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Teaching the Dangers of Snow Squalls
Dr. Jase E. Bernhardt, associate professor of geology, environment, and sustainability and director of meteorology, was featured on WPSU/Pennsylvania Cable and on The Weather Channel’s Weather Geek podcast about his VR research that demonstrates the danger of driving in a snow squall and the science behind these dangerous bursts of weather.
Exploring the ripple effect: How teachers' emotions impact student engagement and learning outcomes
The classroom environment is a dynamic ecosystem where the emotional state of educators can significantly influence students' engagement and learning outcomes. In a new article published in Contemporary Educational Psychology, University of Delaware Associate Research Professor Leigh McLean offers a new tool—the Teacher Affect Coding System—for measuring teachers’ emotional expressions and studying how these expressions affect their students’ attitudes toward learning. With co-author Nathan Jones of Boston University, McLean uses this tool to gather new data showing emotional transmission between teachers and their students in fourth-grade classrooms. In the study, McLean and Jones, found that teachers displayed far more positive emotions than negative ones. But they also found that some teachers—about 10%—displayed notable amounts of negative emotions, with some showing negativity during as much as 80% of their instructional time. The students of these teachers reported reduced enjoyment and engagement in their ELA classes and reduced engagement in their math classes. Given the findings of their study, McLean and Jones make several recommendations for teacher preparation and professional learning programs. As a first step, they recommend that teacher preparation and professional learning programs share information about how negative emotions and experiences are a normal part of the teaching experience. As McLean said, “It’s okay to be frustrated!” McLean is available for interviews on the study, the tool and how teachers can help mitigate this effect. Click on her profile to contact her.
University of Delaware experts exploring Black and brown history and topics all year long
While Black History Month officially ended on Friday, the topic is one that is always top of mind for many professors and experts here at the University of Delaware. Below are a small list of these experts and the areas they explore throughout the year. Click on their profiles or email mediarelations@udel.edu to connect. Roderick Carey, associate professor in the Department of Human Development and Family Sciences, can discuss the importance of gender and race diversity in teaching. Ann Aviles and Ohiro Oni-Eseleh, both professors in the College of Education and Human Development, can share resources for displaced families and guidance for parents, educators and other community members who want to support them. Yasser Payne, professor of sociology, examines notions of resilience, structural violence and gun violence with Black Americans.
Babies whose mothers took kale or carrot capsules when pregnant responded more favourably to these smells The research shows that the process of developing food preferences begins in the womb, much earlier than previously thought The research follows up on an earlier study Babies show positive responses to the smell of foods they were exposed to in the womb after they are born, according to a new study. The findings, led by Durham University, UK, could have implications for understanding how healthy eating habits might be established in babies during pregnancy. The research included scientists from Aston University, UK, and the Centre national de la recherche scientifique (CNRS) and University of Burgundy, France. It is published in the journal Appetite. Researchers analysed the facial expressions of babies who had been repeatedly exposed to either kale or carrot in the womb after birth. Newborns whose mothers had taken carrot powder capsules when pregnant were more likely to react favourably to the smell of carrot. Likewise, babies whose mothers had taken kale powder capsules while pregnant reacted more positively to the kale scent. Research co-lead author and supervisor Professor Nadja Reissland, of the Fetal and Neonatal Research Lab, Department of Psychology, Durham University, said: “Our analysis of the babies’ facial expressions suggests that they appear to react more favourably towards the smell of foods their mothers ate during the last months of pregnancy. Potentially this means we could encourage babies to react more positively towards green vegetables, for example, by exposing them to these foods during pregnancy. “In that respect, the memory of food the mother consumes during pregnancy appears to establish a preference for those smells and potentially could help to establish healthy eating habits at a young age.” This study is a follow-up to a 2022 research paper where the researchers used 4D ultrasound scans at 32 and 36 gestational weeks to study foetal facial expressions after their pregnant mothers had ingested a single dose of either 400mg of carrot or kale capsules. Foetuses exposed to carrot showed more “laughter-face” responses while those exposed to kale showed more “cry-face” responses. For the latest study, the researchers