Protein tyrosine O-sulfation is an essential posttranslational modification required for effective biological processes such as hemostasis, inflammatory response, and visual phototransduction. Because of its unstable nature under mass spectrometry conditions and residing on low-abundance cell surface proteins, sulfated tyrosine (sulfotyrosine) residues are difficult to detect or analyze. Enrichment of sulfotyrosinecontaining proteins (sulfoproteins) from complex biological samples are typically required before analysis. In this work, we seek to engineer the phosphotyrosine binding pocket of a Src Homology 2 (SH2) domain to act as an antisulfotyrosine antibody mimic. Using tailored selection schemes, several SH2 mutants are identified with high affinity and specificity to sulfotyrosine. Further molecular docking simulations highlight potential mechanisms supporting observed characteristics of these SH2 mutants. Utilities of the evolved SH2 mutants were demonstrated by the detection and enrichment of sulfoproteins.
Introductory STEM courses represent entry points into a major, and student experiences in these courses can affect both their persistence and success in STEM disciplines. Identifying course-based student concerns may help instructors detect negative perceptions, areas of struggle, and potential barriers to success. Using an open-response survey question, we identified 13 common concerns expressed by students in introductory STEM courses. We converted these student-generated concerns into closed-ended items that were administered at the beginning and middle of the semester to students in 22 introductory STEM course sections across three different institutions. Students were asked to reflect on each item on a scale from very concerned to not concerned. A subset of these concerns was used to create a summary score of course-based concern for each student. Overall levels of student concern decreased from the first week to the middle of the semester; however, this pattern varied across different demographic groups. In particular, when controlling for initial concern and course grades, female students held higher levels of concern than their peers. Since student perceptions can impact their experiences, addressing concerns through communication and instructional practices may improve students’ overall experiences and facilitate their success.
Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. However, categorizing student questions and identifying evidence-based resources to address student questions takes time, and instructors may not be able to easily collect and respond to student questions at the beginning of every course. To help faculty effectively anticipate and respond to student questions, we 1) administered surveys in multiple STEM courses to identify common student questions, 2) conducted a qualitative analysis to determine categories of student questions (e.g., what are best practices for studying, how can in- and out-of- course time be effectively used), and 3) collaboratively identified advice on how course instructors can answer these questions. Here, we share tips, evidence-based strategies, and resources from faculty that instructors can use to develop their own responses for students. We hope that educators can use these common student questions as a starting point to proactively address questions throughout the course and that the compiled resources will allow instructors to easily find materials that can be considered for their own courses.
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