Dental students deal with various stressors while in dental school. While some develop adaptive coping skills, others may suffer from damaging effects of constant and increasing levels of stress. This study evaluated a peer mentoring program at a dental school in the Midwest to determine student perceptions of its beneits and to identify areas for improvement. Data were collected through a survey sent out to all dental classes online. The twenty-ive-item survey was based on student responses during two focus groups held to elicit student assessment of the peer mentoring program. Sixty-six percent of the student body participated with representation from all four classes. Students ind their peer mentoring program an effective tool in helping them deal with stress especially during transition phases of their curriculum, irst into dental school and later from preclinic to the clinics. Having a mentor means easy access to an available person who can help students relieve anxieties about dental school. Experiencing dental school enables a student to serve as a mentor, so a non-dental student is seen as not effective. Peer mentoring needs to be loosely structured and lexible and should cover all years in the dental curriculum.

[1] A series of community-led, large-scale laboratory experiments, termed ''StreamLab'', were performed by the National Center for Earth-surface Dynamics (NCED) with the purpose of advancing multidisciplinary research, education, and knowledge transfer at the interface of physical/chemical/biological processes in streams, science-based stream restoration practice, and environmental sensing technologies. Two series of experiments, StreamLab06 and StreamLab08, were conducted in the Main Channel of the St. Anthony Falls Laboratory at the University of Minnesota, a flume 84 m long and 2.75 m wide with water fed by the Mississippi River at a rate of up to 8.5 m 3 /s. The purpose of this paper is to share with the broader community the data collected with the hope of stimulating further analysis and future experimental campaigns toward advancing our predictive understanding of the physical, chemical, and biological processes in streams. Toward this end, a brief summary of the results to date is included and some ideas for further research are provided.

Health professions education is extremely challenging for students, requiring high performance in fast‐paced learning environments. In addition, the challenge of instructing students at many performance levels and the lack of teaching assistants can create a knowledge gap between educators and students. Using cross‐year peer tutors is one potential method to close this gap and improve student performance. The aims of this study were to retrospectively evaluate the impact of a cross‐year peer tutoring program on successful course completion of oral health students and to assess student and tutor perceptions of the experience. First‐ and second‐year dental and dental therapy students were assigned to cross‐year tutors as a result of progression committee recommendations and self‐identification. Potential tutors were vetted by the course directors. The collected data included number of courses in which students were assigned a tutor, the type of course (lecture vs. lab), and students' success in the courses. These data were collected for a four‐year period (2013‐14 to 2016‐17), and student and tutor perceptions were assessed in one year. The results showed that 94% of the students who received tutoring passed their courses. Students who had been tutored had a significantly lower failure rate than those who were not tutored (20% vs. 80%, respectively). These results suggest that the cross‐year peer tutoring program was useful in closing the learning gap between instructors' expert level and novice learners. Participating students and tutors also perceived the program as a positive and beneficial experience.