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Positive and inclusive mentoring of undergraduate research students, particularly of students from historically underrepresented groups is critical. The Advancing Inclusive Mentoring (AIM) program was developed to share inclusive mentoring practices with mentors at undergraduate-focused campuses and was assessed across five minority-serving universities. Self-ratings of mentorship skill as very- and exceptionally developed increased by 58% after AIM completion, and 93% of participants indicated they were likely to change their mentoring following AIM. While 93% of mentors rated the AIM program as beneficial, and 88% found most or all six modules pertinent to their mentoring, campus variations existed in perceived benefit (87%-100%) and pertinence (80-97%). These results suggest that AIM is effective training for mentors of undergraduate researchers, including those from historically underrepresented groups.

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This paper presents an analysis of survey data to examine the association between participating in one of the National Institute of Health's (NIH) funded Building Infrastructure Leading to Diversity Initiative (BUILD) program and students' intent to pursue a career in science. Data were collected from students at California State University Long Beach (CSULB) to examine the effectiveness of the BUILD Scholars program. Both BUILD Scholars and non-BUILD students were surveyed. Propensity score matching was used to generate the non-BUILD comparison group. Multinomial logistic regression results revealed that students participating in the BUILD intervention were associated with significantly higher intent to pursue a career in science. Results also showed the importance of variables such as science identity and research participation when assessing interest in science careers. These findings have implications for STEM program evaluation and practice in higher education.

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Despite the availability of the human papillomavirus (HPV) vaccine, non-Latinx (NL) Southeast Asian Americans have the highest incidence of HPV-associated cervical cancer in the US. Little is known about NL-Southeast Asian Americans' HPV vaccination coverage due to being categorized under the "Asian American" monolith. Therefore, this study uses restricted data from the 2011-2018 National Health and Nutrition Examination Survey (NHANES) to disaggregate NL-Southeast Asian Americans and compare this population's age-specific probabilities of initiating HPV vaccinations to two Asian American subgroups (NL-East Asian and NL-South Asian Americans) and NL-White, NL-Black, and Latinx Americans. Multinomial logistic regression models examine the differences in the timing of initiating the HPV vaccine series, late (ages 13-26) or never, relative to on-time vaccination (by age 12). NL-Southeast Asian Americans are significantly more likely to never vaccinate and to vaccinate late than NL-White, NL-Black, and Latinx Americans, relative to on-time vaccination. NL-Southeast Asian American boys/men are significantly more likely to never initiate the HPV vaccine than Latinx boys/men, relative to on-time vaccination. NL-Southeast Asian American girls/women are significantly more likely to never vaccinate and vaccinate late than NL-White, NL-Black, and Latinx girls/women, relative to on-time vaccination. There are significant gender differences in uptake among all racial and ethnic groups, except among NL-Southeast and NL-East Asian Americans. Disaggregated data on NL-Southeast Asian Americans helps scholars and public health officials uncover health disparities and improve health interventions. Targeted HPV vaccine promotion and services for this population are needed to mitigate current and future health disparities and promote health equity.

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This study examined how science identity and positive educational outcomes relate to student trainees' decision to pursue a research career in health-related sciences, within the context of a two-year research training program that prepares diverse undergraduate students for a research career. In analyses using the evaluation data, science identity and one of the positive educational outcomes significantly predicted trainees' decision to pursue a research career in biomedical and behavioral sciences. In general, students with stronger science identity and interest in pursuing research in academia exhibited a firmer decision to pursue a research career in sciences. In a separate analysis that examined the associations between the trainees' decision to pursue a health-related research career and their underrepresented minority identities, gender, and disciplinary track, results revealed that: (1) the interaction between trainees' disciplinary track (i.e., biomedical vs. behavioral sciences) and their total number of underrepresented minority status was associated with their decision to pursue a research career, but (2) the gender x disciplinary track interaction was not. Emphasizing the need for supporting diverse undergraduate trainees to solidify their science identity and prepare them for a research career in academia, we discuss implications of our findings for research training programs with similar aims.