followed up 32 babies from the original research paper – 16 males and 16 females – from 36 weeks gestation until approximately three weeks after birth. Mothers consumed either carrot or kale capsules every day for three consecutive weeks until birth. When the babies were about three weeks old, the research team tested newborns’ reactions to kale, carrot, and a control odour. Separate wet cotton swabs dipped in either carrot or kale powders, or water as the control, were held under each infant’s nose and their reaction to the different smells was captured on video. The babies did not taste the swabs. Scientists then analysed the footage to see how the newborns reacted and compared these reactions with those seen before the babies were born to understand the effects of repeated flavour exposure in the last trimester of pregnancy. The research team found that, from the foetal to newborn period, there was an increased frequency in “laughter-face” responses and a decreased frequency in “cry-face” responses to the smell the babies had experienced before birth. Humans experience flavour through a combination of taste and smell. In foetuses, this happens through inhaling and swallowing the amniotic fluid in the womb. Research co-lead author Dr Beyza Ustun-Elayan carried out the research while doing her PhD at Durham University. Dr Ustun-Elayan, who is now based at the University of Cambridge, said: “Our research showed that foetuses can not only sense and distinguish different flavours in the womb but also start learning and establish memory for certain flavours if exposed to them repeatedly. This shows that the process of developing food preferences begins much earlier than we thought, right from the womb. By introducing these flavours early on, we might be able to shape healthier eating habits in children from the start.” The researchers stress that their findings are a baseline study only. They say that longer follow-up studies are needed to understand long-term impacts on child eating behaviour. They add that further research would also need to be carried out on a larger group of infants, at different points in time. They say that the absence of a control group not exposed to specific flavours makes it challenging to fully disentangle developmental changes in the babies from the effects of repeated flavour exposure. Future research should also factor in post-birth flavour experiences, such as some milk formulas known to have a bitter taste, which could impact babies’ responses to the smell of bitter and non-bitter vegetables. The research involved the children of white British mothers, and the researchers say that future studies should be widened to explore how different cultural dietary practices might influence foetal receptivity to a broader array of flavours. Research co-author Professor Jackie Blissett, at Aston University’s School of Psychology, said: “These findings add to the weight of evidence that suggests that flavours of foods eaten by mothers during late pregnancy are learnt by the foetus, preparing them for the flavours they are likely to experience in postnatal life.” Research co-author Professor Benoist Schaal, National Centre for Scientific Research (CNRS)-University of Burgundy, France said: “Foetuses not only detect minute amounts of all types of flavours the mothers ingest, but they overtly react to them and remember them while in the womb and then after birth for quite long times. In this way, mothers have an earlier than early teaching role, as the providers of the infant’s first odour or flavour memories.” Visit https://doi.org/10.1016/j.appet.2025.107891 to read the full research paper in Appetite.
The ethics of using AI in academic writing: Opportunities and challenges in education
A major topic buzzing around educational circles right now is the use of AI in academic writing. With AI tools becoming more sophisticated, students and educators find themselves navigating a new academic landscape. It’s both exciting and daunting. Joshua Wilson, an associate professor of education at the University of Delaware, can discuss this landscape. Drawing on his research in automated writing evaluation (AWE), Wilson explores how AI tools – particularly generative AI – can transform the teaching and learning of writing by supporting critical thinking and knowledge transformation. He emphasizes that AI can help writers overcome lower-level constraints, such as grammar and organization, enabling deeper reflection and metacognitive engagement. Additionally, AI tools hold promise for helping students structure their thoughts and ideas, serving as valuable aids in organizing ideas before they begin writing. Thus, making writing more accessible and less intimidating for learners at all levels. However, he cautions that the value of AI depends on its thoughtful integration into educational practices, alignment with learning theories, and addressing challenges such as equity, feedback accuracy, and ethical use. He provides actionable insights for educators, researchers, and policymakers on how AI can enhance writing instruction, critical thinking and accessibility while avoiding potential pitfalls. Wilson has appeared in publications including The Washington Post, The Baltimore Sun and The Philadelphia Inquirer. To speak with Wilson further about AI and writing, click on his profile.
