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1. Reduced and Nonreduced Genomes in Paraburkholderia Symbionts of Social Amoebas

   https://doi.org/10.1128/msystems.00562-22  

   Noh, Suegene; Capodanno, Benjamin J.; Xu, Songtao; Hamilton, Marisa C.; Strassmann, Joan E.; Queller, David C. (October 2022, mSystems)

   Maggie Sogin, E. (Ed.)

   Protists are a diverse group of typically single cell eukaryotes. Bacteria and archaea that form long-term symbiotic relationships with protists may evolve in additional ways than those in relationships with multicellular eukaryotes such as plants, animals, or fungi. 

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2. Work in Progress: Student Learning Experiences in the Research Lab: Qualitative Analysis of Two Types of Leadership-Mentorship Style

   Grohman, Magdalena G.; Brown, Matthew; Gans, Nicholas; Edwards, Jeffrey (June 2023, ASEE annual conference exposition proceedings)

   Multiple studies report the benefits of authentic research experiences in STEM education. While most of them focus either on course-based research projects or on undergraduate students’ experiences, few document authentic learning experiences unfolding in real time among and between graduate students in research laboratories. Therefore, we situate our study in the context of authentic research experiences in research laboratories and focus on documenting learning processes as they unfold during daily practices in the laboratories. Specifically, the goal of our study is to observe and document how graduate students, and other lab members, learn from one another within the cultural space of the laboratory, and what aspects of laboratory culture facilitate and what impede learning. To that end, we use cognitive ethnography, an ethnographic approach combined with cognitive science to study cognitive processes through participant-observation of two engineering research laboratories. We identified the following themes pertaining to learning experiences: scaffolding (structured activities or apprenticeship), peer-to-peer learning, self-directed and self-regulated learning, and independence in research activities. While in many respects the two laboratories are similar, the presence and role of a leader-mentor in daily activities is what set them apart. In this report, we analyze the impact of leadership-mentorship on learning and professional formation. We argue that the degree to which a leader-mentor is consistently active in the laboratory’s life presents advantages and disadvantages with respect to different aspects of learning and professional formation. On one hand, professional development of students may be hindered by the absence of direct oversight from an in-laboratory professional mentor, resulting in delayed graduation for example. On another, absence of direct oversight can compel students to independently seek out mentors who have important expertise to help complete projects in a timely manner, an important professional skill. In the first case, students benefit from the expertise of mentors, so having mentors consistently present in the laboratory helps students efficiently conduct their projects. In the second case, students learn that they cannot always rely on only one person to provide direction and will need to seek help from other quarters. 

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3. Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices

   https://doi.org/10.1007/s12528-024-09403-7  

   Gavitte, Samuel B; Koretsky, Milo D; Nason, Jeffrey A (June 2024, Journal of Computing in Higher Education)

   Laboratory activities are central to undergraduate student learning in science and engineering. With advancements in computer technology, many laboratory activities have shifted from providing students experiments in a physical mode to providing them in a virtual mode. Further, physical and virtual modes can be combined to address a single topic, as the modes have complementary affordances. In this paper, we report on the design and implementation of a physical and virtual laboratory on the topic of jar testing, a common process for drinking water treatment. The assignment for each laboratory mode was designed to leverage the mode’s affordances. Correspondingly, we hypothesized each would elicit a different subset of engineering epistemic practices. In a naturalistic, qualitative study design based on laboratory mode (physical or virtual) and laboratory order (virtual first or physical first), we collected process, product, and reflection data of students’ laboratory activity. Taking an orientation that learning is participation in valued disciplinary practice, data were coded and used to characterize how students engaged with each laboratory mode. Results showed that the virtual laboratory elicited more conceptual epistemic practices and the physical laboratory more material epistemic practices, aligning with the affordances of each mode. When students completed the laboratory in the virtual mode first, students demonstrated greater engagement in epistemic practices and more positive perceptions of their learning experience in the virtual mode than when they completed the physical mode first. In contrast, engagement in the physical mode was mostly unaffected by the laboratory order. 

