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Research-intensive universities aim to conduct cutting-edge research while providing the knowledge and skills necessary to prepare students to excel in their respective fields. As student enrollments surge, many institutions have turned to hiring teaching-focused faculty. In the University of California (UC) system, there exists a unique position known as the Professor of Teaching (PoT). This position is tenure-eligible, and members are required to engage in classroom teaching, scholarly activities, and service responsibilities. To shed light on the background characteristics, roles and perceptions of the impact of teaching-focused faculty in research-intensive institutions, we collected survey data from STEM PoT faculty across the UC system. We employed a mixed methods approach, using descriptive and inferential statistics to analyze quantitative responses and thematic analysis to examine open-ended qualitative data. Our analysis shows that pre-tenure PoTs place greater emphasis on scholarly activities relative to their peers who have been in the role for longer. However, their training and the institutional resources provided may not align with expectations for scholarly activities. Additionally, we find that PoTs who engage in research perceive that they have a more significant impact on their colleagues’ teaching. This finding underscores the value of research, even for teaching-focused faculty. This study informs the evolving landscape of teaching-focused faculty within research-intensive universities and provides recommendations for administrators considering how to ensure that their institutions are fulfilling their educational mission. 

Despite the increasing diversity of undergraduate students in the United States, university faculty demographics, particularly in science, technology, engineering, and mathematics (STEM) fields, remain largely homogeneous, which is problematic for fostering an inclusive academic environment. We examined the hiring process for tenure-track teaching-focused faculty (TFF) positions, specifically within the University of California system, to develop and implement inclusive hiring practices that may promote greater faculty diversity. Through a series of faculty learning communities (FLCs), we developed and implemented inclusive hiring rubrics designed to better evaluate teaching excellence and ensure the recruitment of diverse faculty members. Our findings highlight the critical need for faculty diversity, particularly TFF who instruct in gateway introductory STEM courses, to enhance student outcomes by fostering more inclusive teaching practices and reducing racial disparities in academic achievement. We recommend that institutions adopt inclusive hiring practices, including the use of tailored hiring rubrics, to create a more equitable and supportive learning environment for all students. 

ABSTRACT Haemophilus ducreyicauses the genital ulcer disease chancroid and cutaneous ulcers in children. To study its pathogenesis, we developed a human challenge model in which we infect the skin on the upper arm of human volunteers withH. ducreyito the pustular stage of disease. The model has been used to define lesional architecture, describe the immune infiltrate into the infected sites using flow cytometry, and explore the molecular basis of the immune response using bulk RNA-seq. Here, we used single cell RNA-seq (scRNA-seq) and spatial transcriptomics to simultaneously characterize multiple cell types within infected human skin and determine the cellular origin of differentially expressed transcripts that we had previously identified by bulk RNA-seq. We obtained paired biopsies of pustules and wounded (mock infected) sites from five volunteers for scRNA-seq. We identified 13 major cell types, including T- and NK-like cells, macrophages, dendritic cells, as well as other cell types typically found in the skin. Immune cell types were enriched in pustules, and some subtypes within the major cell types were exclusive to pustules. Sufficient tissue specimens for spatial transcriptomics were available from four of the volunteers. T- and NK-like cells were highly associated with multiple antigen presentation cell types. In pustules, type I interferon stimulation was high in areas that were high in antigen presentation—especially in macrophages near the abscess—compared to wounds. Together, our data provide a high-resolution view of the cellular immune response to the infection of the skin with a human pathogen.IMPORTANCEA high-resolution view of the immune infiltrate due to infection with an extracellular bacterial pathogen in human skin has not yet been defined. Here, we used the human skin pathogenHaemophilus ducreyiin a human challenge model to identify on a single cell level the types of cells that are present in volunteers who fail to spontaneously clear infection and form pustules. We identified 13 major cell types. Immune cells and immune-activated stromal cells were enriched in pustules compared to wounded (mock infected) sites. Pustules formed despite the expression of multiple pro-inflammatory cytokines, such as IL-1β and type I interferon. Interferon stimulation was most evident in macrophages, which were proximal to the abscess. The pro-inflammatory response within the pustule may be tempered by regulatory T cells and cells that express indoleamine 2,3-dioxygenase, leading to failure of the immune system to clearH. ducreyi. 

Abstract Terrestrial Gamma-ray Flashes (TGFs) are intense bursts of gamma rays originating from the Earth’s atmosphere, primarily produced by lightning flashes through relativistic runaway electron avalanches. Observations from the Telescope Array in Utah, equipped with a variety of lightning detection instruments, have revealed detailed insights into TGF initiation and propagation, including their optical emissions. High-speed video cameras and spectroscopic systems have captured optical emissions linked to TGFs, revealing key insights into their initiation and propagation. These findings enhance our understanding of the complex processes underlying TGFs and lightning flashes during thunderstorms. 

Embedding change agent individuals within STEM departments may drive instructional and pedagogical change efforts. This study seeks to assess whether tenure-track, teaching-focused faculty housed in STEM departments are perceived as influential on the instructional and pedagogical domains of their colleagues.