1342. TOSCANA: The Observational Seroepidemiologic Study of COVID-19 at the United States Naval Academy

Background University students, including those at military service academies, are at increased risk of acute respiratory infection (ARI), including SAR-CoV-2, due to crowded living conditions, frequent social interaction and other factors that facilitate pathogen transmission. Unlike many universities, the United States Naval Academy (USNA) continued in-person instruction in Fall 2020 in the midst of the COVID-19 pandemic. The Observational Seroepidemiologic Study of COVID-19 at the United States Naval Academy (TOSCANA,) a longitudinal cohort characterizes the burden and risk factors of SARS-CoV-2 in USNA midshipmen. Methods Midshipmen were enrolled August- October 2020. Participants were queried about their ARI risk factors, COVID-19 history, and recent receipt of medical care for any ARI at enrollment, in December 2020 and again in May 2021. Subjects were also asked to provide blood and saliva samples to assess their SARS-CoV-2 serostatus at the same three timepoints. A saliva sample was collected by a subset of subjects in February 2021. Presence of anti-SARS-CoV-2 serum IgG in dried blood spots and saliva was measured by multiplex magnetic microparticle-based immunoassays. Results 181 midshipmen consented to the study and completed the baseline survey (Table 1). 17 (17.5%) of the 97 subjects who submitted baseline blood sample were SARS-CoV-2 seropositive. Only 4 (24%) positive individuals reported having been tested for or diagnosed with COVID-19 prior to arrival at USNA. 121 participants completed the midyear survey, of whom 61 (50%) submitted a blood sample. 16 (26%) of the midyear specimens were SARS-CoV-2 positive. Of these, 3 were new infections. 73 subjects completed the May survey, and 63 (100%) of the submitted blood samples were positive. 83 subjects provided baseline saliva samples, and ~55 submitted saliva at each successive time point. 1 (5%) was positive at enrollment, 9 (17%) were positive at midyear and 47 (96%) were positive in May. Table 1. Key characteristics of TOSCANA participants Conclusion SAR-CoV-2 prevalence in a sample of USNA midshipmen was < 20% at enrollment. A small proportion of subjects seroconverted between the September and December visits. SARS-CoV-2 positivity rose in May, following a COVID-19 outbreak in February and COVID-19 vaccination efforts in March at USNA. Disclosures Jitu Modi, MD, GSK (Speaker’s Bureau)

Developing Leaders of Character at the Federal Service Academies

The chapter provides an overview of the practice of leadership development at the United States Military Academy, the United States Air Force Academy, and the United States Naval Academy. The service-specific mission and core values provide a foundation for a theoretical review of leader, leadership, and human development theories currently implemented at selected service academies. The practical application of these models is then illustrated in an overview of leader and leadership education and training throughout the 47-month academy experience. The chapter concludes with some final thoughts concerning the influence of the military model in traditional colleges, universities, and preparatory schools.

Unplugged cybersecurity: An approach for bringing computer science into the classroom

The United States Naval Academy (USNA) STEM Center for Education and Outreach addresses an urgent Navy and national need for more young people to pursue careers in STEM fields through world-wide outreach to 17,000 students and 900 teachers per year. To achieve this mission, the STEM Center has developed a hands-on and inquiry-based methodology to be used with K-12 educators at professional development workshops and with students through camps, festivals and fairs, and STEM days.According to recent data, math and computer science (CS) are the fastest growing fields among STEM careers (US Bureau of Labor Statistics, 2016). The Computer Science for All initiative (2016) urges communities to bring more computer science education into the classroom to meet the rapidly rising need for more CS graduates. As a result, the USNA STEM Center has developed a number of unplugged (without a computer) cybersecurity modules to promote engagement and increase awareness. Topic areas include encryption, networking and social media, viruses and malware, programming, hardware components, authentication and authorization, and hacking.This article describes the methodology for developing unplugged computer science activities and adapting computer science undergraduate curriculum for K-12 educators and students as an introduction to complex computer science topics.