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Engaging students in research is a high-impact practice shown to increase graduation outcomes and sustain their pursuit of careers in science, technology, engineering, and mathematics (STEM). However, research opportunities for students early in their undergraduate studies are not widely available at most colleges or for most students. To overcome this barrier, we developed three online resources designed to introduce students to what research is and direct them on how to get started with the search for research opportunities. These resources consist of (a) two introductory videos to inspire students to learn more about research, (b) online modules on the topics of getting started with research, transferable research skills, and publications and presentations, and (c) a searchable faculty research mentor directory. We found these online resources to be an effective ways to reach and engage a large number of undergraduate students who are accustomed to obtaining information on the web. These online resources can also serve as useful supplemental resources for advising staff and faculty who wish to introduce students to research.

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The use of mobile health apps has been on the rise, as they allow people to get their health information more conveniently. Many people are using their mobile health apps to track their health status (KC et al., 2021), but there are known issues with people being unable to use their health apps effectively due to poor design. According to Wildebos et al. (2019), if users are continuously failing to get the information they need, they could develop feelings of insecurity and stop using the app. To mitigate these negative interface design impacts, Universal Design Principles (Story, 1998) and Gestalt's Principle of Perceptual Grouping (Smith-Gratto & Fisher, 1999) could be used to improve the interfaces. In the present study, we evaluated several interfaces of pedometer apps that varied in terms of flexibility (low and high) and three levels of simplicity (simple, intermediate, and complex). Ninety six participants were recruited from MTurk. The participants responded to questions on a survey that require them to extract information from a pedometer interface. After answering the comprehension questions for the specific interface, participants were asked to indicate their perceived ease of use (Brooke, 1996) and the likelihood of utilizing the pedometer app (Pasha & Indrawati, 2020). We found that participants had higher accuracy scores with the interface that was intermediate in terms of simplicity, but they preferred the simple or complex interface design. Results of this study suggest that users may not prefer designs that lead to better task performance and designers will need to balance features that enhance performance versus those that users find to be more attractive or desirable for continued use.

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Engaging undergraduates in research is a high impact practice shown to increase underrepresented students' persistence in Science, Technology, Engineering, and Mathematics (STEM) fields and entry into research careers. The California State University Long Beach (CSULB) BUilding Infrastructure Leading to Diversity (BUILD) Scholars Program is a 2-year, upper-division research training program. Although similar research training programs exist, most admit relatively few students a year, primarily from the natural sciences. The BUILD award from the National Institutes of Health (NIH) allowed us to broaden research training to a wider range of health-related disciplines across four different colleges to have more even representation across the behavioral and biomedical science disciplines. Our Scholars Program builds upon best practices of programmatic mentoring, assets-based and cohort-based training, financial and educational support, and intensive research training by faculty in the students' disciplines. In this paper, we present the outcomes and evaluation of our training program with data from the first phase of the BUILD award (2015-2019). Findings demonstrate that our Scholars Program was effective at recruiting and retaining underrepresented students from a broad range of disciplines. Moreover, our trainees demonstrated a high level of research engagement through off-campus summer research experiences, conference presentations, and publications. The intensive training in the Scholars Program also yielded high graduate school acceptance rates for our trainees. Most importantly, our findings show that it is possible to broaden an intensive undergraduate research training program that is similarly effective for trainees across behavioral and biomedical disciplines, underrepresented minority status, and gender. While we highlight several elements of our training program, we emphasize these components likely work together interactively, and institutions wanting to establish a similar training program need to ensure sufficient resources for its successful implementation.