The Rev. Randall Meissen, LC, Florida Tech’s chaplain and director of the Catholic Campus Ministry and an adjunct faculty member of the College of Psychology and Liberal Arts, has published a new book chapter, “Contemplating Bats and Bees,” in the academic compendium, “In The Dominicans in the Americas and the Philippines (c. 1500-c. 1820),” edited by David Thomas Orique, Rady Roldán-Figueroa and Cynthia Folquer. The book was published online in August by Routledge. Meissen’s chapter examines the man credited with preserving the only surviving Mayan language texts, Friar Francisco Ximenez, and examples of the influences of Dominican spirituality on natural history. He conducted research in the rare book archives of Guatemala and Spain, and the chapter developed from a presentation Meissen gave at the International Conference on the History of the Order of the Preachers in the Americas several years ago. Ximenez was an 18th century Dominican priest and missionary linguist known for his preservation of the Maya–K’iche’ creation myth the Popol Vuh. He also had a keen interest in the plants and animals of Guatemala during his ministry, Meissen highlights, and recorded observations in his manuscript, “La historia natural del reino de Guatemala.” Meissen’s chapter examines Ximenez’s observations of nature and explores the cultural factors inspiring Ximenez’s research of the region. Those include: “the Dominican tradition of collecting anecdotes about animals as exempla for use in preaching, the expansive highland Mayan vocabulary for naming native organisms, the Mayan religious myths about animals in the Popol Vuh, the practice of using mission churches as spatial reference points and the material need of the Order of Preachers in Guatemala for items such as beeswax,” the abstract reads. Meissen’s research also connects back to the classroom. He is teaching a World Religions course this spring. If you're interested in learning more or a reporter looking to speak with Father Randall Meissen - simply contact Adam Lowenstein, Director of Media Communications at Florida Institute of Technology at adam@fit.edu to arrange an interview today.
Astrobiologist Manasvi Lingam, assistant professor of aerospace, physics and space sciences at Florida Tech, authored a new astrobiology textbook to serve as a resource for the rapidly growing multidisciplinary field. “From Stars to Life: A Quantitative Approach to Astrobiology,” published by Cambridge University Press, is primarily geared toward upper-level undergraduate and graduate students studying astrobiology, Lingam says. Co-authored by astrophysicist Amedeo Balbi (University of Rome), the book’s 15 chapters cover topics from the Big Bang theory to planetary habitability to the future of humankind. The book also includes practice problems that involve modern developments like GenerativeAI (e.g., ChatGPT). Lingam explained how he came up with the new textbook and why it can help shape astrobiology programs like Florida Tech’s. What inspired this textbook? Manasvi Lingam: [Florida Tech] was the first university in the whole world to start an undergraduate astrobiology major. We have a strong connection to the field. But it turns out, every time I teach the subject, I don’t have a textbook to use. I have my first book, which is “Life in the Cosmos,” but it’s 1,100 pages. It’s for graduate students. It’s not going to work for them. Every time I was trying to cobble together resources from different places. My co-author has the same problem except that he’s been teaching [astrobiology] for even longer, for 20 years. He doesn’t have a textbook either. There’s this old saying in English: if you want something done right, do it yourself. We decided, well, might as well just try to write it ourselves. That’s how it came to be. How does this textbook bridge the gap between introductory readings and graduate-level material? ML: Right now, there’s pretty much only one class of textbooks for astrobiology, and those are written for freshman- or sophomore-level undergraduates. There’s this emphasis on a broad overview but at an extremely qualitative level and sometimes offering somewhat weak explanations for various specific phenomena, such as, “Why did Mars lose its atmosphere? It just got eroded over time.” These kinds of limitations. Graduate literature is very specialized, oriented towards whatever subfield one is studying in astrobiology. You can have a whole book on the origin of life. You can have a whole book on just Mars. You can have a whole book on Titan and so on. The aforementioned introductory textbooks that exist are very broad, but they don’t really offer a tool to actually get started doing research in the more specialized field. There was this vital need to bridge the gap. That’s what this book is meant to do. How did you decide what content to include and what not to include? ML: This field begins almost with the Big Bang – the start of the universe – which is when the first elements were formed, including elements that are widespread in life like hydrogen. This tale begins almost with the beginning of the universe. It is a tale that is still ongoing and is going to unfold for trillions of years into the future. But, there was so much material to include in principle. We had to be quite selective about what topics to include. There are a number of courses that are taught around the world on this topic. We looked at dozens of them to find the common core within all of them, and then expanded on that core. That’s what constitutes our table of contents. While writing the textbook, how did you grow as a researcher and an educator? ML: There’s this implicit understanding in academia that if you can write something down clearly, and if you can articulate something clearly, that’s when you can really say you understand it. Often you can’t articulate what you need to say coherently and succinctly if it’s something very big. That’s what, of course, astrobiology is. In the process of writing the book as an educator, I think I was really able to see how various domains linked to each other. For instance, modulations of, say, the Earth’s climate that were driven not just by changes on Earth (including life itself!), but also by changes in the sun, by changes in the orbits of other solar system planets, but also phenomena that were taking place hundreds of light years away in the galaxy. You really see that everything is connected – there are hidden links to each other. I think that helped me discover the magic of the universe, so to speak, even more. From a research standpoint, there were some areas that I have not worked in a lot, but by writing this book, I’ve gotten a better understanding of those areas, like, say, Mars, and also certain microbiological and astrophysical aspects as well. I think that has provided new ideas that I hope to explore in the future. What do you want readers to learn throughout the book, and what should they walk away with? ML: What we want to do is build a holistic integrated understanding of different phenomena pertaining to life in the universe, but at a quantitative level, and still retain breadth without sacrificing depth in the process. It won’t necessarily make students ready for research because it’s still primarily an undergrad textbook, but it will give them a comprehensive understanding of how various processes are intertwined with each other. We want people to see the big picture without missing out on the detail, and to appreciate the beauty of life, Earth, the solar system, the Milky Way and the universe. Lingam plans to start teaching from this textbook in Spring 2025. The textbook is available for purchase on Amazon. Looking to know more about Astrobiology and the work Manasvi Lingam is doing at Florida Tech? Then let us help. Astrobiologist Manasvi Lingam, assistant professor of aerospace, physics and space sciences at Florida Tech and author is available to speak with media regarding this and related topics. Simply click on his icon now to arrange an interview.
