82, 1.36). Soil microbiota from farms with high prevalence of CRB clustered closer together and the proportion of Phylum Proteobacteria was higher on farms with high prevalence of CRB resistance. Large farming operations were associated with a 58% higher likelihood of CRB detection in fecal samples. Regular cleaning of drinking troughs and the addition of ionophores to feed were associated with CRB reduction in fecal samples. Taken together, the widespread of CRB into both cattle seldom treated with cephalosporin antibiotics and the surrounding environment suggests the environment is a natural source of antimicrobial resistance in beef cattle.