ABSTRACT
Objectives: First responders, including firefighters, emergency medical technicians (EMTs), paramedics, and law enforcement officers, are working on the front lines to fight the COVID-19 pandemic and facing an increased risk of infection. This study assessed the seroprevalence of SARS-CoV-2 infection among first responders in northeastern Ohio. Methods: A survey and immunoglobulin G antibody test against SARS-CoV-2 nucleocapsid protein were offered to University Hospitals Health System–affiliated first-responder departments during May to September 2020. The survey contained questions about demographic characteristics and history of SARS-CoV-2 infection. A total of 3080 first responders with diverse job assignments from more than 400 fire and police departments participated in the study. Results: Of 3080 participants, 73 (2.4%) were seropositive and 26 (0.8%) had previously positive real-time polymerase chain reaction results. Asymptomatic infection accounted for 46.6% (34 of 73) of seropositivity. By occupation, rates of seropositivity were highest among administration/support staff (3.8%), followed by paramedics (3.0%), EMTs (2.6%), firefighters (2.2%), and law enforcement officers (0.8%). Work-associated exposure rates to COVID-19 patients were: paramedics (48.2%), firefighters (37.1%), EMTs (32.3%), law enforcement officers (7.7%), and administration/support staff (4.4%). Self-reported community exposure was positively correlated with self-reported work-associated exposure rate (correlation coefficient = 0.99). Neither self-reported community nor work-associated exposure was correlated with SARS-CoV-2 seroprevalence. We found no significant difference in seroprevalence among sex/gender or age groups;however, Black participants had a higher positivity rate than participants of other racial groups despite reporting lower exposure. Conclusions: Despite the high work-associated exposure rate to SARS-CoV-2 infection, first responders with various roles demonstrated seroprevalence no higher than their administrative/supportive colleagues, which suggests infection control measures are effective in preventing work-related infection.
ABSTRACT
The COVID-19 pandemic rapidly changed the context of higher education during the Spring 2020 semester. As the virus began to spread across the United States, colleges and universities canceled inperson classes and activities, closed campus, and moved all operations online. Within the communication discipline, introductory communication course (ICC) administrators and instructors were not only dealing with these challenges, but they were also navigating the transition of large multi-section, often standardized, courses online at large institutions. This research project used semistructured, in-depth interviews with 18 ICC administrators from institutions located in 14 states across the Midwest, mid-Atlantic, Southeastern, and West Coast regions of the U.S. to explore how they engaged in relationship management with their instructors and how their approach to relationship management informed their transition to remote learning due to COVID-19. The analysis results in four emerging themes: (1) rhetorical approaches to relationship management, (2) relational approaches to relationship management, (3) relationship management [right arrow] positive outcomes, and (4) relationship management as central to navigating COVID-19. Based on these findings we suggest a rhetorical/relational goals approach to course administration and offer practical implications ICC administrators can implement to engage in successful relationship management during times of crisis.
ABSTRACT
Online and blended learning opportunities in Chemical Engineering curriculum emerged due to COVID-19. After eight weeks of in-person Unit Operations Laboratory sessions, a remote-learning open-ended final project was assigned to student teams. The assignment involved aspects related to entrepreneurially-minded learning (EML) and community-based learning (CBL). Results show correlations between self-directed learning and the EML framework. Continuous support and involvement of a community partner correlate to students' motivation, critical for successful remote-learning implementations in engineering education.
ABSTRACT
In March 2020, the COVID-19 Pandemic wreaked havoc on our nation's educational system. Students, teachers, and administrators were forced to engage in a new remote learning model, which was unfamiliar. This narrative study draws on the lived experiences of six K-12 teachers in Southwest Ohio urban school districts. The data analysis was examined through the lens of the Science of Learning and Development framework (SoLD). Findings highlight the impact of COVID-19 on curriculum implementation. Results show that unprepared teachers could not pivot to online learning effectively, which may intensify the educational gaps and inequities among students in six urban schools in Southwest Ohio.
ABSTRACT
Community colleges play a key role in driving talent development in the United States, producing workers with the kinds of training that employers need while enhancing economic mobility for students. There has been a push among policymakers at the federal and state levels to hold community colleges accountable for the employment outcomes of their students, with funding and legislation that endorses models that strengthen college partnerships with employers. In this report, the authors systemically examine the type of career services and college-employer partnership practices in science, technology, engineering, and mathematics (STEM) fields across three states -- California, Ohio, and Texas -- and a sample of community colleges that operate within them. In addition, the authors investigate the challenges that these colleges face in facilitating student employment and the ways in which state policies may have influenced practice. They reviewed state policies and collected interview data from 134 participants, including state and system leaders, college leaders, program heads and faculty, career service leaders and staff, and employers.