Needs of an uninsured equity-deserving minority patient cohort with physical disabilities during the first wave of the COVID-19 pandemic.

Background: Patients with disabilities and those from diverse equity-deserving backgrounds have been disproportionately affected by the SARS COV-2 ("COVID-19") pandemic. Objective: To describe the significant needs and social determinants of health that affected a group of uninsured patients (from equity-deserving groups) with rehabilitation diagnoses during the early months of the COVID-19 pandemic. Design: Retrospective cohort study utilizing a telephone-based needs assessment from April to October, 2020. Setting: Free interdisciplinary rehabilitation clinic serving patients with physical disabilities from equity-deserving minority backgrounds. Participants: 51 uninsured, diverse patients with spinal cord injuries, brain injuries, amputations, strokes, and other diagnoses requiring interdisciplinary rehabilitation care. Methods: Using a non-structured approach, telephone-based needs assessments were collected monthly. Reported needs were summarized into themes and the frequencies of each theme were recorded. Results: From the total number of concerns, medical issues were reported with the highest frequency (46%), followed by equipment needs (30%) and mental health concerns (30%). Other frequently mentioned needs centered around themes of rent, employment, and supplies. Rent and employment were more frequently cited in earlier months, and equipment problems were more frequently cited in later months. A minority of patients reported they had no needs, some of whom had acquired insurance. Conclusions: Our objective was to describe the needs of a racially and ethnically diverse set of uninsured individuals with physical disabilities seen at a specialized interdisciplinary rehabilitation pro bono clinic during the early months of COVID-19. Medical issues, equipment needs, and mental health concerns were the top three needs. To optimally serve them, care providers must be aware of current and future needs for their underserved patients, especially if future lockdowns occur.

Chemistry Students as Science Journalists: Creating a Virtual Magazine about COVID-19

The COVID-19 pandemic is also an infodemic, which has brought scientists closer to the popular media, highlighting the need for training in public communication of science and technology. A virtual magazine environment based on this scenario was simulated during a science communication course attended by first-year undergraduate chemistry students, who assumed the role of science journalists. The instructor, in the role of editor, organized a special issue on chemistry and COVID-19 and structured the activities into science communication classes, agenda building, interviews with nonexperts, writing popular science texts, peer reviews, and online publishing. Fifty-eight popular science texts were produced on different topics of chemistry related to the pandemic. The activity contributed to improving communication, information literacy, and media and technology learning, which are among the 21st century skills for science education. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Remote Supergroup for Chemistry Undergraduates: An Inclusive Scientific Community for Primarily Undergraduate Institutions

The Remote Supergroup for Chemistry Undergraduates (RSCU) is a community of students and faculty from primarily undergraduate institutions that aims to (1) engage students in discussions of chemical research, (2) inform students of further educational and career pathways, (3) increase awareness and discourse of equity issues in science, and (4) foster scientific community across institutions. RSCU engaged participants in impactful virtual activities during the summer of 2020 when the COVID-19 pandemic precluded in-person undergraduate research experiences, and the program continued in 2021 as in-person research resumed. Results from self-reported surveys show that RSCU successfully achieved its aims both years, and both students and faculty research mentors benefited from participation. The diverse activities and scientific network cultivated by RSCU complement undergraduate research experiences and could be adapted to other disciplines. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Why Is There a Red Line? A High School Experiment to Model the Role of Gold Nanoparticles in Lateral Flow Assays for COVID-19

Lateral flow assays play a key role in mass testing for COVID-19, for example, in schools. The red color of the detection lines is caused by gold nanoparticles that are conjugated to antibodies. Hence, these tests present a very topical learning opportunity in the emerging field of nanoscience. To highlight the role of gold nanoparticles, a low-cost model of a lateral flow test was developed and used in high school. First, peptide-conjugated gold or silver nanoparticles are synthesized. During the reaction, color changes occur that can be explained by the increasing nanoparticle size. The product solution is then used for the assembly of a model lateral flow test. All of the experiments can be performed by high school students. The modeling of this state-of-the-art analytical method can support learning in nanoscience and can provide insights into the nature of scientific models.