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This study examined the role of science identity in a two-year upper-division research training program that prepares diverse undergraduate students for a research career. Using the annual year-end student evaluation data, we examined whether science identity is a predictor or an outcome of learning that enhances career preparation in biomedical research. Results showed that science identity is a predictor of learning in our trainees. In general, students with stronger science identity at the end of Year 2 reported having acquired more research skills and experiences through the program. This finding demonstrates that science identity makes learning research skills meaningful and purposeful. Preliminary analyses also showed that the levels of science identity did not differ between Years 1 and 2. In fact, science identity approached the maximum possible scores in both years. These findings imply that the training program could have succeeded in bolstering participants' science identity early by the end of the first year. Our findings do not rule out the possibility that science identity is both a predictor and an outcome of learning, depending on the specific contexts of learning as well as learners' specific developmental phases. Further studies are needed to systematically test these and other possibilities.

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There is a broad need to support the early educational trajectories of underrepresented students pursuing behavioral and biomedical research, particularly at large, comprehensive institutions. The Building Infrastructure Leading to Diversity (BUILD) initiative at California State University Long Beach (CSULB) created an Associates Program designed to provide undergraduates with early exposure to research and foster a sense of belonging and interest in a research career during their sophomore year. Our Associates Program had high retention rates (> 90%) and served as a pathway to other research opportunities on campus, with over half of the students entering an intensive, upper-division research training program at CSULB upon completion. Analysis of evaluation data gathered at multiple points throughout the training program provided preliminary evidence that our early intervention program resulted in student trainees' growth in a number of key areas, including their sense of belong to the BUILD Program, interests in science and research, and understanding of what research entails and of the skills necessary for conducting research (e.g., scientific writing, oral presentation, data analysis). More importantly, comparisons of the students who continued on to an upper-division research training program to those who did not continue revealed that students who continued reported generally higher levels of science/research interests regardless of the time points of the survey, and a greater increase in their perception of gains made in some areas of research during the second half of the training program. Lastly, our results also showed that the Associates Program is similarly effective for trainees across behavioral and biomedical disciplines, underrepresented minority status, and gender. Based on these findings, we conclude that an early intervention program for undergraduate students results in development of research skills for students exploring research and serves as an effective pipeline for diverse students into more intensive upper-division training programs.

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The Advancing Inclusive Mentoring (AIM) Program was created to share best practices in inclusive and positive mentoring with faculty members who work with undergraduate or graduate students on independent research, scholarly, or creative works across disciplines. This hybrid program contains 35 online episodes within six modules and is complemented by six facilitated group discussion sessions. Participants' viewing behaviors and responses to a post-program survey were assessed. Results showed that the AIM program was beneficial, useful, and engaging to participants. Furthermore, the program increased the participants' knowledge base and relevant mentoring skills for serving diverse and underrepresented students.

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The HPV vaccine's effectiveness in protecting against the human papillomavirus (HPV) is dependent on both the timing of vaccine initiation (by age 12) and number of vaccine doses. This study used an intersectional approach to examine how gender and its intersection with race/ethnicity predict age-specific probabilities of initiating HPV vaccinations for boys/men and girls/women across four racial/ethnic groups: non-Latinx (NL) white, NL-Black, Latinx, and NL-Asian American. Multinomial logistic regression models-with on-time vaccination as the base outcome-examined the timing of initiating HPV vaccinations (never or late) in the 2011-2016 National Health and Nutrition Examination Survey (NHANES). This study finds that the multiplicative interaction term between gender and race/ethnicity produces significant results in the likelihood of initiating HPV vaccine uptake: NL-Asian American boys/men have the highest risk of not vaccinating on time. This finding would have been hidden with a one-dimensional analysis.

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The advent of internet-enabled mobile digital devices has transformed US adolescent technology use over the last decade, yet little is known about how these changes map onto other health-related behaviors. We provide a national profile of how contemporary technology use fits into adolescents' daily health lifestyles compared to the previous generation, with particular attention to whether and for whom technology use displaces time spent in sleep or physical activity. Time diaries were collected from 11-17 year olds in 2002-03 (N=1,139) and 2014-16 (N=527) through the US Panel Study of Income Dynamics Child Development Supplement. Contemporary adolescents spent 40 minutes more per week in technology-focused activities, but their composition was more varied compared to the earlier cohort. Contemporary technology use was predictive of less time in physical activity, and adolescents engaged in frequent video game play spent less time in physical activity compared to peers with other technology use profiles.

