Aging imparts cell-autonomous dysfunction to regulatory T cells during recovery from influenza pneumonia.

Regulatory T (Treg) cells orchestrate resolution and repair of acute lung inflammation and injury after viral pneumonia. Compared with younger patients, older individuals experience impaired recovery and worse clinical outcomes after severe viral infections, including influenza and SARS coronavirus 2 (SARS-CoV-2). Whether age is a key determinant of Treg cell prorepair function after lung injury remains unknown. Here, we showed that aging results in a cell-autonomous impairment of reparative Treg cell function after experimental influenza pneumonia. Transcriptional and DNA methylation profiling of sorted Treg cells provided insight into the mechanisms underlying their age-related dysfunction, with Treg cells from aged mice demonstrating both loss of reparative programs and gain of maladaptive programs. Strategies to restore youthful Treg cell functional programs could be leveraged as therapies to improve outcomes among older individuals with severe viral pneumonia.

Pivoting to a Remote-Learning Summer Student Program during the COVID-19 Pandemic.

Research experience garnered through summer student programs (SSPs) is critical for high school and college student retention in science, technology, engineering, and math (STEM) disciplines. However, the global coronavirus disease (COVID-19) pandemic prevented in-person SSPs in 2020, eliminating these essential experiences that students need to advance their STEM training. In response, we created a remote-learning model that can be broadly adapted for other SSPs. We aimed to uphold our traditional SSP's academic rigor by cultivating critical thinking skills, providing mentorship, and equipping students with tools to serve as public health ambassadors in their communities. We designed the remote SSP around an anchor topic to integrate didactic lectures with research-based independent projects. Program success was evaluated quantitatively and qualitatively via content assessments and written feedback. By comparing preassessments to postassessments, we show that students gained general scientific literacy and improved critical thinking skills. Based on qualitative measures, students were satisfied with their mentorship, reported that they would use what they learned through the SSP in the future, indicated that they had the tools to understand and communicate public health information, and, overall, rated the quality of the SSP positively. As the pandemic continues to necessitate remote learning, traditional in-person experiences will need to be adapted to best support students. We have developed a modular and adaptable SSP that upholds the same standards as the traditional SSP by continuing to provide essential experiences necessary to advance students' training in STEM.