Remote learning slightly decreased student performance in an introductory undergraduate course on climate change.

Public understanding about complex issues such as climate change relies heavily on online resources. Yet the role that online instruction should assume in post-secondary science education remains contentious despite its near ubiquity during the COVID-19 pandemic. The objective here was to compare the performance of 1790 undergraduates taking either an online or face-to-face version of an introductory course on climate change. Both versions were taught by a single instructor, thus, minimizing instructor bias. Women, seniors, English language learners, and humanities majors disproportionately chose to enroll in the online version because of its ease of scheduling and accessibility. After correcting for performance-gaps among different demographic groups, the COVID-19 pandemic had no significant effect on online student performance and students in the online version scored 2% lower (on a scale of 0-100) than those in the face-to-face version, a penalty that may be a reasonable tradeoff for the ease of scheduling and accessibility that these students desire.

STEAM: Using the Arts to Train Well-Rounded and Creative Scientists.

While the demand for a strong STEM workforce continues to grow, there are challenges that threaten our ability to recruit, train, and retain such a workforce in a way that is effective and sustainable and fosters innovation. One way in which we are meeting this challenge is through the use of the arts in the training of scientists. In this Perspectives article, we review the use of the arts in science education and its benefits in both K-12 and postsecondary education. We also review the use of STEAM (science, technology, engineering, arts, and mathematics) programs in science outreach and the development of professional scientists.

A free-boundary model of a motile cell explains turning behavior.

To understand shapes and movements of cells undergoing lamellipodial motility, we systematically explore minimal free-boundary models of actin-myosin contractility consisting of the force-balance and myosin transport equations. The models account for isotropic contraction proportional to myosin density, viscous stresses in the actin network, and constant-strength viscous-like adhesion. The contraction generates a spatially graded centripetal actin flow, which in turn reinforces the contraction via myosin redistribution and causes retraction of the lamellipodial boundary. Actin protrusion at the boundary counters the retraction, and the balance of the protrusion and retraction shapes the lamellipodium. The model analysis shows that initiation of motility critically depends on three dimensionless parameter combinations, which represent myosin-dependent contractility, a characteristic viscosity-adhesion length, and a rate of actin protrusion. When the contractility is sufficiently strong, cells break symmetry and move steadily along either straight or circular trajectories, and the motile behavior is sensitive to conditions at the cell boundary. Scanning of a model parameter space shows that the contractile mechanism of motility supports robust cell turning in conditions where short viscosity-adhesion lengths and fast protrusion cause an accumulation of myosin in a small region at the cell rear, destabilizing the axial symmetry of a moving cell.