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Abstract Native American faculty in science, technology, engineering, and mathematics (NAF‐STEM) disciplines are historically underrepresented. Creating inclusive academia for Indigenous people that typically live and thrive in rural communities requires insights into their personal, relational, and collective experiences. This study was guided by the Six Rs: relationship, respect, responsibility, relevance, representation, and reciprocity, and was informed by Indigenous Research Methodologies. Twelve NAF‐STEM from tribal colleges and non‐tribal institutions were asked to share their perspectives and experiences in seven Research Circles. NAF‐STEM joined sequential hybrid workshops over seven weeks on how to conduct qualitative data analysis. Authors conducted analysis on the transcripts of Research Circles for themes associated with the professional satisfaction and success of NAF‐STEM. Results of the study identified the importance of holistic support systems that remain mindful of both the opportunities and challenges facing NAF‐STEM and emphasize the significance of balancing the need for respectful relationships, adequate representation, shared responsibility, relevance of diversity, and reciprocity in STEM. Through implementation of the Six Rs throughout the research process, the study identified successes, support systems, and challenges of NAF‐STEM at both tribal and non‐tribal colleges and universities. These outcomes can inform institutions to create an equitable and inclusive environment for NAF‐STEM. 

Transaction fee mechanism design is a new decentralized mechanism design problem where users bid for space on the blockchain. Several recent works showed that the transaction fee mechanism design fundamentally departs from classical mechanism design. They then systematically explored the mathematical landscape of this new decentralized mechanism design problem in two settings: in the plain setting where no cryptography is employed, and in a cryptography-assisted setting where the rules of the mechanism are enforced by a multi-party computation protocol. Unfortunately, in both settings, prior works showed that if we want the mechanism to incentivize honest behavior for both users as well as miners (possibly colluding with users), then the miner revenue has to be zero. Although adopting a relaxed, approximate notion of incentive compatibility gets around this zero miner-revenue limitation, the scaling of the miner revenue is nonetheless poor. In this paper, we show that if we make a mild reasonable-world assumption that there are sufficiently many honest users, we can circumvent the known limitations on miner revenue, and design auctions that generate asymptotically optimal miner revenue. We also systematically explore the mathematical landscape of transaction fee mechanism design under the new reasonable-world assumptions, and demonstrate how such assumptions can alter the feasibility and infeasibility landscape. 

Abstract The southern green stink bug (SGSB) Nezara viridula L. is one of the most common stink bug species in the United States and can cause significant yield loss in a variety of crops. A suitable marker for the assessment of gene-editing tools in SGSB has yet to be characterized. The white gene, first documented in Drosophila , has been a useful target to assess the efficiency of introduced mutations in many species as it controls pigmentation processes and mutants display readily identifiable phenotypes. In this study we used the RNAi technique to investigate functions and phenotypes associated with the white ortholog in the SGSB and to validate white as a marker for genetic transformation in this species. This study revealed that white may be a suitable marker for germline transformation in the SGSB as white transcript knockdown was not lethal, did not impair embryo development and provided a distinguishable phenotype. Our results demonstrated that the white ortholog in SGSB is involved in the pathway for ommochrome synthesis and suggested additional functions of this gene such as in the integument composition, management of hemolymph compounds and riboflavin mobilization. 

Faculty members in science, technology, engineering, and mathematics (STEM) disciplines are typically expected to pursue grant funding and publish to support their research or teaching agendas. Providing effective professional development programs on grant preparation and management and on research publications is crucial. This study shares the design and implementation of such a program for Native STEM faculty (NAF-STEM) from two tribal colleges and one public, non-tribal, Ph.D. granting institution during a 3-year period. The overall development and implementation of the program is centered on the six R’s Indigenous framework – Respect, Relationship, Representation, Relevance, Responsibility, and Reciprocity. The role of NAF-STEM and their interactions with the program, as members of the community formed by their participation, impacted the program. Their practices and the program co-emerged over time, each providing structure and meaning for the other. Through such reciprocity, NAF-STEM and the program research team continually refined the program through their mutual engagement. They took on the shared responsibility of the program while they participated in and shaped its practices. The process and results of formative and summative assessment and the impact of COVID-19 on the program are reported. Results of the program offer lessons on the implementation of six R’s framework in professional development at institutions of higher education. 

Abstract: Native American faculty in science, technology, engineering, and mathematics (NAF-STEM) are severely under-represented. NAF-STEM often have greater responsibilities and challenges in academia leading to lower retention and promotion rates, which can also have an impact on career satisfaction and individual success. A group of Native scholars and diverse scholars at two tribal colleges and one state university collaborated on a culturally grounded project with NAF-STEM in higher education to examine their collective lived experiences in academia. Qualitative analyses were guided by Indigenous Research Methodologies using a collaborative autoethnography approach. The results of these shared experiences are intended to aid in the creation and maintenance of equitable and successful models to recruit and retain NAF-STEM. Advice aimed at guiding educational equity for Indigenous scholars is shared.