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The goal of having a Week of Research, Scholarly, and Creative Activity (RSCA) virtual event was to highlight and acknowledge the valuable array of research, scholarly, and creative activities that are currently being done across the entire campus at California State University Long Beach (CSULB). There's no doubt that in 2020 and 2021, our lives have been impacted in a multitude of ways. The COVID-19 global pandemic placed restrictions on in-person gatherings that forced many to rely on virtual meetings. Even with 'zoom' fatigue taking over, we felt that it was essential to hold the Week of RSCA event virtually in the 2020-2021 academic year. Students, faculty, and staff on campus are a community that supports one another, and CSULB seeks to enhance its local/national/global communities with the research, scholarly and creative activities that we conduct on our campus. This paper describes the development of the Week of RSCA event, its transition from an in-person to virtual event, the challenges for delivering a virtual event, and the lessons learned when we have to rethink collaboration during a pandemic.

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Mentoring is key to ensure success of the high impact practice of undergraduate-led research and scholarly activities; however, most faculty and staff members are not trained in the best practices of mentoring undergraduate students. The National Institutes of Health-funded Building Infrastructure Leading to Diversity (NIH BUILD) Initiative at California State University Long Beach is developing an online mentor training program with a coordinated discussion group to refine mentoring skills across faculty and staff from all disciplines. Faculty and staff members participated in two pilots of the Advancing Inclusive Mentoring (AIM) Program, where participants watched training videos and came together to discuss mentoring: either face-to-face (spring 2020) or virtually (fall 2020). Participants indicated that the videos and discussion were engaging and reported that AIM provided useful information on communicating with their own mentees as well as with any student on campus. Participants also reported that AIM provided strategies to work with students from diverse backgrounds and strengthened their commitment to inclusive mentoring. Finally, participants indicated that they would recommend AIM to colleagues and that the program was not only beneficial to their mentoring, but also that they would put into practice techniques that they had learned. There were some differences in usage, but no significant differences in participants' ratings of the program across the two delivery formats. Thus, the AIM Program with facilitated discussion appears to provide a useful mentor training experience in both in-person and virtual formats. Because this unique program is intentionally inclusive to faculty and staff mentors across all disciplines, the goal is that this training will ultimately benefit student success across campus.

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Engaging students in research is a high impact practice that improves student retention and persistence in behavioral and biomedical sciences and engineering. The California State University Long Beach (CSULB) Building Infrastructure Leading to Diversity (BUILD) Program offers an intensive research training experience to undergraduate students from a wide range of health-related disciplines. The goal of this program is to provide students with research skills, psychosocial resources, and graduate school application guidance that will make them competitive for Ph.D. programs. With the COVID-19 pandemic forcing the campus closure of many universities, including CSULB, our student training had to transition from in-person training to online training. This paper discusses the development and implementation of a series of eight online modules for guiding students through the application process for summer research experiences and graduate schools. Overall, the BUILD trainees were positive about the online modules. Specifically, they indicated that the modules were useful, informative, easy to access/use, good use of their time, and a good supplemental activity to their learning community activities. Most trainees indicated that they preferred the modules to be implemented in a hybrid format, where the students can view the modules on their own first and then have an opportunity to engage in in-person/synchronous online discussions.

