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1. “There is no room for me, for a Hawaiian, in science”: Rightful presence in community science

   https://doi.org/10.1002/tea.21849  

   Tofel‐Grehl, Colby (February 2023, Journal of Research in Science Teaching)

   Abstract This paper shares the experiences, engagement, and struggle of one young Indigenous Hawaiian woman as she grapples with her sense of disconnect with STEM while serving as a land protector on the Mauna Kea, the home of the Thirty Meter Telescope being built over the objection of the local Indigenous community. I examine her changing perspectives and connections to STEM through her engagement during a summer school enrichment class focused on science and technology learning in service of community goals. Findings indicate that her sense of agency and autonomy were greatly improved by engaging in a space where science and technology were tools serving her goals of protecting the Mauna Kea from further development. 

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2. A No Code Approach to Infrastructure Provisioning in Support of Science

   https://doi.org/10.1109/FNWF58287.2023.10520352  

   Popoviciu, Ciprian; Sobieski, Jerome; Jabbari, Bijan; Sawyer, Colby; Zhang, Liang (November 2023, IEEE)

   Communications infrastructures and compute resources are critical to enabling advanced science research projects. Science cyberinfrastructures must meet clear performance requirements, must be adjustable to changing requirements and must facilitate reproducibility. These characteristics can be met by a programmable infrastructure with guaranteed resources such as the BRIDGES infrastructure enabling cross Atlantic research projects. While programmability should be a foundational design principle for research cyberinfrastructures, by itself might not be sufficient to enabling scientists who have no or limited experience with advanced IT technologies operate their testbeds independent of IT support teams. The trend of offering “no code” platforms enabling users without IT core competency to achieve business goals should manifest itself in the context of research and educational infrastructures as well. In this paper we describe the architecture of a “no code” platform which would enable scientists to easily configure and modify a programmable infrastructure by using a large language model-based interface integrated with the composable services language of the infrastructure. The BRIDGES testbed is used as an example for such an integration where the functionality benefits projects operated by large, diverse teams. 

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3. Giving Shape to a Meaningful and Fulfilling Career in Science: Some No‐Nonsense Advice

   https://doi.org/10.1029/2023CN000221  

   Singha, Kamini (December 2023, Perspectives of Earth and Space Scientists)

   Abstract In this manuscript, I provide ideas that may help early‐career colleagues on their paths in science, especially in research and academia. I discuss the inevitability of failure at times, the importance of finding great collaborators and mentors and making time for the things that bring you joy in your life, and suggest a few practices that I hope make us more pleasant human beings. I share a few difficulties I've navigated and advice I've shared with my students, postdocs, and early‐career colleagues through the years. I hope such thoughts are useful, and help others find the joy in being a scientist. 

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4. No battery, no problem: Challenges and opportunities in batteryless intermittent networks

   https://doi.org/10.23919/JCN.2023.000033  

   Fu, Shen; Narayanan, Vishak; Wymore, Mathew L; Deep, Vishal; Duwe, Henry; Qiao, Daji (December 2023, Journal of Communications and Networks)
5. No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions

   https://doi.org/10.1177/23727322231218906  

   Yan, Veronica X; Sana, Faria; Carvalho, Paulo F (March 2024, Policy Insights from the Behavioral and Brain Sciences)

   Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely. 

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