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There has been a growing discourse within higher education to engage with students as partners and harness the strength of students and faculty working together. Engaging in student-faculty partnerships activities offers benefits to both students and faculty, yet there is less research on these practices within science, technology, engineering and mathematics (STEM). The purpose of this study was to conduct a Faculty-wide investigation to identify the benefits and challenges of engaging in student-faculty partnerships activities within a Faculty of Science at a mid-sized university in Ontario, Canada. Using a mixed-method approach of surveys and semi-structured interviews with undergraduate and graduate students, we examined the types of student partnership activities existing within a Faculty of Science as well as gathered insights into students' perspectives of the benefits and challenges they experience engaging in these activities. Collaborating with faculty on research projects, teaching assistantships, being a student leader in an organization with faculty guidance, and co-authoring manuscripts with faculty members were considered the most impactful partnerships activities. Students reported social, personal, and career development benefits from their involvement in student-faculty partnership activities. Common barriers included difficulties finding opportunities to engage in partnership activities, social barriers (e.g., financial stability), power imbalances, difficult working environments, and personal challenges. Implications for supporting student engagement and collaboration through advantageous student-faculty partnerships are discussed.

Science students face specific challenges associated with their field of study. The purpose of this study was to assess science students' use of support services and programs, identify barriers to use and group differences, determine professors' and staff's familiarity with programs and solicit ideas from all participants about what programming changes should be made. Survey questions were completed by 308 students and 40 staff and professors in our institution's Faculty of Science. Students' participation rates and professors' and staff's familiarity with programs ranged significantly but most services were rated as helpful by both groups. Few demographic group differences emerged in program use. Participants recommended a number of improvements to the Faculty of Science including strengthening mental health awareness and support services, fostering student engagement in science, building students' relationships with professors and cultivating a healthy learning environment. Implications for program development in science faculties are considered.

The primary purpose of education is preparation for life. But what kind of life, and life for whom? Within the social studies, emphasis has long been placed on preparation for civic life in diverse and democratic societies within an interconnected world. This remains essential. There is an ongoing need for people who are willing and able to address the challenges of society, including structural problems such as racism, classism, and patriarchy. However, in addition to continuing threats to the quality of "human" life, growing concerns have also arisen regarding the quality, indeed the survival, of "all" life on the planet. One of the most urgent challenges of today is the decline of the environment upon which all life depends. This paper examines the implications of the environmental crisis for the social studies. First, I explore the deep interconnectivity that exists between humans and the nonhuman world and, by extension, between our social and environmental challenges. Next, I consider the implications of these connections for a socioenvironmental approach to social studies education. In addition to practical curricular and instructional factors, I argue that we must promote the development of a "critical ecological perspective" through which to interpret the fundamental relationships between humans and the world.

There is a growing interest within higher education to engage with students as partners to reposition students from consumers to producers of knowledge. The purpose of this study was to gather insights into the benefits, barriers/challenges, and best practices for engaging in student-faculty partnership activities for science faculty members. Supervising or working with graduate teaching assistants, working with students on university committees, collaborating with undergraduate or graduate students on a new or existing research project, and co-authoring manuscripts with graduate students were regarded as the most impactful partnership activities. Common benefits of student partnership activities included: collaboration and relationship building, broadening perspectives and gaining feedback, personal satisfaction, and institutional and career-related benefits. Common barriers/challenges reported were interpersonal dynamics and maintaining relationships, student management, and external influences. Best practices consisted of planning and setting expectations, developing students' agency, using open communication, and facilitating peer-to-peer collaboration and peer mentoring.

Brain rhythms provide the timing for recruitment of brain activity required for linking together neuronal ensembles engaged in specific tasks. The γ-oscillations (30 to 120 Hz) orchestrate neuronal circuits underlying cognitive processes and working memory. These oscillations are reduced in numerous neurological and psychiatric disorders, including early cognitive decline in Alzheimers disease (AD). Here, we report on a potent brain-permeable small molecule, DDL-920 that increases γ-oscillations and improves cognition/memory in a mouse model of AD, thus showing promise as a class of therapeutics for AD. We employed anatomical, in vitro and in vivo electrophysiological, and behavioral methods to examine the effects of our lead therapeutic candidate small molecule. As a novel in central nervous system pharmacotherapy, our lead molecule acts as a potent, efficacious, and selective negative allosteric modulator of the γ-aminobutyric acid type A receptors most likely assembled from α1β2δ subunits. These receptors, identified through anatomical and pharmacological means, underlie the tonic inhibition of parvalbumin (PV) expressing interneurons (PV+INs) critically involved in the generation of γ-oscillations. When orally administered twice daily for 2 wk, DDL-920 restored the cognitive/memory impairments of 3- to 4-mo-old AD model mice as measured by their performance in the Barnes maze. Our approach is unique as it is meant to enhance cognitive performance and working memory in a state-dependent manner by engaging and amplifying the brains endogenous γ-oscillations through enhancing the function of PV+INs.

