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Various biomacromolecule components of extracellular matrix (ECM) link together to form a structurally stable composite. Monitoring of such matrix microstructure can be very important in studying structure-associated cellular processes, improving cellular function, and ensuring sufficient mechanical integrity in engineered tissues. This paper describes a novel method to study microscale alignment of matrix in engineered tissue scaffolds (ETS) that were usually composed of a variety of biomacromolecules derived by cells. as the organization of overall biomacromolecule network has been seldomly examined. First, a trained loading function was derived from Raman spectra of highly aligned native tissue via PCA, where prominent changes associated with Raman bands (e.g., 1444, 1465, 1605, 1627-1660 and 1665-1689 cm−1) were detected with respect to the polarized angle. These changes were mainly caused by the aligned matrix of many compounds within the tissue relative to the laser polarization, including proteins, lipids and carbohydrates. Hence this trained function was applied to quantify the alignment within ETS of various matrix components derived by cells. A simple metric called Amplitude Alignment Metric was derived to correlate the orientation dependence of polarized Raman spectra of ETS to the degree of matrix alignment. By acquiring polarized Raman spectra of ETS at micrometer regions, the Amplitude Alignment Metric was significantly higher in anisotropic ETS than isotropic ones. The PRS method showed a lower p-value for distinguishing the alignment between the two types of ETS as compared to the microscopic method for detecting fluorescently labeled protein matrices at similar microscopic scale. These results indicate the anisotropy of complex matrix in engineered tissue can be assessed at microscopic scale using a PRS-based simple metric, superior to traditional microscopic method. This PRS-based method can serve as a complementary tool for the design and assessment of engineered tissues that mimic the native matrix organizational microstructures. 

Abstract The spiny mouse (Acomys species ) has emerged as an exciting research organism due to its remarkable ability to undergo scarless regeneration of skin wounds and ear punches. Excitingly, Acomys species demonstrate scar-free healing in a wide-range of tissues beyond the skin. In this perspective article, we discuss published findings from a variety of tissues to highlight how this emerging research organism could shed light on numerous clinically relevant human diseases. We also discuss the challenges of working with this emerging research organism and suggest strategies for future Acomys -inspired research. 

Elementary school is the first opportunity most students have to learn about STEM; however, elementary teachers are sometimes the least confident and prepared to teach STEM concepts and practices. Research Experience for Teachers (RET) programs are an established form of K-12 teacher professional development in which teachers are invited to work as members of a laboratory research team to increase their enthusiasm, knowledge and experience in STEM fields. The Engineering for Biology: Multidisciplinary Research Experiences for Teachers (MRET) of Elementary Grades was a 7-week summer program in which teachers were embedded as contributing members of engineering laboratory research teams and was established with the goals of (1) increasing teacher knowledge of STEM concepts and practices, (2) fostering mentoring relationships among researchers and teachers in each laboratory, and (3) guiding the translation of the teachers’ laboratory experience into the classroom through the development of STEM learning units. This exploratory study focuses on the second goal, and involves the use of developmental network theory to discriminate mentoring among participants within the summer 2017 and 2018 cycles of MRET. Using data collected in daily observations as well as daily activity and conversation logs submitted by all participants during the lab experience, post participation surveys, and post program semi structured interviews, we have characterized a network of mentoring that existed within the lab portion of MRET as being multidirectional and potentially beneficial to all members, including researchers as well as teachers. This finding challenges the currently accepted assumption that teachers are the primary beneficiaries of mentoring within RET programs. If demonstrated to be appropriate and transferrable to the RET context, such a perspective could enhance our understanding of the experience and be used for maximizing the outcomes for all participants. 

The University of Florida Multidisciplinary Research Experiences for Teachers (MRET) is a 3- year program bringing together engineering research scientists, K-5 teachers, and industry professionals with the goal to increase interest in and preparation for STEM careers through the incorporation of STEM concepts, practices, and role models into elementary classrooms. MRET includes four elements that are designed to heighten participating teachers’ STEM awareness and expertise: (1) 6-weeks of immersive research experience; (2) curriculum development led by an education expert; (3) exposure to STEM careers through seminars and field trips led by industry professionals; and (4) engineering researcher involvement during curriculum development and implementation. This year-one evaluation is focused on the research question: What elements of the research experience support the project’s goals? and involved a mixed method approach to understanding the experience of six participating elementary teachers and six engineering graduate students who worked together as protégé-mentors in each of three different laboratories.