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While student-faculty interaction is linked to numerous benefits for students, a central puzzle is why not all groups appear to benefit equally from such interaction. Using a sample of 778 STEM undergraduates from the National Longitudinal Study of Freshmen, we use structural equation modeling to investigate the direct and indirect relationships between key student background characteristics and college experience variables, student-faculty interaction, discrimination from faculty, and college GPA among STEM undergraduate students. Results suggest that students who interacted more frequently with faculty also were more frequently exposed to experiencing discrimination from faculty because of race/ethnicity, which hence negatively affected college GPA. In particular, Black STEM students with higher interaction with faculty were more likely to experience discrimination from professors because of race/ethnicity, and student-faculty interaction only had a significant positive effect on college GPA for White students. 

We report a search for the charged-lepton flavor violation in Υ(2S) →ℓ^∓τ^±(ℓ=e, μ) decays using a 25 fb⁻¹Υ(2S) sample collected by the Belle detector at the KEKBe⁺e⁻asymmetric-energy collider. We find no evidence for a signal and set upper limits on the branching fractions ($$ \mathcal{B} $$$B$) at 90% confidence level. We obtain the most stringent upper limits:$$ \mathcal{B} $$$B$(Υ(2S)→ μ^∓τ^±)<0.23×10⁻⁶and$$ \mathcal{B} $$$B$(Υ(2S)→ e^∓τ^±)<1.12×10⁻⁶.