Browsing by Subject "STUDENTS"
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Item Open Access E-cigarette prevalence and correlates of use among adolescents versus adults: A review and comparison(Journal of Psychiatric Research, 2014) Carroll Chapman, SL; Wu, L-TPerceived safer than tobacco cigarettes, prevalence of electronic cigarette (e-cigarette) use is increasing. Analyses of cartridges suggest that e-cigarettes may pose health risks. In light of increased use and the potential for consequences, we searched Google Scholar and Pubmed in July of 2013 using keywords, such as e-cigarette and vaping, to compare differences and similarities in prevalence and correlates of e-cigarette use among adolescents (grades 6-12) versus adults (aged ≥18 years). Twenty-one studies focused on e-cigarette use. Ever-use increased among various age groups. In 2011, ever-use was highest among young adults (college students and those aged 20-28; 4.9%-7.0%), followed by adults (aged ≥18; 0.6%-6.2%), and adolescents (grades 6-12 and aged 11-19; <1%-3.3%). However, in 2012 adolescent ever-use increased to 6.8% and, among high school students, went as high as 10.0%. While the identified common correlate of e-cigarette use was a history of cigarette smoking, a notable proportion of adolescents and young adults who never smoked cigarettes had ever-used e-cigarettes. E-cigarette use was not consistently associated with attempting to quit tobacco among young adults. Adults most often reported e-cigarettes as a substitute for tobacco, although not always to quit. Reviewed studies showed a somewhat different pattern of e-cigarette use among young people (new e-cigarette users who had never used tobacco) versus adults (former or current tobacco users). Research is needed to better characterize prevalences, use correlates, and motives of use in different population groups, including how adolescent and young adult experimentation with e-cigarettes relates to other types of substance use behaviors. © 2014 Elsevier Ltd. All rights reserved.Item Open Access Improved reasoning in undergraduate writing through structured workshops(Journal of Economic Education, 2015-01-01) Dowd, JE; Connolly, MP; Thompson, RJ; Reynolds, JA© 2015 Taylor & Francis Group, LLC. The Department of Economics at Duke University has endeavored to increase participation in undergraduate honors thesis research while ensuring a high-quality learning experience. Given the faculty-to-student ratio in the department (approximately 1:16), increasing research participation required the creation of a stable, replicable framework for mentoring students through research. The department aimed to make the research experience more consistent and interactive so that students also learned from each other in a group setting. Here, the authors assess the relationship between changes in mentoring support of honors research and students scientific reasoning and writing skills reflected in their undergraduate theses. They find that students who participated in structured courses designed to support and enhance their research exhibited the strongest learning outcomes, as measured by systematic writing assessment.Item Open Access "on course" for supporting expanded participation and improving scientific reasoning in undergraduate thesis writing(Journal of Chemical Education, 2015-01-01) Dowd, JE; Roy, CP; Thompson, RJ; Reynolds, JA© 2014 The American Chemical Society and Division of Chemical Education, Inc. The Department of Chemistry at Duke University has endeavored to expand participation in undergraduate honors thesis research while maintaining the quality of the learning experience. Accomplishing this goal has been constrained by limited departmental resources (including faculty time) and increased diversity in students' preparation to engage in the research and writing processes. Here we assessed the relationship between iterative changes in pedagogical and mentoring support of honors research that efficiently employed departmental resources (including the chemistry thesis assessment protocol, ChemTAP) and students' scientific reasoning and writing skills reflected in their undergraduate theses. We found that, although we cannot disentangle some gradual changes over time from specific interventions, students exhibited the strongest performance when they participated in a course with structured scaffolding and used assessment tools explicitly designed to enhance the scientific reasoning in writing. Furthermore, less prepared students exhibited more positive changes.Item Open Access The Role of a Professional Society in Broadening Participation in Science: A National Model for Increasing Persistence(BIOSCIENCE, 2018-09-01) Mourad, TM; McNulty, AF; Liwosz, D; Tice, K; Abbott, F; Williams, GC; Reynolds, JA