Browsing by Subject "undergraduate students"

Now showing 1 - 5 of 5
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    Building a virtual summer research experience in cancer for high school and early undergraduate students: lessons from the COVID-19 pandemic
    (BMC, 2021-08-09) Corson, Timothy W.; Hawkins, Shannon M.; Sanders, Elmer; Byram, Jessica; Cruz, Leigh-Ann; Olson, Jacob; Speidell, Emily; Schnabel, Rose; Balaji, Adhitya; Ogbeide, Osas; Dinh, Julie; Hinshaw, Amy; Cummings, Laura; Bonds, Vicki; Nakshatri, Harikrishna; Ophthalmology, School of Medicine
    Abstract Background The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes. Methods The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using a locally created 11-item Research Preparation Scale, daily electronic feedback, and weekly structured evaluation and feedback via Zoom. Results Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions. Conclusions Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.
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    Examination of Tourism Undergraduates’ Industry Commitment, in the Context of China
    (Taylor & Francis, 2016) Wang, Suosheng; Department of Tourism, Conventions and Event Management, School of Physical Education and Tourism Management
    Grounded in the Social Cognitive Career Theory (SCCT), this study developed a comprehensive research framework that encapsulated both personal and contextual factors in terms of tourism undergraduates’ commitment to career choice in the context of China’s social and vocational contexts. Applying structural equation modeling (SEM) to the data collected from 446 undergraduate students studying tourism in China, this study shows that “self-interest,” “others’ support,” “social status,” “outcome expectation” and “nature of work” exert significant effects on students’ commitment to career choice. Implications of the findings include suggested interventions in attracting tourism students to persist in their career path.
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    Self-efficacy mediates the relationship between social norms and HPV vaccine intentions in undergraduate students
    (Office of the Vice Chancellor for Research, 2016-04-08) Stout, Madison E.; Winger, Joseph G.; Christy, Shannon M.; Mosher, Catherine E.
    Human papillomavirus (HPV) is the most common sexually transmitted infection in the United States. The HPV vaccine reduces incidences of genital warts and certain cancers among both men and women. Unfortunately, many undergraduate students have not been vaccinated. Previous research suggests students are more likely to report greater intentions to get vaccinated when others (e.g., friends, physicians) believe they should receive the vaccine; that is, greater social norms are associated with greater vaccine intentions. However, few studies have examined potential mediators of this association. Drawing from the Theory of Planned Behavior and the Health Belief Model, we hypothesized that social norms would be related to vaccine intentions through self-efficacy. Undergraduate students (N=210) who had not received the HPV vaccine completed an online survey. Participants were predominately White (72%), female (67%), heterosexual (92%), and on average 19.9 years of age (SD=3.2). Forty-nine percent were in a romantic relationship, and 55% were sexually active within the past three months. Participants completed HPV vaccine specific measures, including social norms regarding vaccination, self-efficacy for vaccination, and vaccine intentions. Two mediation analyses (one per gender) were conducted to examine whether self-efficacy mediated the relationship between social norms and vaccine intentions. For women and men, greater social norms were related to greater self-efficacy, and greater selfefficacy was related to greater vaccine intentions (ps<0.05); additionally, social norms were indirectly related to vaccine intentions through self-efficacy (p<0.05). For women, after accounting for self-efficacy, social norms were still significantly related to intentions (p<0.05). For men, however, after accounting for self-efficacy, social norms were not significantly related to intentions (p=0.75). Consistent with previous findings, social norms were positively related to vaccine intentions; however, we found that this association was mediated by self-efficacy. Future intervention studies should consider targeting social norms and improving students’ confidence in their ability to obtain the vaccine.
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    The Uniqueness of Negative Urgency as a Common Risk Factor for Alcohol Consumption, Self-harm Behaviors, and Eating Problems in College Students
    (Office of the Vice Chancellor for Research, 2013-04-05) Dir, Allyson L.; Karyadi, Kenny A.; Cyders, Melissa A.
    Research suggests that self-control, affective lability, and negative urgency are associated with deliberate self-harm, problematic alcohol consumption, and eating problems. Few studies have fully examined how negative urgency might uniquely explain the effects of self-control and affective lability on these outcomes, as compared to other impulsivity-related traits. This was the goal of the current study. Of an initial group of 734 undergraduate students, 29% indicated a history of deliberate self-harm. These 215 individuals were randomly matched with a group of non-self-harmers (total N = 430; mean age = 22.36, SD = 6.59; 76.2% female). Self-harmers showed higher rates of alcohol use (F(2, 186) = 5.48, p < .001) and eating problems (F(2, 186) = 7.74, p < .001). In a structural equation model, negative urgency was significantly associated with self-harming frequency (β = 3.81, p < .001), variety of self-harm methods (β = 5.79, p < .001), the number of years of self-harming (β = 2.75, p < .001), problematic alcohol use (β = 1.80, p < .05), and eating problems (β = 3.99, p < .001). Negative urgency was positively associated with affective lability (β = 7.71, p < .001) and negatively associated with self-control (β = -13.59, p < .001). Negative urgency is the only impulsivity-related trait that is a common risk factor associated with increased self-harm, problematic alcohol use, and eating problems.
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    University Library’s Undergraduate Diversity Fellowship
    (2009-02-23T15:36:27Z) Hollingsworth, Jaena
    In the fall of 2007, IUPUI’s University Library welcomed its first set of Undergraduate Diversity Fellows. Created by the library’s Diversity Council, the Fellowship sought to introduce two highly-motivated students to the library and its resources as well as to librarianship as a profession. The program's conception, implementation, challenges, and results are discussed.