Going Virtual: Successes and Shortcomings of a Synchronous STEM Outreach Event

Gender disparities in STEM fields emerge starting in the fourth grade, when girls are less likely than boys to express interest in STEM fields. Outreach events targeted to girls during this crucial developmental period can foster a sense of belonging in STEM. Women+ Excelling More in Math, Engineering, and the Sciences (F.E.M.M.E.S.) is a student-run organization at the University of Michigan that organizes STEM outreach events for children in the fourth grade and older. During the COVID-19 pandemic, F.E.M.M.E.S. transitioned events to a virtual setting. This manuscript describes the design of the virtual program, which included hands-on activities, live virtual demonstrations, and engaged role models. This manuscript also presents survey results from participants and volunteers to demonstrate the overall success of the virtual program and areas for improvement. ©

Design, Implementation, and Instructor Reflections on Teaching a Face-to-Face Advanced Synthetic Chemistry Laboratory Course during the COVID-19 Pandemic

The global COVID-19 pandemic has had a significant impact on university course design, implementation, and instruction, with many courses being offered remotely rather than face-to-face to prevent the spread of COVID-19. As the COVID-19 pandemic subsides, more and more courses are transitioning back to face-to-face instruction. In this article, we describe the design and implementation of an advanced synthetic chemistry laboratory course that was taught face-to-face during the COVID-19 pandemic and prior to the mass distribution of COVID-19 vaccines. We were able to utilize physical distancing as a teaching strategy, along with personalized scheduling of experiments, designated pathways, individual workstations and lab kits, enhanced sanitation, and self-reflection exercises, to create a course with a significant focus on the individual student experience. Instructor reflections suggest that this course was well-received by both instructors and students and was successful in meeting the course learning objectives while maintaining the health and safety of all participants. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Engaging K–8 Preservice Science Teachers through an NGSS-Based Climate Change Project

An interdisciplinary climate change project aligned with Next Generation Science Standards (NGSS) was developed and implemented in an undergraduate chemistry course for K–8 preservice science teachers during the Covid-19 pandemic. Three demonstration activities aligned with NGSS and the Framework for K–12 Science Education are included in this project, which can be adopted and implemented in science classes in primary/middle schools. This project demonstrated to students how to align the activities with NGSS and the three-dimensional framework, as well as how to select phenomena on the basis of local relevant context and using the 5E instructional model in the teaching of the project. The preservice science teachers also learned chemistry concepts related to climate change through the project. Moreover, this project provides the opportunity for instructors to introduce the teaching of NGSS-based science activities to preservice science teachers using phenomena-based learning and a 5E instructional model. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Digital Tool for the Analysis of UV-Vis Spectra of Olive Oils and Educational Activities with High School and Undergraduate Students

UV-vis absorption spectroscopy is one of the most accessible spectroscopic techniques at the high school educational level, and it is usually introduced in analytical chemistry courses due to its high versatility and to the wide range of applications in many fields of chemistry. Within this framework, we have developed an easy-to-use "simulation tool" to identify and quantify the main pigments in a relatively complex food matrix, such as olive oil and seeds' oils. This digital software, freely available, can be used by high school students and first-year undergraduate students to analyze the UV-vis absorption spectrum of olive oils recorded in the bulk without any chemical treatment. In this paper, we are reporting the basic principles of the spectroscopic method and the way to use the "simulation tool" with several examples and explanations that are useful for students and teachers. In the second part of the paper, several examples of activities about the chemistry of olive oil, realized with the fifth classes' students of a high school technical institute (K-12 level) and undergraduate students of an introductory course in spectroscopy in the second year of the Chemistry Degree Course, are reported. These activities were performed partially face-to-face and partially in distance learning mode during the COVID-19 pandemic. The main learning outcomes, methodological issues, and students' feedback resulting from these experiences are reported and commented on, showing the potential of the simulation tool for educational purposes.