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Women and non-white racial and ethnic groups remain underrepresented in science, technology, engineering, and math (STEM). To achieve a more diverse and equitable STEM workforce, the recruitment and retention of these historically marginalized communities in postsecondary education will also need to increase. Recently, the lens has turned to pedagogy and how creating a more inclusive classroom environment can foster STEM identity in previously marginalized communities. This work focuses on developing and piloting systems biology education modules designed to promote an inclusive learning environment in a summer outreach program for high school students by (1) utilizing a hybrid of unplugged activities with coded simulation and (2) a female-oriented problem statement. Based on initial findings in our pilot program, we anticipate that these techniques will enable students with limited prior computational experience to feel more comfortable and able to complete tasks, thereby increasing their self-efficacy and STEM identity. These modules could be a valuable tool for practitioners teaching high school or early college-level computational courses who instruct students with varied coding experience. Additionally, our analysis of the use of a female-oriented problem statement on female-identifying students' perceived self-efficacy provides potential evidence of the usefulness of representative problem statements in engaging underrepresented student populations. These techniques could be adapted to address a variety of contexts across STEM disciplines and other fields to foster inclusive learning environments.

High lithium cycling efficiencies are required if a metal anode system is to be considered for use in Li-O2 batteries. In this work electrolyte additives (0.3 M LiNO3 and 0.14 M VC) were used to increase the efficiency from 25 to 82.5% in the topical DMSO based electrolyte. Furthermore, we show that oxygen also acts to improve the cycling efficiency to 87%. This work highlights the importance of anode considerations in the development of metal O2 batteries in alternative solvents (DMSO, Acetonitrile and DMA) and suggests realistic strategies for performance improvements.

The article discusses the Read/Write Web, which consists of technologies that allow users to create and publish content on the Internet, and its effect on educators. These technologies include Blogs, Wikis, and podcasts. The Read/Write Web can be used to access more information, make social connections, and redefine the meaning of literacy.

Discusses the potential of Web logs in creating a range of opportunities for teachers to deepen their discussions of curriculum content. Articulation of student ideas in the Web log; Opportunity for students to enter conversations.

The article discusses the introduction and use of new technologies and the internet into classrooms, and changes to learning and teaching methodologies which result when the internet is introduced into the classroom. Topics discussed include new possibilities for teachers and students, the potential for sharing information, and new information sources.

High lithium cycling efficiencies are required if a metal anode system is to be considered for use in Li-O2batteries. In this work electrolyte additives (0.3 M LiNO3and 0.14 M VC) were used to increase the efficiency from 25 to 82.5% in the topical DMSO based electrolyte. Furthermore, we show that oxygen also acts to improve the cycling efficiency to 87%. This work highlights the importance of anode considerations in the development of metal O2batteries in alternative solvents (DMSO, Acetonitrile and DMA) and suggests realistic strategies for performance improvements.