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With the rapid development and popularization of additive manufacturing, different technologies, including, but not limited to, extrusion-, droplet-, and vat-photopolymerization-based fabrication techniques, have emerged that have allowed tremendous progress in three-dimensional (3D) printing in the past decades. Bioprinting, typically using living cells and/or biomaterials conformed by different printing modalities, has produced functional tissues. As a subclass of vat-photopolymerization bioprinting, digital light processing (DLP) uses digitally controlled photomasks to selectively solidify liquid photocurable bioinks to construct complex physical objects in a layer-by-layer manner. DLP bioprinting presents unique advantages, including short printing times, relatively low manufacturing costs, and decently high resolutions, allowing users to achieve significant progress in the bioprinting of tissue-like complex structures. Nevertheless, the need to accommodate different materials while bioprinting and improve the printing performance has driven the rapid progress in DLP bioprinters, which requires multiple pieces of knowledge ranging from optics, electronics, software, and materials beyond the biological aspects. This raises the need for a comprehensive review to recapitulate the most important considerations in the design and assembly of DLP bioprinters. This review begins with analyzing unique considerations and specific examples in the hardware, including the resin vat, optical system, and electronics. In the software, the workflow is analyzed, including the parameters to be considered for the control of the bioprinter and the voxelizing/slicing algorithm. In addition, we briefly discuss the material requirements for DLP bioprinting. Then, we provide a section with best practices and maintenance of a do-it-yourself DLP bioprinter. Finally, we highlight the future outlooks of the DLP technology and their critical role in directing the future of bioprinting. The state-of-the-art progress in DLP bioprinter in this review will provide a set of knowledge for innovative DLP bioprinter designs. 

Textual entailment models are increasingly applied in settings like fact-checking, presupposition verification in question answering, or summary evaluation. However, these represent a significant domain shift from existing entailment datasets, and models underperform as a result. We propose WiCE, a new fine-grained textual entailment dataset built on natural claim and evidence pairs extracted from Wikipedia. In addition to standard claim-level entailment, WiCE provides entailment judgments over sub-sentence units of the claim, and a minimal subset of evidence sentences that support each subclaim. To support this, we propose an automatic claim decomposition strategy using GPT-3.5 which we show is also effective at improving entailment models’ performance on multiple datasets at test time. Finally, we show that real claims in our dataset involve challenging verification and retrieval problems that existing models fail to address. 

The Hispanic Serving Institution Advanced Technological Education Hub 2 (HSI ATE Hub 2) is a three-year collaborative research project funded by the National Science Foundation (NSF) that builds upon the successful outcomes of two mentoring and professional development (PD) programs in a pilot that translates foundational theory related to culturally responsive pedagogy into practice using a 3-tier scaffolded faculty PD model. The goal of HSI ATE Hub 2 is to improve outcomes for Latinx students in technician education programs through design, development, pilot, optimization, and dissemination of this model at 2-year Hispanic Serving Institutions (HSIs). The tiered PD model has been tested by two faculty cohorts at Westchester Community College (WCC), an HSI in the State University of New York (SUNY) system. In year one, Cohort A piloted the PD modules in Tier 1 which featured reflective exercises and small culturally responsive activities to try with their STEM students. In year two, Cohort A piloted the PD modules in Tier 2 and peer-mentored Cohort B as they piloted optimizations introduced to Tier 1 from Cohort A feedback. Three types of optimizations came from faculty feedback. The first considered feedback regarding delivery and/or nature of the content that influenced a subsequent module. The second involved making changes to a particular module before it was delivered to another faculty cohort. The third takes into account what worked and what didn’t to decide which content to bring into virtual webinars for the broader advanced technician education community. Dissemination of the tiered PD model has been achieved in annual webinars with the broader ATE community and at conferences for advanced technician educators to achieve broader impacts in the ATE Community. Longer term, providing professional development in culturally responsive pedagogy and practices can help existing and future faculty learn to productively engage their students in more inclusive ways. As faculty mindsets shift to asset-based thinking and a climate of mutual respect is developed, the learning environment for all students in technician education programs will improve. When students learn in a supportive environment, their chances for success increase. The professional development provided in the HSI ATE Hub 2 project will lead to longer term improvements in four ways: 1) Retainment of Culturally responsive practices by those directly engaged after the project ends; 2) Inserting top activities from the PD into national webinars to extend the reach of the training; 3) Strengthening grant proposals as faculty integrate culturally responsive strategies, knowledge and experience within their ATE proposals to the NSF; and 4) Meeting industry demand for a diverse technician workforce. This second paper in a three-part series describes ongoing progress and lessons learned in developing and piloting the 3-Tier PD model with two Cohorts of STEM faculty at a 2-year HSI. 

