Fostering equity, diversity, and inclusion in large, first-year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons.

Instructors can deliberately design for equity, diversity, and inclusion, including for large first-year classes, and now instructors have added challenges given COVID-19. Our paper explores the question: How do we integrate equity, diversity, and inclusion and universal design for learning (UDL) into first-year, undergraduate ecology and evolution introductory lessons given the COVID-19 pandemic? Given the large field exploring equity, diversity, and inclusion, we chose to focus on developing reflective practice question rubrics for before, during, and after lessons to encourage UDL for instructors, teaching assistants, and learners. We conducted a focus group within our team and discussed ideas related to online learning, including related pitfalls and solutions.

Proteomic analysis reveals the direct recruitment of intrinsically disordered regions to stress granules in .

Stress granules (SGs) are stress-induced membraneless condensates that store non-translating mRNA and stalled translation initiation complexes. Although metazoan SGs are dynamic compartments where proteins can rapidly exchange with their surroundings, yeast SGs seem largely static. To gain a better understanding of yeast SGs, we identified proteins that sediment after heat shock using mass spectrometry.