Transcranial magnetic stimulation and deep brain stimulation have emerged as therapeutic modalities for treatment refractory depression; however, little remains known regarding the circuitry that mediates the therapeutic effect of these approaches. Here we show that direct optogenetic stimulation of prefrontal cortex (PFC) descending projection neurons in mice engineered to express Chr2 in layer V pyramidal neurons (Thy1–Chr2 mice) models an antidepressant-like effect in mice subjected to a forced-swim test. Furthermore, we show that this PFC stimulation induces a long-lasting suppression of anxiety-like behavior (but not conditioned social avoidance) in socially stressed Thy1–Chr2 mice: an effect that is observed >10 d after the last stimulation. Finally, we use optogenetic stimulation and multicircuit recording techniques concurrently in Thy1–Chr2 mice to demonstrate that activation of cortical projection neurons entrains neural oscillatory activity and drives synchrony across limbic brain areas that regulate affect. Importantly, these neural oscillatory changes directly correlate with the temporally precise activation and suppression of limbic unit activity. Together, our findings show that the direct activation of cortical projection systems is sufficient to modulate activity across networks underlying affective regulation. They also suggest that optogenetic stimulation of cortical projection systems may serve as a viable therapeutic strategy for treating affective disorders.

Culturally responsive mentorship education, like the Mentorship Skills Development course implemented as part of the Howard Hughes Medical Institute’s Gilliam Fellows Program, can increase knowledge and efficacy in effective mentorship practices and improve mentorship experiences of both mentors and mentees.

Cultural diversity variables like race and/or ethnicity influence research mentoring relationships, but mentors may not know how to address such variables with their mentees. Using a randomized controlled trial design, we tested a mentor training intervention to increase mentors’ awareness and skill in addressing cultural diversity in research mentoring relationships, documenting its impact on mentors and their undergraduate mentees’ ratings of mentor effectiveness. Participants were a national sample of 216 mentors and 117 mentees from 32 undergraduate research training programs in the United States. Mentors in the experimental condition reported greater gains than those in the comparison condition regarding the relevance of their racial/ethnic identity to mentoring and their confidence to mentor students across diverse cultural identities. Paired mentees of mentors in the experimental group rated their mentors higher at respectfully broaching and creating opportunities to address race/ethnicity matters than those with mentors in the comparison group. Our results support the efficacy of culturally focused mentorship education.

This article compares the experiences and outcomes of 2069 unique students who belong to groups either historically well represented (WR) or underrepresented (UR) in science and describes the Biosciences Collaborative for Research Engagement (BioCoRE) undergraduate program using longitudinal data. BioCoRE aims to increase the number of people from historically UR groups in science PhD pipelines.