Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution.

Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79-122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; Mage = 22.96, SD = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed.

Déterminants socioculturels et contextuels dans l'objectif de poursuivre une carrière scientifique dans un collège communautaire et un établissement délivrant le baccalauréat Guidés par la théorie sociale cognitive de la carrière (SCCT; Lent et al., 1994), nous avons évalué les barrières socioculturelles (p. ex. le décalage entre les valeurs culturelles de l'école et de la famille) et contextuelles (par exemple, le climat institutionnel) dans l'enseignement des sciences et le développement de carrière dans un établissement conférant le baccalauréat (BGI) et un collège communautaire (CC) parmi 263 étudiant·e·s (72,4% femmes; Mage = 22,96, SD = 5,70) aux États-Unis. Pour les étudiant·e·s de BGI, les analyses suggèrent que les facteurs proximaux tels que les préjugés dans la classe prédisent négativement l'auto-efficacité scientifique et que les préjugés du corps enseignant et du personnel prédisent des attentes plus faibles en matière de carrière. Pour les étudiants CC, le décalage des valeurs culturelles entre la famille et l'école prédit directement les buts de carrière scientifique. Les implications pour les recherches futures, les interventions et les politiques sont discutées.

Determinantes socioculturales y contextuales de las metas en carreras científicas en un colegio comunitario e instituciones que otorgan grados en bachillerato (103R1) Guiados por la teoría social cognitiva de la carrera (SCCT; Lent et al., 1994), evaluamos las barreras socioculturales (p. ej., el desajuste cultural entre el hogar y la escuela) y las barreras contextuales (p. ej., el clima institucional) en la educación científica y el desarrollo profesional tanto en un bachillerato como en una institución otorgante (BGI) y colegio comunitario (CC) entre 263 estudiantes (72.4% mujeres; Edad = 22.96, SD = 5.70) en los Estados Unidos. Para los estudiantes de BGI, los análisis de ruta sugieren factores proximales como el prejuicio en la clase que predijo negativamente la autoeficacia científica y el prejuicio de la facultad y el personal predijeron expectativas de resultados profesionales más bajas. Para los estudiantes de CC, el desajuste de los valores culturales entre el hogar y la escuela predijo directamente las metas de la carrera científica. Se discuten las implicaciones para futuras investigaciones, intervenciones y políticas.

Utilization of remote access electron microscopes to enhance technology education and foster STEM interest in preteen students.

Remote access technology in STEM education fills dual roles as an educational tool to deliver science education (Educational Technology) and as a means to teach about technology itself (Technology Education). A five-lesson sequence was introduced to eleven to twelve-year-old students at an urban school. The lesson sequences were inquiry-based, hands-on, and utilized active learning pedagogies which have been implemented in STEM classrooms worldwide. Each lesson employed a Scanning Electron Microscope (SEM) and Energy Dispersive Spectroscopy (EDS) accessed remotely. Students were assessed using multiple choice questions to ascertain (1) technology education learning gains: did students gain an understanding of how electron microscopes work? and (2) educational technology learning gains: did students gain a better understanding of lesson content through use of the electron microscope? Likert-item surveys were developed, distributed and analyzed to established how remote access technology affected student attitudes toward science, college, and technology. Participating students had a positive increase in attitudes toward scientific technology by engaging in the lesson sequences; reported positive attitudes toward remote access experiences; and exhibited learning gains in the science behind the SEM technology they accessed remotely. These findings suggest that remote experiences are a strong form of technology education, but also that future research could explore ways to strengthen remote access as an educational technology (a tool to deliver lesson content), such as one-on-one engagement. This study promotes future research into inquiry-based, hands-on, integrated lessons approach that utilize educational technology learning through remote instruments as a pedagogy to increase students' engagement with and learning of the T in STEM.

BUILDing Equity in STEM: A Collaborative Undergraduate Research Program to Increase Achievement of Underserved Community College Students.

Undergraduate research programs at community colleges maximize their impact through partnerships with baccalaureate-granting institutions, which provide much needed access to subject matter experts, research labs, and funding to underserved students. The program Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research (BUILD PODER) partners baccalaureate-granting California State University, Northridge with community college faculty and students to facilitate undergraduate research and development at community colleges. Eighty-one community college students and 41 community college faculty mentors have participated in BUILD PODER, performing research in STEM and biomedical disciplines. The authors document student, faculty, and institutional outcomes as well as share best practices in forming community college-university partnerships. Future directions also are offered in the development and implementation of transdisciplinary, multi-institutional community college collaborations.

Making it RAIN: Using Remotely Accessible Instruments in Nanotechnology to Enhance High School Science Courses.

The Remotely Accessible Instruments in Nanotechnology (RAIN) Network is a conglomerate of nineteen community colleges, four-year universities and high school sites that aims to enhance STEM learning by bringing advanced technologies to K-12 education. RAIN provides free remote access to instruments such as Scanning Electron, Atomic Force and Transmission Electron Microscopes, as well as Energy Dispersive and Infrared Spectroscopy. The following is a variety of experiments and an empirical formula lab that can be performed in a high school physical science or chemistry classroom that utilizes the RAIN Network.

Light up My Life: An Active Learning Lab to Elucidate Conductive Properties of Electrolytes.

Understanding molecular structure and its influence on chemical reactivity is a fundamental component in Chemistry curriculum. For example, acidic protons ionize, or ionic solids dissociate to form charge, inducing electrolyte properties depending on molecular structure. An active learning lab is designed to demonstrate connection between electrolyte behavior and structure of various molecules. Experiments are shared to show interdisciplinary aspect of electrolytes within biology and chemistry. Specifically, how biomolecules exhibit electrolyte behavior due to chemical composition.

