“A lot of people, when they think about math, think about geometry and Pythagoras’ theorem,” says Iain Moyles, an associate professor in 91��ɫ’s Department of Mathematics & Statistics. “Math is a language of structure and logic and science that can help you test a hypothesis. So we’ve designed a mathematical model to understand the cause and effect of peer influence in smoking.”

The idea came from PhD student Sarah Machado-Marques in response to a class assignment to experiment with math modelling to explain the psychology behind human behaviour.

Although she has never vaped, she says she wanted to understand why so many of her peers took up the e-cigarette craze when they were in high school.

“I’m really interested in why people do what they do, what drives people to make certain decisions,” she says. “I was walking around campus and noticed that vaping is still relevant in both my age group and also younger age groups, and so I started thinking, how can we use math to address this problem?”

Ten years ago, the surge in vaping among adolescents was considered an epidemic. In 2018, the number of U.S. high-school students vaping nearly doubled in a single year, according to the American Heart Association. More recent data, from Statistics Canada, shows that vaping is still popular among Canadian youth. In 2022, one in 10 Canadians aged 20 to 24 and one in 15 aged 15 to 19 vaped every day, compared with one in 50 Canadians aged 25 and older.

Moyles says the vaping epidemic is not a classic disease like COVID-19 but a social contagion that behaves like one.

“In a standard disease, you might walk past someone and infect them with an actual virus or bacteria,” he says. “In vaping or similar behaviours, an adolescent can pressure someone and you change your behaviour because you were ‘infected’ by the influence of your peer.”

Machado-Marques says it can be a subtle pressure, where teenagers and young adults feel the need to fit in or mimic the behaviour of their friends.

What their research suggests is that while teenagers can be influenced to vape because their friends are, equally so, they may be influenced to quit the habit because their friends are. Their mathematical model shows that the long-term trajectory of vaping is a cyclical pattern of starting and quitting depending on what their cohort is doing.

“We see this re-emergence in society all the time – things that were cool when we were kids, then weren’t cool,” says Moyles. “Our kids and our grandkids eventually find them again and once again they become cool.”

The findings from Machado-Marques and Moyles can apply to any adolescent trend where friends have influence on each other. The same cycle can be seen in the pendulum between bell bottoms and skinny jeans, and curly and straight hair, for example.

Moyles says math modelling can be used by parents, teachers and public health authorities to identify cycles of undesirable adolescent behaviours influenced by peers and look for opportunities to intervene.

“The key learning I would say from our modelling would be to recognize the cycle and to start to saying, ‘OK, when do we think this sort of thing is happening and how do we get ahead of it?’”

The researchers say that while prevention is always best, attempts to influence more positive behaviour among adolescents may be strongest coming from other adolescents.

“If a parent or teacher encourages a certain behaviour, adolescents might do the opposite, just because it's not coming from within their influence group,” says Moyles. “The key from the influence structure of our model is to find a way to have that information coming through the peer network.”

Courtesy of YFile

The post Student-teacher team analyzes role of peer influence in teen vaping appeared first on Faculty of Science.

Graduate Student Teaching & Professional Development

Handbooks

• Introductory Guide for Laboratory Demonstrators by Dr. Stephanie Domenikos and Anni Siren for the Teaching Commons, 91��ɫ is licensed under
• International Teaching Assistant Handbook
• Mobile YU-Card FAQ for Faculty & Staff

Resources for Teaching

• Resources for new Teaching Assistants (holding tutorials, office hours, accessibility, marking, and critical reading & writing)
• Teaching Resources from Teaching Commons (Assessment, AI, Hybrid Teaching)
• Teaching Assistant Checklist

Exams

• Best Practices for Invigilation of in-person exams

Awards

• Faculty of Science Teaching Assistant Awards

Resources & Support

Administrative Support

• FGS Forms on Academic Affairs, Student Affair, Thesis and Dissertation and Student Finances
• Graduate Supervision Guidelines