Image Credit: Petrovich9/Getty Images Plus Although time is a set duration of hours, minutes and seconds, the perception of time can vary dramatically based on the individual and especially during times of high stress and uncertainty such as disasters, recessions and most recently the COVID-19 lockdown. For example, ask anyone when a specific event occurred during the pandemic and they are likely to respond with, “That happened three months ago. Or did that happen three years ago?” While there have been studies on the feeling that there is not enough time or experiencing time as moving too slowly, Baylor University sociologists Matthew Andersson, Ph.D., and Paul Froese, Ph.D., investigated this sense of multifaceted time perceptions during the pandemic and their effects on mental well-being. Their findings – using national Gallup data collected in spring 2021 in the middle of the pandemic – were published in the journal Time & Society. “We know from existing research that people often experience time in altered ways whenever disasters strike, and we wanted to see if that was true during the pandemic as well,” Andersson said. The Baylor researchers found that Americans during the pandemic generally reported some degree of feeling rushed while also perceiving multiple types of time distortion involving slowness, quickness and days and weeks blending together. This disorientation also was frequently reported alongside other pandemic-related stressors, including economic strain, working from home, homeschooling a child and severe household conflict. Together, they complicated how people perceive time by disrupting routines and creating experiences of trauma, adding to the decline in mental well-being and an increase in feelings of loneliness. Time disorientation and mental well-being The top three findings of the study all demonstrate the connection between altered time perception and the mental states of an individual. “If time does not seem to be moving ‘normally,’ it is generally related to lower levels of mental well-being, such as increased depressive, anxiety symptoms or a lessened sense of control,” Andersson said. “We think this is because people tend to feel grounded or calm when they feel like time is moving as it should.” Secondly, the researchers found that individuals can often experience these time disorientations in multiple and contradictory ways, which can be related to even lower well-being. “Feeling rushed and feeling that time is slow are kind of opposites, but they are both related to having this sense of multifaceted blending of time,” Froese said. “We can show very clearly how these new stresses that were brought on by the pandemic created heightened senses of disorientation in terms of time.” More importantly, they found these time disorientations were affected by social, familial, physical and work situations, which created lower levels of mental well-being. “Specific forms of stress we were seeing during the pandemic, such as financial hardship, homeschooling, working from home and severe household conflict, all had relationships to experiencing different kinds of time distortions,” said Andersson. This was more evident in younger people “because it [lockdown] probably upended their daily routines in a much more dramatic way than it would have in somebody who's retired,” said Froese. Experience of time The rushed pace of industrialized society existed before the COVID-19 pandemic, but the stressors associated with the pandemic added to the feelings of time being out of control. “Our approach to capturing experiences of time rests on the assumption that individuals relate to time in complex ways,” Froese said. “We found original evidence to suggest that experiences of quickness, being rushed, slowness and indistinct boundaries of days all coincide, and that these multiple disorientations each relate to diminished mental wellbeing, to objective work and family demands, and to widespread exposures to pandemic-related stressors.” The survey was conducted as part of the Baylor Religion Survey, one of the most extensive national surveys of American religious beliefs, values and behaviors that produces unique data concerning religion, health and community in America today. The 2021 data collection by Gallup contained a section devoted to how the pandemic affected Americans’ activities, including how the pandemic changed the emotional lives of Americans. Looking to know more? We can help. Dr. Paul Froese is a professor of sociology and a research fellow for the Institute for Studies of Religion. He has been teaching and researching at Baylor since 2002. Dr. Matthew Andersson’s research focuses on health inequality as it unfolds across the life course. Specifically, he researches educational and socioeconomic inequalities in mental and physical well-being as they relate to childhood, adolescent and adulthood factors. Both experts are available to speak with media about this important topic - simply click on either expert's icon to arrange an interview time today.