Cultivating Mars: A Project-Based Learning Lab Analyzing an Oxygen Based Redox Reaction in Order to Design an Oxygen-Rich Environment on the Red Planet.

In a series of activities/labs, designed in a building block approach, whereas each subsequent lab builds into the next, students will explore the reactivity and production of oxygen in various biological and chemical systems. Through student-constructed analyses, participants will optimize oxygen-generating systems for the colonization of Mars, wherein their system will be used as part of a narrative to construct a livable habitat for future astronauts. Use of remote access technology to a Scanning Electron Microscope (SEM) with elemental analysis capabilities allows students to investigate their oxygen reaction via formation of iron oxide, resulting in rich multidimensional and contextualized scientific exploration in the chemistry classroom.

CONTEXTUALIZING TECHNOLOGY IN THE CLASSROOM VIA REMOTE ACCESS: USING SPACE EXPLORATION THEMES AND SCANNING ELECTRON MICROSCOPY AS TOOLS TO PROMOTE ENGAGEMENT IN GEOLOGY/CHEMISTRY EXPERIMENTS.

A multidisciplinary science experiment was performed in K-12 classrooms focusing on the interconnection between technology with geology and chemistry. The engagement and passion for science of over eight hundred students across twenty-one classrooms, utilizing a combination of hands-on activities using relationships between Earth and space rock studies, followed by a remote access session wherein students remotely employed the use of a scanning electron microscope (SEM) and energy-dispersive spectroscopy (EDS) to validate their findings was investigated. Participants represent predominantly low-income minority communities, with little exposure to the themes and equipment used, despite being freely available resources. Students indicated greatly increased interest in scientific practices and careers, as well as a better grasp of the content as a result of the lab and remote access coupling format.

Water-soluble fullerene (C60) derivatives as nonviral gene-delivery vectors.

A new class of water-soluble C60 transfecting agents has been prepared using Hirsch-Bingel chemistry and assessed for their ability to act as gene-delivery vectors in vitro. In an effort to elucidate the relationship between the hydrophobicity of the fullerene core, the hydrophilicity of the water-solubilizing groups, and the overall charge state of the C60 vectors in gene delivery and expression, several different C60 derivatives were synthesized to yield either positively charged, negatively charged, or neutral chemical functionalities under physiological conditions. These fullerene derivatives were then tested for their ability to transfect cells grown in culture with DNA carrying the green fluorescent protein (GFP) reporter gene. Statistically significant expression of GFP was observed for all forms of the C60 derivatives when used as DNA vectors and compared to the ability of naked DNA alone to transfect cells. However, efficient in vitro transfection was only achieved with the two positively charged C60 derivatives, namely, an octa-amino derivatized C60 and a dodeca-amino derivatized C60 vector. All C60 vectors showed an increase in toxicity in a dose-dependent manner. Increased levels of cellular toxicity were observed for positively charged C60 vectors relative to the negatively charged and neutral vectors. Structural analyses using dynamic light scattering and optical microscopy offered further insights into possible correlations between the various derivatized C60 compounds, the C60 vector/DNA complexes, their physical attributes (aggregation, charge) and their transfection efficiencies. Recently, similar Gd@C60-based compounds have demonstrated potential as advanced contrast agents for magnetic resonance imaging (MRI). Thus, the successful demonstration of intracellular DNA uptake, intracellular transport, and gene expression from DNA using C60 vectors suggests the possibility of developing analogous Gd@C60-based vectors to serve simultaneously as both therapeutic and diagnostic agents.

TiO2 nanoparticles as a soft X-ray molecular probe.

This communication reports the development of a TiO2-streptavidin nanoconjugate as a new biological label for X-ray bio-imaging applications; this new probe, used in conjunction with the nanogold probe, will make it possible to obtain quantitative, high-resolution information about the location of proteins using X-ray microscopy.

Charge-associated effects of fullerene derivatives on microbial structural integrity and central metabolism.

The effects of four types of fullerene compounds (C60, C60-OH, C60-COOH, C60-NH2) were examined on two model microorganisms (Escherichia coli W3110 and Shewanella oneidensis MR-1). Positively charged C60-NH2 at concentrations as low as 10 mg/L inhibited growth and reduced substrate uptake for both microorganisms. Scanning electron microscopy (SEM) revealed damage to cellular structures. Neutrally charged C60 and C60-OH had mild negative effects on S. oneidensis MR-1, whereas the negatively charged C60-COOH did not affect either microorganism's growth. The effect of fullerene compounds on global metabolism was further investigated using [3-13C]L-lactate isotopic labeling, which tracks perturbations to metabolic reaction rates in bacteria by examining the change in the isotopic labeling pattern in the resulting metabolites (often amino acids).1-3 The 13C isotopomer analysis from all fullerene-exposed cultures revealed no significant differences in isotopomer distributions from unstressed cells. This result indicates that microbial central metabolism is robust to environmental stress inflicted by fullerene nanoparticles. In addition, although C60-NH2 compounds caused mechanical stress on the cell wall or membrane, both S. oneidensis MR-1 and E. coli W3110 can efficiently alleviate such stress by cell aggregation and precipitation of the toxic nanoparticles. The results presented here favor the hypothesis that fullerenes cause more membrane stress 4-6 than perturbation to energy metabolism.7.

Fullerene (C60) immunoconjugates: interaction of water-soluble C60 derivatives with the murine anti-gp240 melanoma antibody.

The first fullerene (C60) immunoconjugates have been prepared and characterized as an initial step toward the development of fullerene immunotherapy (FIT).