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1. Common Medicine for the Common Man: Picturing the “Striped Layman” in Early Vernacular Print

   https://doi.org/10.1017/rqx.2020.315  

   Taape, Tillmann (January 2021, Renaissance Quarterly)

   null (Ed.)

   The disruptive figure of the “striped layman” appeared in printed texts and images around the year 1500 in the southern German lands. This essay shows how it came to represent a new kind of reader of vernacular medical publications. Exploring the illustrated books of the Strasbourg surgeon-apothecary Hieronymus Brunschwig, their local context of humanist discourse, and the visual practice of their publisher, Johann Grüninger, I argue that their oft-neglected woodcuts of people in striped clothes constitute powerful visual commentary of Brunschwig's (and others’) mission to impart medical agency and expertise to the “common man” at the eve of the Reformation. 

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2. Fostering inclusion and diversity through research, teaching, mentoring, and outreach

   https://doi.org/10.1091/mbc.E19-07-0379  

   Torres, Jorge Z. (November 2019, Molecular Biology of the Cell)

   I am deeply humbled and honored to receive the American Society for Cell Biology (ASCB) Prize for Excellence in Inclusivity. Thank you to the ASCB for recognizing the contributions of faculty to inclusion and diversity in STEM and the importance of this for the advancement of science. Thank you to the Howard Hughes Medical Institute (HHMI) for your generous support of inclusivity. The prize money will be used to fund outreach activities aimed at increasing inclusion in science and to create research opportunities for students from underrepresented groups in the sciences. In this essay, I share bits of my life’s story that I hope will resonate with a broad audience, especially students from underrepresented groups in STEM, and that drive my passion for inclusion and diversity. I provide points of consideration for students to enhance their preparation for science careers and for faculty to improve the current landscape of inclusion and diversity in STEM. 

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3. Opinion: Building Diversity, Equity, and Inclusion into an Engineering Course

   https://doi.org/10.18260/3-1-1153-36034  

   Rice, Cynthia; Mays, David (January 2022, Advances in Engineering Education)

   Engineering faculty have heard the call to incorporate diversity, equity, and inclusion (DEI) into their classrooms, but many have asked the question: What can I do to advance DEI in my courses? This commentary provides one answer. We summarize our process to engineer DEI into an undergraduate fluid mechanics course following a process that included (1) participation in formal programs, (2) a systematic review of course materials, and (3) a weekly series of conversations that examined DEI in the context of engineering education from academic, social, and personal perspectives. The formal programs deepened our awareness; the systematic review identified improvements in the syllabus, nomenclature, and videos; but most importantly the conversations illuminated how the same technical material can be associated with vastly different cultural perspectives—a key point from the theory of Culturally Relevant Pedagogy. We call for engineering faculty to seek opportunities to learn more of these perspectives, and then to reflect on how to improve their courses accordingly. 

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4. Platforms, blockchains and the challenges of decentralization

   https://doi.org/10.1093/cjres/rsad008  

   Zook, Matthew (May 2023, Cambridge Journal of Regions, Economy and Society)

   Abstract This commentary explores the feasibility of blockchain technologies (and cryptocurrencies) in contesting the power of centralized, corporate platforms. While proponents of blockchain and cryptocurrencies regularly proclaim their power to decentralize and counter corporate power, I am much more constrained in my assessment and note the significant challenges facing open blockchain approaches in competing with platforms. From this, I highlight three key areas in which blockchains may complicate platform operations, albeit in indeterminate ways. These include (i) closed, state-based blockchain systems focused on making back-office processes more efficient, (ii) the use of cryptocurrencies for platform-based transactions and (iii) providing digital objects with an element of “uniqueness” that makes them tradable in new ways. In the end, blockchain and cryptocurrencies are technologies like any others, providing affordances for some kinds of action over others but ultimately their embeddedness in practice and space shapes how they impact the organization and geography of economies, societies and regions. 

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5. Classroom undergraduate research experiences are a “CURE” that increases engagement by students and teachers

   https://doi.org/10.1093/femsle/fnab036  

   Scott, Kathleen M (March 2021, FEMS Microbiology Letters)

   null (Ed.)

   ABSTRACT It is widely acknowledged that having experience conducting research is invaluable for undergraduate science students. Most undergraduate research is undertaken by students in a mentor's laboratory, but this limits the number of opportunities for students, as each laboratory can only take on a certain number of undergraduate researchers each semester. Additionally, it is also widely acknowledged that it is difficult for teachers to meet research goals while providing the best possible coursework for undergraduate students. Both of these bottlenecks can be circumvented via Classroom Undergraduate Research Experiences (CUREs), which integrate research into the curricula of structured undergraduate classes. Students enrolled in classes that include CUREs conduct research to address open-ended questions as part of their coursework. In this commentary, I describe the many ways in which CUREs are helpful for students and teachers, as well as considerations for designing successful CUREs. I provide several examples of CUREs from Microbial Physiology laboratory classes and Genomics classes that I have taught. Results from these CUREs have been successfully integrated into many peer-reviewed publications in which the students are co-authors, which has been a boon both to students’ post-baccalaureate opportunities, as well as my research agenda. 

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