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In the article, "Leveraging Human-Centered Design to Implement Modern Psychological Science," Lyon et al. (2020) presented a case for human-centered design without noting that this has been the focus of Division 21, Applied Experimental and Engineering Psychology, since its founding in 1957. Once acquainted with the work and expertise of Division 21 members, APA members will find the division is devoted to applications of psychological science in all areas of human-centered design and, with its collaborative and interdisciplinary focus, a force to reduce siloing in psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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OBJECTIVE: The aim is to provide a high-level synthesis of human factors research that contributed to the development of detect-and-avoid display requirements for unmanned aircraft systems (UAS). BACKGROUND: The integration of UAS into the U.S. National Airspace System is a priority under the Federal Aviation Administration's Modernization and Reform Act. For UAS to have routine access to the National Airspace System, UAS must have detect-and-avoid capabilities. One human factors challenge is to determine how to display information effectively to remote pilots for performing detect-and-avoid tasks. METHOD: A high-level review of research informing the display requirements for UAS detect-and-avoid is provided. In addition, description of the contributions of human factors researchers in the writing of the requirements is highlighted. RESULTS: Findings from human-in-the-loop simulations are used to illustrate how evidence-based guidelines and requirements were established for the display of information to assist pilots in performing detect-and-avoid. Implications for human factors are discussed. CONCLUSION: Human factors researchers and engineers made many contributions to generate the data used to justify the detect-and-avoid display requirements. Human factors researchers must continue to be involved in the development of standards to ensure that requirements are evidence-based and take into account human operator performance and human factors principles and guidelines. APPLICATION: The research presented in this paper is relevant to the design of UAS, the writing of standards and requirements, and the work in human-systems integration.

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For the vertical Simon task, in which stimuli and responses are arrayed along the vertical dimension and stimulus location is irrelevant, a Simon effect (benefit for stimulus-response correspondence) is typically obtained. Results have been mixed about whether performing fewer than 100 trials of a spatially incompatible mapping prior to a Simon task reduces or eliminates this vertical Simon effect in a transfer session. Several reasons have been suggested to explain why previous studies show disparate results. Previously, we ruled out orientation of the response panel in the transverse or horizontal plane as a critical factor. The present experiments evaluated two other possible factors: finger/hand placement and relevant stimulus dimension. In Experiment 1, we found reduction of the vertical Simon effect for a circle-square discrimination after incompatible practice using a separate numeric keypad as the response device, regardless of whether the keypad was placed on a table and operated by index fingers or held in the hands and operated by thumbs. In Experiment 2, we replicated the reduction for the circle-square discrimination but found no evidence of reduction for a red-green color discrimination. Overall, our results suggest that the relevant discrimination of red-green color versus circle-square shape is responsible for the discrepancy in results across prior studies.

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In task switching studies, response repetition effects are typically obtained: When the task repeats, response repetitions are faster than response switches (response repetition benefit), but when the task switches, the opposite is found (response repetition cost). Previously, it was found that spatial response distance [RD] affected the response repetitions: separated response keys led to longer reaction times [RT] for response repetitions (in both task repetitions and task switches) than adjacent response keys. The goal of the present study was to replicate this RD effect in a modified setup with auditory stimuli (in Experiments 1 and 2). As we were interested in the temporal dynamics of the RD effect, we also introduced a block-wise manipulation of response-stimulus interval (RSI) in Experiment 2. RD modulated responding, replicating the results of a prior study that used visual stimuli, but only when the RSI was long. With short RSI, the RD effect was not obtained. At the same time, a long RSI led to more pronounced response repetition effects in the error rates. These results imply that response inhibition from the previous trial, which is assumed to contribute to the response repetition effect and to the modulation of responding by response distance, builds up over time.

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Real-world problems are not confined to a single discipline. Multidisciplinary team research combines the methods and theories from different disciplines to achieve a common goal. It fosters collaboration among researchers with different expertise, which can lead to novel solutions and new discoveries that could not be achieved otherwise. This special issue of the American Psychologist consists of 10 articles that cover a range of research areas within the discipline of psychology. The authors of the articles describe the content of the research conducted by their teams and the ways in which the teams operate. In this introductory article, an overview of the topics covered in the special issue is provided. The overview shows that most areas of psychology are involved in the various multidisciplinary projects and emphasizes the fact that psychologists have many skills that put them in a good position for collaborating with specialists from other disciplines. This introduction to the special issue also highlights key points from the lessons learned covered in the articles and discusses tradeoffs of specific recommendations made by the authors. The conclusion reached is that there is much value in conducting multidisciplinary research and that the benefits of such research far outweigh the challenges that may be encountered along the way. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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