The coronavirus disease 2019 (COVID-19) pandemic has upended almost every facet of academia (1). Almost overnight the system faced a sudden transition to remote teaching and learning, changes in grading systems, and the loss of access to research resources. Additionally, shifts in household labor, childcare, Many women academics will likely bear a greater burden during the coronavirus disease 2019 (COVID-19) pandemic. Academia needs to enact solutions to retain and promote women faculty who already face disparities regarding merit, tenure, and promotion. Image credit: Dave Cutler (artist).

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Place-based instruction allows students to explore learned concepts while building emotional connections with the location in which they are studying. Furthermore, the case for experiential science education continues to grow, and such pedagogy may be particularly beneficial to learning in ecology and environmental science. We present an experiential, place-based pedagogy aimed at introducing international high school or undergraduate students to the concept of biological invasions. Our lesson began by introducing our class, a group of Chinese high school students in a summer program in the United States, with examples of invasive species that had previously been introduced from China into the United States or vice versa. Guided discussion then focused on plant and animal species with which the students had some familiarity and covered concepts of biological invasions more generally. Next, students participated in a field activity exploring the ecology of the invasive tumbleweed Salsola tragus, a Eurasian (including much of China) species that has invaded the United States. Through classroom and field activity, students gained understanding of biological invasions, and we believe that internalization was enhanced by connecting the lesson with students' own experiences and participation in basic scientific methods and ecological fieldwork.

PurposeCommunity-engaged partnerships have the ability to combine expertise and resources to enhance the local STEM learning ecosystem, by engaging the actors in communities that can enhance students' experiences in science, technology, engineering and mathematics (STEM) education. Texas Tech University (TTU) and Lubbock Independent School District (LISD) have partnered to coordinate an annual STEM Challenge to encourage STEM learning and interest among local middle grade students. Each summer, teams of (three to four) students from ten LISD middle schools participate in a week-long engineering design challenge, facilitated by TTU undergraduate mentors and their teachers, structured by the Engineering Design Process (EDP).Design/methodology/approachQuantitative (survey) and qualitative (open-ended responses) data from two years of student glider and hovercraft projects offer insight into how 66 students developed STEM knowledge and leveraged 21st-century skills to accomplish a shared aim (design challenge).FindingsFindings suggest growth in students' 21st-century skills, most among underrepresented (racial, ethnic and gender minority) groups. Data from year one (2018) informed year two (2019) in both programming and the research, including enhanced training for mentors and a deeper exploration of students' experiences during each stage of the EDP during the STEM challenge.Originality/valueSignificant and salient findings are discussed along with recommendations for both programmatic and methodological improvements for year three (2020). This study provides insight into how to structure similar community-engaged partnerships in enhancing the community STEM ecosystem through collaborative STEM experiences for diverse, younger learners.

The purpose of this phenomenological study was to explore the experiences that College of Education domestic doctoral students have as they attempt to develop their professional identities. Additionally, we wanted to note perceived supports needed by graduate students within their universities. We sought to answer the following research questions: What are the perceived challenges and needs of College of Education doctoral students as they develop their professional identity? and What are the perceived supports needed for College of Education doctoral students to develop their professional identity? The findings suggest that doctoral students face a myriad of challenges throughout their program which may stifle the development of their professional identities, and that Colleges of Education could offer specific supports which could increase their perceived professional development. These findings, the related implications for doctoral education, and suggestions for further research are discussed.

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