Academic Support

• Learning Skills Development
• ESL Open Learning Centre
• Academic Integrity Website
• Experiential Education

Wellness Support & Social Opportunities

• Graduate Wellness Services

Indigenous Student Services

Teaching Certificates at 91��ɫ

Certificates include:

• Record of Completion Certificate for engaging in higher education teaching and learning workshops
• Record of Completion Certificate for supporting teaching at 91��ɫ
• Certificate in Teaching and Learning in Higher Education

Learn more about Teaching Certificates at 91��ɫ

The post Graduate Student Resources appeared first on Faculty of Science.

FGS bestows the award annually on an individual who has demonstrated outstanding support for postdoctoral scholars at 91��ɫ, exceeding general supervisory expectations. Nominations must provide evidence that the nominee: fosters an exemplary environment of support for professional skill development; is a role model for intellectual leadership and professionalism in research; promotes and models a climate of respect and collegiality; and offers advocacy and guidance in long-term personal, professional and career development.

The adjudication committee reviewed an exceptional pool of nominees this year and were particularly impressed by Sharma’s work as a supervisor. The letter of nomination highlighted her drive to create an environment of support for her postdoctoral Fellows and students. Acting as a true mentor, she provides ample opportunities for professional skill development and exemplifies a steadfast commitment to facilitating international collaborations.

Sharma consistently went above and beyond her expected role, supporting the members of her lab, Sharma Lakes, by advocating for their personal, as well as professional, career development. This dedication was especially crucial within the context of the global pandemic and its impact on mental, financial and overall well-being.

“The past two years have been an unprecedented time with the COVID-19 pandemic and 91��ɫ frequently closing. In response, Dr. Sharma has prioritized the mental health of everyone under her supervision, including myself,” her colleague, Alessandro Filazzola, stated in the nomination letter. “She frequently checks in to ensure we are financially stable, whether we require leave, or have the necessary support should we decide to continue working.”

On the challenges of research during the pandemic, Sharma said, “The students and postdocs in my lab worked incredibly hard to keep our research moving forward, despite the immense challenges of working remotely during the pandemic. I thank them for their work, supporting one another and the research program, and keeping the lab environment alive.”

Sharma’s area of research examines how lakes worldwide respond to climate change, including rapid ice loss, warming water temperatures, degrading water quality and changing fish distributions. The work performed in her lab involves predicting the effects of environmental stressors, such as invasive species and habitat alteration, on lakes. This important research highlights the real-life repercussions of climate change, which can inspire others to seek out ways to create a more sustainable future.

“I am lucky to have a wonderful lab. I work with amazing students and postdocs. They make my work life fun and intellectually stimulating as I learn a lot from them,” said Sharma.

Outside of her research and role as supervisor, Sharma is an active member of the community. She currently holds the position of vice-Chair of the Royal Canadian Institute for Science, a charity committed to science public engagement, which demonstrates her dedication to science communication. Moreover, she is also the founder and Chair of SEEDS at 91��ɫ, an outreach program that provides refugee children who have recently arrived in Canada with additional educational opportunities in science and math.

“As a Provostial Fellow, Dr. Sharma has been working on a University-wide engagement strategy to build partnerships that focus on access to clean water, and in that sense is really taking hold of 91��ɫ’s commitment in the University Academic Plan to further the UN [United Nations] Sustainable Development Goals,” said Dean and Associate Vice President Graduate Thomas Loebel.

The Supervisor of the Year Award acts as a way to acknowledge dedication displayed by faculty who exemplify all the characteristics of an outstanding role model. “[Sharma] has enriched the lives of her postdoctoral Fellows. Her investment and commitment serve as a model for others to follow. She embodies the award’s dedication to mentorship creativity, excellence, and dedication,” said Loebel.

The post Faculty of Graduate Studies names Sapna Sharma recipient of Postdoctoral Supervisor Award appeared first on Faculty of Science.