Cultivating cultural capitals in introductory algebra-based physics through reflective journaling.

At a large, diverse, hispanic-serving, master's-granting university, the Alma Project was created to support the rich connections of life experiences of science, technology, engineering, and mathematics (STEM) students that come from racially diverse backgrounds through reflective journaling. Utilizing frameworks in ethnic studies and social psychology, the Alma Project aims to make learning STEM inclusive by affirming the intersectional identities and cultural wealth that students bring into STEM classrooms. Approximately once per month students who participate in the Alma Project spend 5-10 min at the beginning of class responding to questions designed to affirm their values and purpose for studying STEM in college.

The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways.

The present studies aimed to advance the measurement and understanding of microaffirmation kindness cues and assessed how they related to historically underrepresented (HU) and historically overrepresented (HO) undergraduate student persistence in science-related career pathways. Study 1 developed and tested the dimensionality of a new Microaffirmations Scale. Study 2 confirmed the two-factor structure of the Microaffirmations Scale and demonstrated that the scale possessed measurement invariance across HU and HO students.

The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways.

The United States' inability to achieve equitable workforce development in science, technology, engineering, and mathematics (STEM) career pathways is well-recognized and has been attributed to the poor retention of a diverse stream of students in academia. Social science theory and research provide evidence that social contextual variables-specifically kindness cues affirming social inclusion-influence chronic underrepresentation of some groups within STEM career pathways. Review of the literature suggests that the current STEM academic context does not consistently provide cues that affirm social inclusion to all members of the academic population, and that policies that address this disparity are essential to broadening STEM workforce development in the United States.

Enabling full representation in science: the San Francisco BUILD project's agents of change affirm science skills, belonging and community.

Background: The underrepresentation of minority students in the sciences constrains innovation and productivity in the U.S. The SF BUILD project mission is to remove barriers to diversity by taking a "fix the institution" approach rather than a "fix the student" one.

Dissecting the active site of the collagenolytic cathepsin L3 protease of the invasive stage of Fasciola hepatica.

Background: A family of secreted cathepsin L proteases with differential activities is essential for host colonization and survival in the parasitic flatworm Fasciola hepatica. While the blood feeding adult secretes predominantly FheCL1, an enzyme with a strong preference for Leu at the S2 pocket of the active site, the infective stage produces FheCL3, a unique enzyme with collagenolytic activity that favours Pro at P2.

Methodology/principal Findings: Using a novel unbiased multiplex substrate profiling and mass spectrometry methodology (MSP-MS), we compared the preferences of FheCL1 and FheCL3 along the complete active site cleft and confirm that while the S2 imposes the greatest influence on substrate selectivity, preferences can be indicated on other active site subsites.