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Abstract Malaria-causing protozoa of the genusPlasmodiumhave exerted one of the strongest selective pressures on the human genome, and resistance alleles provide biomolecular footprints that outline the historical reach of these species¹. Nevertheless, debate persists over when and how malaria parasites emerged as human pathogens and spread around the globe^1,2. To address these questions, we generated high-coverage ancient mitochondrial and nuclear genome-wide data fromP. falciparum,P. vivaxandP. malariaefrom 16 countries spanning around 5,500 years of human history. We identifiedP. vivaxandP. falciparumacross geographically disparate regions of Eurasia from as early as the fourth and first millenniabce, respectively; forP. vivax, this evidence pre-dates textual references by several millennia³. Genomic analysis supports distinct disease histories forP. falciparumandP. vivaxin the Americas: similarities between now-eliminated European and peri-contact South American strains indicate that European colonizers were the source of AmericanP. vivax, whereas the trans-Atlantic slave trade probably introducedP. falciparuminto the Americas. Our data underscore the role of cross-cultural contacts in the dissemination of malaria, laying the biomolecular foundation for future palaeo-epidemiological research into the impact ofPlasmodiumparasites on human history. Finally, our unexpected discovery ofP. falciparumin the high-altitude Himalayas provides a rare case study in which individual mobility can be inferred from infection status, adding to our knowledge of cross-cultural connectivity in the region nearly three millennia ago. 

We aimed to build a new educational pathway that would provide basic training in computer science for women and students from underrepresented (UR) groups who otherwise may not take computer science classes in college. Specifically, this on-going project focused on creating a 2-year Computer Science (CS) program consisting of exciting new courses aimed at biology majors. Biology traditionally attracts large numbers of women, a significant number of students from UR groups, and has compelling needs for CS technology. The interdisciplinary program is training the next generation of innovators in the biological sciences who will be prepared to cross disciplinary boundaries. The program consists of the following: (1) computer science courses with content related to biology, (2) cohorts of students that progress through the program together, and (3) a small group peer mentoring environment, and (4) facilitated interdisciplinary research projects. Graduates from this program, referred to as "PINC" - Promoting INclusivity in Computing - will receive a “Minor in Computing Applications” in addition to their primary science degree in Biology. The program is now in its second year and thus far 60 students have participated. Among them, 73% are women and 51% are underrepresented minorities (URM). The majority of students in the PINC program stated that they would not have taken CS courses without the structured support of the PINC program. Here we present the data collected during this two year period as well as details about the Computing Application minor and programmatic components that are having a positive impact on student outcomes. 

Training in science, technology, engineering, and mathematics (STEM) is a top priority for driving economic growth and maintaining technological competitiveness. We propose that exposure to a rigorous research program as an undergraduate leads to success in a research STEM career. We compared the scientific outcomes of 88 participants from five National Science Foundation Research Experiences for Undergraduates (REU) Site programs with demographically-similar applicants to assess the impact that formal, organized, and funded undergraduate summer research experiences have on participants. Our study demonstrates that REU participants are more likely to pursue a PhD program and generate significantly more valued products, including presentations, publications, and awards, relative to applicants. We believe that key components of the program include funding for personal and professional needs; access to diverse intellectual, analytical, and field resources; and the presence of other undergraduate researchers who support each other and share their goals and interests.