Saving the world, one yard at a time
University of Delaware professor Doug Tallamy has a simple mission: Encourage people to rid their property of invasive plants and replace them with native ones. One of the ways he's tackling it is through a concept called “Homegrown National Park,” a grassroots initiative he co-founded to offer a simple solution for the biodiversity crisis — the decline of a variety of animals, plants and numerous species. Tallamy, the TA Baker Professor of Agriculture and Natural Resources at the University of Delaware, is trying to encourage everyone to do their part to protect the planet. If invasive plants (which don’t belong in an area and can ultimately harm the ecosystem by taking away essential resources from other plants) grow out of control, then an area loses its biodiversity, the ability for multiple plant and animal species to function at once and create a rich ecosystem. Invasive species are prolific. For example, many invasive plants produce berries, which some birds eat. The birds then spread those seeds around. So, once invasive plants are in an area, they’re hard to get rid of. The idea is to replace them with native plants, which have historically belonged to a region and provide critical habitat for insects, birds and other creatures. It's an uphill climb, but Tallamy persists and is trying to save the world, one yard at a time. “Everybody has a responsibility of doing things that sustain their little piece of the earth, and there are a whole bunch of things one individual can do to help in that regard,” Tallamy said. What’s not so simple, however, is getting the Earth’s 8 billion people (or, at least, anyone with property) to do this. “We are trying to change the culture so that [replacing invasive plants with native ones] becomes the norm, not the exception,” Tallamy said. “We’re not getting rid of lawns. But we don’t need 44 million acres of them. There are now so many people on the planet that natural systems are not functioning the way they need to sustain us.” A snowball effect Much of our current plant culture revolves around colorful, aesthetically pleasing ornamental plants that don’t support the local food web. When they grow out of control, a local yard or larger region loses out on biodiversity. The natural world is all connected. For example, Tallamy said, if we lose pollinators like our native bees that transport pollen between plants, then we also lose most of our plants that produce flowers and fruits. It’s a snowball effect. “If that happens, the energy flow through our terrestrial ecosystems is almost totally disrupted, which means the food webs that support our vertebrate animals, our amphibians, our reptiles, our birds and our mammals would collapse and all those animals would disappear,” Tallamy said. “Without insect decomposers, the creatures that break down dead material, mostly plants, would rot and only bacteria and fungi would endure.” “Homegrown National Park” has generated a lot of buzz for Tallamy, who received recognition for it in October by the Massachusetts Horticultural Society. The MHS awarded Tallamy with its highest honor, the George Robert White Medal of Honor, for eminent service in the field of horticulture. Conservation in action Tallamy’s quest to “change the culture” on planting can be witnessed in the fall at UD. On a warm October afternoon, he and a group of students from the Introduction to Insect and Wildlife Field Studies (ENWC 165) course trudged out to UD Wetlands to curtail some pesky invasive plants native to Asia. Equipped with clippers, loppers and handsaws, they walked behind Worrilow Hall, part of the College of Agriculture and Natural Resources’ 350-acre campus, which includes the UD Wetlands, an area that was formerly a dairy cow pasture but transformed into wetlands in 2008 because pollution from the farm was reaching the local watershed. The wetlands were created because wetlands, by design, absorb nitrogen from runoff before it goes into waterways. They then release it as a gas into the atmosphere. But the UD Wetlands repeatedly deal with pesky invasive plants such as Porcelain-berry and Chinese elm. Over the years, UD students have stymied the species from overtaking the area. “See this? This is a good guy,” said Tallamy to the students as he held up a fallen branch. “You just want to get the Porcelain-berry off of it. They’ll grow back very well. But we want to nip [the Porcelain-berry] in the bud.” Taylor Kelly, a senior wildlife ecology and conservation major who took part in the invasive species removal, said Tallamy has helped her better understand the interconnectedness of various ecosystems. “Native plants provide so much value to our local pollinators, which add value to our local birds because they feed on pollinators, seeds, fruit and trees,” Kelly said. When native plants are in their natural environment, she added, it is a beautiful thing to see. Gardening with intention Tallamy, who began his teaching career at the University of Delaware in 1982, has published numerous research papers about entomology and written three books about native plants, insects and