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4. Protist impacts on marine cyanovirocell metabolism

   https://doi.org/10.1038/s43705-022-00169-6  

   Howard-Varona, Cristina; Roux, Simon; Bowen, Benjamin P.; Silva, Leslie P.; Lau, Rebecca; Schwenck, Sarah M.; Schwartz, Samuel; Woyke, Tanja; Northen, Trent; Sullivan, Matthew B.; et al (October 2022, ISME Communications)

   Abstract The fate of oceanic carbon and nutrients depends on interactions between viruses, prokaryotes, and unicellular eukaryotes (protists) in a highly interconnected planktonic food web. To date, few controlled mechanistic studies of these interactions exist, and where they do, they are largely pairwise, focusing either on viral infection (i.e., virocells) or protist predation. Here we studied population-level responses of Synechococcus cyanobacterial virocells (i.e., cyanovirocells) to the protist Oxyrrhis marina using transcriptomics, endo- and exo-metabolomics, photosynthetic efficiency measurements, and microscopy. Protist presence had no measurable impact on Synechococcus transcripts or endometabolites. The cyanovirocells alone had a smaller intracellular transcriptional and metabolic response than cyanovirocells co-cultured with protists, displaying known patterns of virus-mediated metabolic reprogramming while releasing diverse exometabolites during infection. When protists were added, several exometabolites disappeared, suggesting microbial consumption. In addition, the intracellular cyanovirocell impact was largest, with 4.5- and 10-fold more host transcripts and endometabolites, respectively, responding to protists, especially those involved in resource and energy production. Physiologically, photosynthetic efficiency also increased, and together with the transcriptomics and metabolomics findings suggest that cyanovirocell metabolic demand is highest when protists are present. These data illustrate cyanovirocell responses to protist presence that are not yet considered when linking microbial physiology to global-scale biogeochemical processes. 

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5. Mixed methods study of student participation and self-efficacy in remote asynchronous undergraduate physics laboratories: contributors, lurkers, and outsiders

   https://doi.org/10.1186/s40594-023-00428-5  

   Rosen, Drew; Kelly, Angela M. (May 2023, International Journal of STEM Education)

   Abstract BackgroundWhile laboratory practices have traditionally been conducted in-person, online asynchronous laboratory learning has been growing in popularity due to increased enrollments and the recent pandemic, creating opportunities for accessibility. In remote asynchronous learning environments, students have more autonomy to choose how they participate with other students in their laboratory classes. Communities of practice and self-efficacy may provide insights into why students are making their participation choices and how they are interacting with peers in asynchronous physics laboratory courses. ResultsIn this mixed methods, explanatory sequential study, students in an introductory physics remote asynchronous laboratory (N = 272) were surveyed about their social learning perceptions and their physics laboratory self-efficacy. Three groups of students were identified based upon their self-reported participation level of communication with peers in asynchronous courses: (1)contributors, who communicated with peers via instant messaging software and posted comments; (2)lurkers, who read discussions on instant messaging software without posting comments; and (3)outsiders, who neither read nor posted comments to peer discussions. Analysis of variance with post hoc Tukey tests showed significant differences in social learning perceptions among contributors, lurkers, and outsiders, with a large effect size, and differences between contributing and lurking students’ self-efficacy, with a small effect size. Qualitative findings from open-ended survey responses indicated contributors felt the structure of the learning environment, or their feeling of connectedness with other students, facilitated their desire to contribute. Many lurkers felt they could get what they needed through vicarious learning, and many expressed their lack of confidence to post relevant, accurate comments. Outsiders felt they did not have to, did not want to, or could not connect with other students. ConclusionsWhile the classroom laboratory traditionally requires all students to participate in the learning process through active socialization with other students, students in a remote asynchronous laboratory may still gain the benefits of participation through lurking. Instructors may consider lurking in an online or remote science laboratory as a legitimate form of participation and engagement. 

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