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1. LCGC and ACS Subdivision on Chromatography and Separations Chemistry Survey 2023: What Skills Do New Analytical Chemistry Employees Need?

   https://doi.org/10.56530/lcgc.na.uc7884m3  

   Grinias, James ; Smith, Trevor ; Kovarik, Michelle ( August 2023 , LCGC North America)

   For this year’s career issue, LCGC North America teamed up with the American Chemical Society Subdivision on Chromatography and Separations Chemistry to ask the analytical chemistry community what skills new employees in the field need to succeed. In this report, we analyze the survey results and explore how they can inform the future of analytical chemistry curriculum development. 

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2. How Do Inorganic Students Represent Molecular Orbitals? A Multi-Institutional Study from the Foundation-Level Inorganic Chemistry Course

   https://doi.org/10.1021/acs.jchemed.3c00823  

   Reisner, Barbara A. ; Kinkaid, Melissa M. ; Pratt, Justin M. ; Bentley, Anne K. ; Stewart, Joanne L. ; Smith, Sheila R. ; Raker, Jeffrey R. ; Lin, Shirley ( January 2024 , Journal of Chemical Education)
3. Open-domain Dialogue Generation: What We Can Do, Cannot Do, And Should Do Next

   https://doi.org/10.18653/v1/2022.nlp4convai-1.13  

   Kann, Katharina ; Ebrahimi, Abteen ; Koh, Joewie ; Dudy, Shiran ; Roncone, Alessandro ( January 2022 , Proceedings of the 4th Workshop on NLP for Conversational AI)

   Human–computer conversation has long been an interest of artificial intelligence and natural language processing research. Recent years have seen a dramatic improvement in quality for both task-oriented and open-domain dialogue systems, and an increasing amount of research in the area. The goal of this work is threefold: (1) to provide an overview of recent advances in the field of open-domain dialogue, (2) to summarize issues related to ethics, bias, and fairness that the field has identified as well as typical errors of dialogue systems, and (3) to outline important future challenges. We hope that this work will be of interest to both new and experienced researchers in the area. 

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4. Open-domain Dialogue Generation: What We Can Do, Cannot Do, And Should Do Next

   Kann, Katharina ; Ebrahimi, Abteen ; Koh, Joewie ; Dudy, Shiran ; Roncone, Alessandro. ( May 2022 , Association for Computational Linguistics)
5. Do I Stay or Do I Go? Examining Attraction, Selection and Attrition of Black Men in Computer Engineering at Predominantly White Institutions

   https://doi.org/10.1615/JWomenMinorScienEng.2023043053  

   Brawner, Catherine E. ; Brent, Rebecca ; Manning, Jessica ; Orr, Marisa K. ; Mobley, Catherine ; Horne, Kensley ( January 2024 , Journal of Women and Minorities in Science and Engineering)

   Black men are underrepresented in engineering in general and computer engineering (CPE) in particular. Using two unique datasets, (1) the Multiple Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) and (2) 10 interviews with Black men who persisted in or switched away from CPE at two predominantly White institutions, we contextualize the outcomes ofBlack men in CPE at predominantly White institutions and highlight these students' narratives about their educational experiences. We use Schneider's attraction, selection, and attrition framework tobetter understand how institutions shape the educational experiences of Black men in CPE. Our quantitativeresults show that Black men switch majors away from CPE at similar rates to men of otherethnicities, but they have a slightly lower rate of persistence through eight semesters. Black men wholeave CPE do so earlier than they leave other majors. In our qualitative interviews, we find that early,hands-on experiences in CPE during the first year served to select students into it. Persisters betterunderstood what the CPE major entailed than switchers when selecting the major. Attrition was associatedwith poor experiences in foundational courses, lack of caring faculty, and students' reconsiderationof their reasons for choosing the CPE major initially. Our findings have implications for electrical and computer engineering faculty and advisors regarding how they teach and interact with their students, particularly those who are historically minoritized. Should the departments make the changes we suggest, the students would be the ultimate beneficiary of an improved environment for learning. 

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