Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors.

Despite calls for improved data-collection efforts tracking transgender and gender nonconforming (TGNC) people in science, technology, engineering, and mathematics (STEM) education, there have been no reports of TGNC continuation in STEM majors at the university level. Using national, longitudinal data from the Higher Education Research Institute at the University of California, Los Angeles, we analyzed the experiences of 20,910 students who indicated an initial intent to major in a STEM field and found that TGNC students (n = 117) continue in STEM majors at a rate ∼10% lower than their cisgender peers. This gap persists despite TGNC students' high levels of academic ability and academic self-confidence. Through multilevel regression modeling, we found this difference is not explained by experiences that have predicted the likelihood of cisgender students leaving STEM. The only significant predictor of STEM attrition for TGNC students in our model was whether they sought personal counseling; TGNC students who more frequently sought personal counseling were 21% less likely to remain in STEM majors. Overall, TGNC students leave STEM at rates similar to or higher than other minoritized groups, building the case for a multifaced, intersectional approach to addressing diversity and equity in the preparation of the future STEM workforce.

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology.

Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals.

M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM.

Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindset-or the belief that intelligence is malleable and can increase with effort-is associated with student success. Locus of control is a related but distinct self-belief regarding personal agency over various academic and nonacademic outcomes and has also been associated with study skills and academic persistence. However, academic interventions targeting student mindsets and loci of control have remained relatively underexplored, specifically in the context of undergraduate STEM education. Here, we describe the development and assessment of an intervention encouraging students to adopt a growth mindset and internal locus of control. This five-part intervention is administered entirely online and is therefore independent of individual instructor variability. We administered the intervention in five introductory biology courses and show that the intervention was successful in impacting student mindsets and loci of control across various demographics.

An in situ high-throughput screen identifies inhibitors of intracellular Burkholderia pseudomallei with therapeutic efficacy.

Burkholderia pseudomallei (Bp) and Burkholderia mallei (Bm) are Tier-1 Select Agents that cause melioidosis and glanders, respectively. These are highly lethal human infections with limited therapeutic options. Intercellular spread is a hallmark of Burkholderia pathogenesis, and its prominent ties to virulence make it an attractive therapeutic target. We developed a high-throughput cell-based phenotypic assay and screened ∼220,000 small molecules for their ability to disrupt intercellular spread by Burkholderia thailandensis, a closely related BSL-2 surrogate. We identified 268 hits, and cross-species validation found 32 hits that also disrupt intercellular spread by Bp and/or Bm Among these were a fluoroquinolone analog, which we named burkfloxacin (BFX), which potently inhibits growth of intracellular Burkholderia, and flucytosine (5-FC), an FDA-approved antifungal drug. We found that 5-FC blocks the intracellular life cycle at the point of type VI secretion system 5 (T6SS-5)-mediated cell-cell spread. Bacterial conversion of 5-FC to 5-fluorouracil and subsequently to fluorouridine monophosphate is required for potent and selective activity against intracellular Burkholderia In a murine model of fulminant respiratory melioidosis, treatment with BFX or 5-FC was significantly more effective than ceftazidime, the current antibiotic of choice, for improving survival and decreasing bacterial counts in major organs. Our results demonstrate the utility of cell-based phenotypic screening for Select Agent drug discovery and warrant the advancement of BFX and 5-FC as candidate therapeutics for melioidosis in humans.

Seductive Details in the Flipped Classroom: The Impact of Interesting but Educationally Irrelevant Information on Student Learning and Motivation.

In this study, we assessed the impact of providing students with short video clips highlighting the relevance of material they are learning in the genetics classroom to their everyday lives. These interesting but non-learning objective oriented clips, referred to as "seductive details," have been studied extensively in laboratory contexts. In laboratory studies, seductive details have been shown to actually decrease learning, leading some to recommend that any information not directly pertaining to academic learning outcomes be removed from education materials. We aimed to uncover effects of seductive details in an actual college course, in a manner divorced from the confounding variation introduced by instructor-level differences in personality and lecture styles. Our results show that, in a flipped-classroom environment, seductive details do not harm students' content attainment, interest, or perceived learning, but they are memorable. Students with high background knowledge of genetics reported greater learning after watching videos containing seductive details than students who watched equivalent videos without seductive details, but there was no difference in quiz scores between the groups. These results contradict some of the major effects observed throughout decades of studies conducted in artificial psychology laboratory environments and highlight possible affective benefits of instructors using seductive details.

Competition between Decapping Complex Formation and Ubiquitin-Mediated Proteasomal Degradation Controls Human Dcp2 Decapping Activity.

mRNA decapping is a central step in eukaryotic mRNA decay that simultaneously shuts down translation initiation and activates mRNA degradation. A major complex responsible for decapping consists of the decapping enzyme Dcp2 in association with decapping enhancers. An important question is how the activity and accumulation of Dcp2 are regulated at the cellular level to ensure the specificity and fidelity of the Dcp2 decapping complex. Here, we show that human Dcp2 levels and activity are controlled by a competition between decapping complex assembly and Dcp2 degradation. This is mediated by a regulatory domain in the Dcp2 C terminus, which, on the one hand, promotes Dcp2 activation via decapping complex formation mediated by the decapping enhancer Hedls and, on the other hand, targets Dcp2 for ubiquitin-mediated proteasomal degradation in the absence of Hedls association. This competition between Dcp2 activation and degradation restricts the accumulation and activity of uncomplexed Dcp2, which may be important for preventing uncontrolled decapping or for regulating Dcp2 levels and activity according to cellular needs.