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Therapeutic recombinant protein production relies on industrial scale culture of mammalian cells to produce active proteins in quantities sufficient for clinical use. The combination of stresses from industrial cell culture environment and recombinant protein production can overwhelm the protein synthesis machinery in the endoplasmic reticulum (ER). This leads to a buildup of improperly folded proteins which induces ER stress. Cells respond to ER stress by activating the Unfolded Protein Response (UPR). To restore proteostasis, ER sensor proteins reduce global protein synthesis and increase chaperone protein synthesis, and if that is insufficient the proteins are degraded. If proteostasis is still not restored, apoptosis is initiated. Increasing evidence suggests crosstalk between ER proteostasis and DNA damage repair (DDR) pathways. External factors (e.g., metabolites) from the cellular environment as well as internal factors (e.g., transgene copy number) can impact genome stability. Failure to maintain genome integrity reduces cell viability and in turn protein production. This review focuses on the association between ER stress and processes that affect protein production and secretion. The processes mediated by ER stress, including inhibition of global protein translation, chaperone protein production, degradation of misfolded proteins, DNA repair, and protein secretion, impact recombinant protein production. Recombinant protein production can be reduced by ER stress through increased autophagy and protein degradation, reduced protein secretion, and reduced DDR response. 

Participatory Design (PD) aims to minimize the unintended consequences of designs and innovations by inviting users to engage in the process (Muller & Druin, 2012). Designing with some users—for example, pets—is challenging because pets communicate in unique ways. But it holds promise because pets and humans are companions. Expecting teens' relationships with pets to motivate them to be co-designers, we organized a virtual summer workshop engaging teens in activities to understand their canine and feline pets better and design an experience to improve their pets’ lives. We analyzed video recordings of teens' engagement at the camp and their descriptions of their experience design projects using qualitative thematic analysis. We found that caring and loving relationships with pets are also contexts for engaging in a systematic design process. 

SimSnap responds to the need for a technology-based tool that supports learning at three social planes—individual, small group, and whole-class—while being easy to deploy with minimal technology overhead costs during their uptake. While much research has examined the efficacy of large-scale collaborative systems and individual-oriented learning systems, the intersection of and the movement between the three social planes is under explored. SimSnap is a cross-device, tablet-based platform that facilitates learning science concepts for middle school students through interactive simulations. Students in physical proximity can ‘snap’ their devices together to collaborate on learning activities. SimSnap enables real-time transition between individual and group activities in a classroom by offering reconfigurable simulations. SimSnap also provides an environment where open-ended and task-specific learning trajectories can be explored to maximize students’ learning potential. In this iteration of SimSnap, we have designed and implemented our first curriculum on SimSnap, focusing on plant biology, ecosystems, and genetics. 

Our team of educational researchers, designers, and programmers are developing a suite of mobile augmented reality (MAR) apps to support rural families to learn science outdoors during their out-of-school time. We present MAR technology designs we have used across four mobile apps for learning about cave formation, land-water interactions over geologic time, pollinators, and pollination. We describe three different MAR app features to support observing science in outdoors: 1) AR filters and visualizations; 2) digital resources tied to place and 3) photo capture and question prompts to integrate observations and science. 

In this paper, we describe iPlan, a web-based software platform for constructing localized, reduced-form models of land-use impacts, enabling students, civic representatives, and others without specialized knowledge of land-use planning practices to explore and evaluate possible solutions to complex, multi-objective land-use problems in their own local contexts. 

Dynamically transitioning between individual and collaborative learning has been hypothesized to have positive effects, such as providing the optimal learning mode based on students’ needs. There are, however, challenges in orchestrating these transitions in real-time while managing a classroom of students. AI-based orchestration tools have the potential to alleviate some of the orchestration load for teachers. In this study, we describe a sequence of three design sessions with teachers where we refine prototypes of an orchestration tool to support dynamic transitions. We leverage design narratives and conjecture mapping for the design of our novel orchestration tool. Our contributions include the orchestration tool itself; a description of how novel tool features were revised throughout the sessions with teachers, including shared control between teachers, students, and AI and the use of AI to support dynamic transitions, and a reflection of the changes to our design and theoretical conjectures.