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A challenge instructors face is developing and accurately assessing technical communication skills to ensure students can apply and transfer the skills from the academic context into the context of engineering practice. By intentionally balancing teaching transferrable communication skills relevant to engineering practice and evaluating student understanding, engineering educators can foster competence and prepare students for the expectations of their professional careers. This study addresses two questions: (1) how can chemical engineering instructors reliably and consistently assess student communication skills, and (2) are instructor expectations aligned with those of practicing engineers? The use of well-designed rubrics is important for setting clear expectations for students, providing constructive feedback, and in team taught courses, grading consistently. This study discusses how a rubric for assessing technical communication skills in senior-level chemical engineering laboratory reports was validated and demonstrated reliability across five chemical engineering instructors. Additionally, five industry partners evaluated student reports for comparison to instructor rubric scores. Expectations and perceptions of the quality of student work align between instructors and practicing engineers, but practicing engineers prioritized safety and abstract clarity, while instructors prioritized the students’ abilities to interpret results and draw conclusions. 

During the COVID-19 pandemic, risk negotiation became an important precursor to in-person contact. For young adults, social planning generally occurs through computer-mediated communication. Given the importance of social connectedness for mental health and academic engagement, we sought to understand how young adults plan in-person meetups over computer-mediated communication in the context of the pandemic. We present a qualitative study that explores young adults’ risk negotiation during the COVID-19 pandemic, a period of conflicting public health guidance. Inspired by cultural probe studies, we invited participants to express their preferred precautions for one week as they planned in-person meetups. We interviewed and surveyed participants about their experiences. Through qualitative analysis, we identify strategies for risk negotiation, social complexities that impede risk negotiation, and emotional consequences of risk negotiation. Our findings have implications for AI-mediated support for risk negotiation and assertive communication more generally. We explore tensions between risks and potential benefits of such systems. 

Abstract Current information on the status and trends of ocean change is needed to support effective and responsive management, particularly for the deep ocean. Creating consistent, collaborative and actionable mechanisms is a key component of the Deep Ocean Observing Strategy, a program of the United Nations Decade of Ocean Science for Sustainable Development. Here, we share an iterative, agile, and human-centred approach to co-designing datastreams for deep-sea indicators that serves stakeholders, including US National Marine Sanctuaries, presented as a four-phase project roadmap initially focused on the Monterey Bay National Marine Sanctuary, and then generalized to other areas such as the US West Coast, offshore wind development areas, and managed marine spaces globally. Ongoing efforts to provide key physical, biogeochemical, biological, and ecosystem variables for California's Marine Protected Areas are informing this co-design process. We share lessons learned so far and present co-design as a useful tool for (1) assessing the availability of information from deep ecosystems, (2) ensuring interoperability, and (3) providing essential information on the status and trends of indicators. Documenting and sharing this co-design strategy and scalable four-phase roadmap will further the aims of DOOS and other initiatives, including the Deep Ocean Stewardship Initiative and Challenger 150. 

Academic achievement in the first year of college is critical for setting students on a pathway toward long-term academic and life success, yet little is known about the factors that shape early college academic achievement. Given the important role sleep plays in learning and memory, here we extend this work to evaluate whether nightly sleep duration predicts change in end-of-semester grade point average (GPA). First-year college students from three independent universities provided sleep actigraphy for a month early in their winter/spring academic term across five studies. Findings showed that greater early-term total nightly sleep duration predicted higher end-of-term GPA, an effect that persisted even after controlling for previous-term GPA and daytime sleep. Specifically, every additional hour of average nightly sleep duration early in the semester was associated with an 0.07 increase in end-of-term GPA. Sensitivity analyses using sleep thresholds also indicated that sleeping less than 6 h each night was a period where sleep shifted from helpful to harmful for end-of-term GPA, relative to previous-term GPA. Notably, predictive relationships with GPA were specific to total nightly sleep duration, and not other markers of sleep, such as the midpoint of a student’s nightly sleep window or bedtime timing variability. These findings across five studies establish nightly sleep duration as an important factor in academic success and highlight the potential value of testing early academic term total sleep time interventions during the formative first year of college. 

Expansion of an initial population of T cells is essential for cellular immunotherapy. In Chronic Lymphocytic Leukemia (CLL), expansion is often complicated by lack of T cell proliferation, as these cells frequently show signs of exhaustion. This report seeks to identify specific biomarkers or measures of cell function that capture the proliferative potential of a starting population of cells. Mixed CD4+/CD8+ T cells from healthy donors and individuals previously treated for CLL were characterized on the basis of proliferative potential and in vitro cellular functions. Single-factor analysis found little correlation between the number of populations doublings reached during expansion and either Rai stage (a clinical measure of CLL spread) or PD-1 expression. However, inclusion of in vitro IL-2 secretion and the propensity of cells to align onto micropatterned features of activating proteins as factors identified three distinct groups of donors. Notably, these group assignments provided an elegant separation of donors with regards to proliferative potential. Furthermore, these groups exhibited different motility characteristics, suggesting a mechanism that underlies changes in proliferative potential. This study describes a new set of functional readouts that augment surface marker panels to better predict expansion outcomes and clinical prognosis.