Published science communication trainings for STEM students have increased over the past 20 years, but the authors show that these trainings often lack a focus on inclusiveness and evaluation of the efficacy of the trainings. This essay identifies areas for future work in the field of science communication training.
Triple negative breast cancer (TNBC) is highly metastatic and of poor prognosis. Metastasis involves coordinated actin filament dynamics mediated by cofilin and associated proteins. Activated androgen receptor (AR) is believed to contribute to TNBC tumorigenesis. Our current work studied roles of activated AR and cofilin phospho-regulation during migration of three AR+ TNBC cell lines to determine if altered cofilin regulation can explain their migratory differences. Untreated or AR agonist-treated BT549, MDA-MB-453, and SUM159PT cells were compared to cells silenced for cofilin (KD) or AR expression/function (bicalutamide). Cofilin-1 was found to be the only ADF/cofilin isoform expressed in each TNBC line. Despite a significant increase in cofilin kinase caused by androgens, the ratio of cofilin:p-cofilin (1:1) did not change in SUM159PT cells. BT549 and MDA-MB-453 cells contain high p-cofilin levels which underwent androgen-induced dephosphorylation through increased cofilin phosphatase expression, but surprisingly maintain a leading-edge with high p-cofilin/total cofilin not found in SUM159PT cells. Androgens enhanced cell polarization in all lines, stimulated wound healing and transwell migration rates and increased N/E-cadherin mRNA ratios while reducing cell adhesion in BT549 and MDA-MB-453 cells. Cofilin KD negated androgen effects in MDA-MB-453 except for cell adhesion, while in BT549 cells it abrogated androgen-reduced cell adhesion. In SUM159PT cells, cofilin KD with and without androgens had similar effects in almost all processes studied. AR dependency of the processes were confirmed. In conclusion, cofilin regulation downstream of active AR is dependent on which actin-mediated process is being examined in addition to being cell line-specific. Although MDA-MB-453 cells demonstrated some control of cofilin through an AR-dependent mechanism, other AR-dependent pathways need to be further studied. Non-cofilin-dependent mechanisms that modulate migration of SUM159PT cells need to be investigated. Categorizing TNBC behavior as AR responsive and/or cofilin dependent can inform on decisions for therapeutic treatment.
The actin cytoskeleton plays essential roles in countless cell processes, from cell division to migration to signaling. In cancer cells, cytoskeletal dynamics, cytoskeletal filament organization, and overall cell morphology are...
IntroductionIt is critical for STEM students to be able to discuss science with diverse audiences, yet many STEM students do not receive adequate training in these skills. When students have the skills to communicate about science, they may feel a resulting sense of empowerment as a scientist as well as help members of society understand science.MethodsIn this study, we developed, implemented, and evaluated a workshop that gave students understanding of and practice in applying Inclusive Science Communication. We assessed the workshop via a mixed-methods approach.ResultsWe quantified student affective measures that are associated with STEM persistence, such as science self-efficacy and science identity, showing that the workshop increased these measures both for students of marginalized identities and for students who do not hold these identities. We also assessed student open-ended responses for themes related to the Theory of Planned Behavior, Community Cultural Wealth, and White Supremacy Culture, finding that forms of cultural capital empowered students to perform science communication behaviors while power imbalances, fear of conflict, and perfectionism presented barriers to these behaviors.DiscussionThis study highlights the importance of providing explicit training and practice in Inclusive Science Communication for undergraduate STEM students. Our results also suggest that students need the opportunity for reflexivity – that is, the practice of reflecting upon their identities and motivations – in order to develop in their identity and confidence as scientists and science communicators.
Correction for ‘Morphological signatures of actin organization in single cells accurately classify genetic perturbations using CNNs with transfer learning’ by Sydney Alderfer et al., Soft Matter, 2022, https://doi.org/10.1039/d2sm01000c.
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