ecosystems, with a fourth book soon to come out. Lately, much of his career has revolved around public outreach. He often lectures across the country about native plants and their ecosystem value and is regularly quoted in outlets like The New York Times, The Washington Post and Natural History Magazine. “Dr. Tallamy is a rare scientist that is able to explain his work to everyone,” said Jake Bowman, UD professor of wildlife ecology and chair of the Department of Entomology and Wildlife Ecology. “His passion for the importance of native plants has driven a major shift in thinking.” Years ago, when Tallamy first set out to spread his messages about native plants, he anticipated a lot of pushback from horticulture enthusiasts who he thought might be resentful about being told how to choose their plants. Instead, Tallamy found that many actually embraced his ideas, including Delaware’s own Master Gardeners, a group of about 300 volunteer educators trained by UD Cooperative Extension. Among his supporters are Delaware Master Gardeners Karen Kollias, Brent Marsh and Judy Pfister, who each praised Tallamy for the impact he has had on how they garden. Kollias now “gardens with intention”— not for herself or her neighbors, but for the environment. “I was a gardener before,” she said. “Now I consider myself an ecological gardener.” After Marsh received a copy of Tallamy’s 2007 book, Bringing Nature Home, which talks about the link between native plants and native wildlife, Marsh became a Master Gardener and began planting native species in his Georgetown lawn. Today, native plants such as woodland sunflowers and oak trees adorn Marsh’s yard, and he is grateful for the value of native plants that he learned through Tallamy’s book. “Someday, maybe 20 years from now when I’m 100 years old, somebody's going to buy my house and they’re going to say, ‘Who planted all these oak trees?!’” Marsh chuckled. “Doug Tallamy changed my life.” As Tallamy has sought to simplify scientific knowledge with the general public, Pfister has utilized Tallamy’s approach to do the same. “He has a way of just making the whole thing a big circle, tying the need for a plant back to the need for a bird back to the need for a tree,” she said. Tallamy, who has been delighted by the fervor ignited by his native plants teachings, said the future of the Earth and its diverse ecosystems will in large part depend on how people treat their yards. “In the past, we asked our landscapes to do one thing, and that was, be pretty,” Tallamy said. “Now we have to ask them to do two things: be pretty and ecologically functional. That's the horticultural challenge of today.” But it’s one Tallamy believes can be achieved. Sometimes, he wishes he could speak to his 10-year-old self and tell the young boy to dig another pond for the toads to colonize. Restore. Conserve. Focus on keeping nature’s ecosystems intact, he would say. “We have to do both,” Tallamy said. “Yes, we have to conserve what’s out there, but we have to get in the mindset that we can really put a lot of it back.” Tallamy and Homegrown National Park co-founder Michelle Alfandari have created a database for people to type in their zip code and discover which native plants are best for their area.
Is all screen time bad? Experts weigh in on healthy habits for kids and teens.
With the winter holiday season upon us, many children and adolescents will be home from school for break. As with any extended periods of time outside of school, screen time for children will become a topic of discussion for families. "For academic benefits of screens, it isn't only about the screen 'time,' but about the type of activities youth are doing on screens," said Teya Rutherford, associate professor at the University of Delaware. "There is huge variance in the quality of engagement with online games, etc." During the holiday season, children and adolescents have way more time to fall down the rabbit hole of social media and general web surfing. The American Psychological Association recently released guidelines to help parents coach their teens to have healthier relationships with viewing videos online. Some of the findings include limiting screen time, monitoring content and teaching children and adolescents about misinformation. "This finding is in line with the literature on parental monitoring – in that, if parents monitor their adolescents’ use of social media, then outcomes (i.e., academic achievement) are often better for the adolescent, than for the adolescent whose parent does not engage in such monitoring behaviors," said Mellissa Gordon, associate professor at the University of Delaware. Rutherford can speak about creating engaging online environments, the science behind learning in online environments, motivating students to learn in STEM contexts and self-regulated learning. Gordon conducts research on the social mechanisms that influence adolescent and young adult development. In a 2023 Youth and Society study, she found that as middle schoolers’ social media use increased, their academic performance suffered. Both can be contacted by emailing mediarelations@udel.edu.