Disabilities affect the lives of people worldwide in the present and in the past. Hearingimpairment is one rather common disability, yet it is largely misunderstood and stigmatized. InMexico, hearing-impaired persons are still denied many rights able-bodied people possess.Contemporary views of deafness in Mexico have tended to emphasize the biomedical model,which recognizes deafness as an impairment and something that requires fixing. To this end,oralism, hearing aids, and cochlear implants are standard. Framed within disability studies, thisresearch project is an effort to understand and challenge this ableist perspective that persists inMexico today through an interdisciplinary study of Deaf Mexican history. One of the main goalsfor this paper is to demonstrate that ableism and the biomedical model of disability derive from along history of Western, Christian thought which was imported to Mexico by the Spanish startingin the early 16th century during colonization. In the pages ahead, this paper explores influencesof Catholicism and Spanish colonial structures in perpetuating ableism and the biomedical modelof disability through close analysis of historical theological commentary and Indigenous,Spanish, and Mexican interpretations of deafness and disability.

Amyloid β (Aβ) peptides accumulating in the brain are proposed to trigger Alzheimers disease (AD). However, molecular cascades underlying their toxicity are poorly defined. Here, we explored a novel hypothesis for Aβ42 toxicity that arises from its proven affinity for γ-secretases. We hypothesized that the reported increases in Aβ42, particularly in the endolysosomal compartment, promote the establishment of a product feedback inhibitory mechanism on γ-secretases, and thereby impair downstream signaling events. We conducted kinetic analyses of γ-secretase activity in cell-free systems in the presence of Aβ, as well as cell-based and ex vivo assays in neuronal cell lines, neurons, and brain synaptosomes to assess the impact of Aβ on γ-secretases. We show that human Aβ42 peptides, but neither murine Aβ42 nor human Aβ17-42 (p3), inhibit γ-secretases and trigger accumulation of unprocessed substrates in neurons, including C-terminal fragments (CTFs) of APP, p75, and pan-cadherin. Moreover, Aβ42 treatment dysregulated cellular homeostasis, as shown by the induction of p75-dependent neuronal death in two distinct cellular systems. Our findings raise the possibility that pathological elevations in Aβ42 contribute to cellular toxicity via the γ-secretase inhibition, and provide a novel conceptual framework to address Aβ toxicity in the context of γ-secretase-dependent homeostatic signaling.

This study examines perceptions of the benefits and barriers to study abroad amongst undergraduate students studying at the Soltis Center for Research and Education in Costa Rica, in 2018 and 2019. A total of 49 students representing five different study abroad programs from three institutions participated in the study. Cost, personal obligations, and timing of the program were identified by all respondents as the most important barriers to student participation in a study abroad program. Results of a Q-sort suggests that perceived benefits varied by academic year of the student and their experience with study abroad, and other high impact learning experiences. Upper-year students, as well as those with previous travel experience, viewed study abroad as an opportunity to develop career-relevant skills, while lower-year students and those with less travel experience perceived broadening horizons and personal growth as the most important benefits. The transition in perceived benefits can be used to effectively structure study abroad within the undergraduate curriculum to maximize benefits for student learning.

The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.

Wyburn-Mason disease (WMD) is a rare congenital phakomatosis known for its complex arteriovenous malformations (AVMs) predominantly affecting the brain and ocular structures. We present the case of a 19-year-old female with an unruptured Spetzler-Martin grade 5 left thalamic AVM, who initially exhibited progressive visual impairment and migraines. Following diagnosis, she was treated with trametinib, a MEK inhibitor; however, nine months later, she developed acute complications, including left monocular blindness and right hemisensory loss. Imaging revealed narrowing of the left internal carotid artery and ischemia, leading to the discontinuation of trametinib. Her condition stabilized with gabapentin and supportive therapies. This case emphasizes the potential therapeutic role and risks of MEK inhibitors in managing high-grade AVMs in WMD and highlights the need for individualized management and careful monitoring in such cases.