The Hispanic Serving Institution Advanced Technological Education Hub 2 (HSI ATE Hub 2) is a three-year collaborative research project funded by the National Science Foundation (NSF) that builds upon the successful outcomes of two mentoring and professional development (PD) programs in a pilot that translates foundational theory related to culturally responsive pedagogy into practice using a 3-tier scaffolded faculty PD model. The goal of HSI ATE Hub 2 is to improve outcomes for Latinx students in technician education programs through design, development, pilot, optimization, and dissemination of this model at 2-year Hispanic Serving Institutions (HSIs). The tiered PD model has been tested by two faculty cohorts at Westchester Community College (WCC), an HSI in the State University of New York (SUNY) system. In year one, Cohort A piloted the PD modules in Tier 1 which featured reflective exercises and small culturally responsive activities to try with their STEM students. In year two, Cohort A piloted the PD modules in Tier 2 and peer-mentored Cohort B as they piloted optimizations introduced to Tier 1 from Cohort A feedback. Three types of optimizations came from faculty feedback. The first considered feedback regarding delivery and/or nature of the content that influenced a subsequent module. The second involved making changes to a particular module before it was delivered to another faculty cohort. The third takes into account what worked and what didn’t to decide which content to bring into virtual webinars for the broader advanced technician education community. Dissemination of the tiered PD model has been achieved in annual webinars with the broader ATE community and at conferences for advanced technician educators to achieve broader impacts in the ATE Community. Longer term, providing professional development in culturally responsive pedagogy and practices can help existing and future faculty learn to productively engage their students in more inclusive ways. As faculty mindsets shift to asset-based thinking and a climate of mutual respect is developed, the learning environment for all students in technician education programs will improve. When students learn in a supportive environment, their chances for success increase. The professional development provided in the HSI ATE Hub 2 project will lead to longer term improvements in four ways: 1) Retainment of Culturally responsive practices by those directly engaged after the project ends; 2) Inserting top activities from the PD into national webinars to extend the reach of the training; 3) Strengthening grant proposals as faculty integrate culturally responsive strategies, knowledge and experience within their ATE proposals to the NSF; and 4) Meeting industry demand for a diverse technician workforce. This second paper in a three-part series describes ongoing progress and lessons learned in developing and piloting the 3-Tier PD model with two Cohorts of STEM faculty at a 2-year HSI. 

Abstract Maternal reprogramming of histone methylation is critical for reestablishing totipotency in the zygote, but how histone-modifying enzymes are regulated during maternal reprogramming is not well characterized. To address this gap, we asked whether maternal reprogramming by the H3K4me1/2 demethylase SPR-5/LSD1/KDM1A, is regulated by the chromatin co-repressor protein, SPR-1/CoREST, in Caenorhabditis elegans and mice. In C. elegans, SPR-5 functions as part of a reprogramming switch together with the H3K9 methyltransferase MET-2. By examining germline development, fertility, and gene expression in double mutants between spr-1 and met-2, as well as fertility in double mutants between spr-1 and spr-5, we find that loss of SPR-1 results in a partial loss of SPR-5 maternal reprogramming function. In mice, we generated a separation of function Lsd1 M448V point mutation that compromises CoREST binding, but only slightly affects LSD1 demethylase activity. When maternal LSD1 in the oocyte is derived exclusively from this allele, the progeny phenocopy the increased perinatal lethality that we previously observed when LSD1 was reduced maternally. Together, these data are consistent with CoREST having a conserved function in facilitating maternal LSD1 epigenetic reprogramming.