The decline of public education and the concomitant loss of the commons are increasingly recognized as significant and interwoven issues. Like other prevailing societal problems, such as the tenacity of institutionalized racism, classism, and patriarchy, these conditions are rooted in the ways growing numbers of people have come to think and act -- socially, economically, politically, and intellectually. In a word, they are structural problems. As such, they require educators and others concerned with the health of society and well-being of the planet to address not only the observable symptoms but also the underlying factors that have spawned and perpetuated the systems in the first place. Critical scholars generally understand that problematic structural conditions are produced by prevailing systems of thought and action, that they evolve within particular social and historical contexts, and that they are maintained through oppressive mechanisms of persuasion and control. Less understood are the ways these intersecting systems, contexts, and mechanisms are perpetuated via largely "invisible" perceptual and temporal factors that obscure the processes at play. Understanding the relationships between these factors is essential to effectively addressing the challenges we face. This paper synthesizes the literature in critical theory, ecological philosophy, living systems theories, Indigenous studies, and the sociology of knowledge to examine these intersecting factors and to consider implications for theory and practice in education.

There is growing support for the use of student-faculty partnerships within higher education. Successful partnerships capable of sustainable transformation require the presence of several underlying values held by both faculty and students. The purpose of this study was to examine differences in the perceptions of student-faculty partnership values across science faculty, graduate students, and undergraduate students and determine whether these values differ by partnership category. Faculty and students responded to the Student-Staff Partnership Questionnaire (Martens et al., 2019), which included five scales aimed to assess values for successful student partnerships: reciprocal respect, influence, autonomy, commitment, and partnership. Our findings suggest that faculty perceive themselves as aligning with the values of reciprocal respect, influence, autonomy, and partnership to a higher degree than undergraduate and graduate students perceive faculty as adhering to them. No differences in values were noted across partnership categories. Implications for higher education are discussed.

In recent years there has been a movement towards offering interdisciplinary curricula within higher education. While there are numerous benefits associated with interdisciplinary learning, the disciplinarily focused structure and culture of higher education can constrain interdisciplinary activities, and the challenges associated with developing this type of learning experience have been less researched. Given that faculty are key figures in organizational change and curriculum development, this study sought to understand faculty members' perspectives on interdisciplinary curriculum development and refinement, including their perceptions of what constitutes an interdisciplinary program, the value associated with interdisciplinarity, and the challenges they have experienced developing and/or refining interdisciplinary programs. Faculty members from the Faculty of Science at a mid-sized university in the province of Ontario, Canada were interviewed, and these data were subjected to a content analysis. Faculty perceived interdisciplinary academic programs as including a collection of courses that offer a combination of knowledge from different disciplines; however, only a few participants identified the integration of knowledge from different areas of study as key to interdisciplinarity. Participants perceived that interdisciplinary learning was important for students to develop diverse, but not necessarily integrated, skillsets. Challenges related to interdisciplinary curriculum development and refinement included navigating institutional structures and collaborating with other academic units. Suggestions for navigating interdisciplinary curriculum development are discussed.

Student veterans' (SV) transition into academic life is challenging, and faculty/staff are uniquely positioned to support this change. Research calls for academic faculty/staff training to support SVs and aid in their retention and academic success. Framed by Rhetorical and Relational Goal Theory (RRGT; Mottet et al., 2006), qualitative data identified SVs' instructional communication needs and produced a faculty/staff training program. Twenty-three SVs were interviewed about their instructional communication needs, namely, a need for Structure, Integration, and Awareness. These needs were translated into instructor communication behaviors, and a student veteran instructional communication training (SVIC) was created to (a) promote organization, (b) facilitate assimilation, and (c) demonstrate conscientiousness to meet the rhetorical and relational needs of SVs.

Over the last decade, supercell simulations and observations with ever-increasing resolution have provided new insights into the vortex-scale processes of tornado formation. This article incorporates these and other recent findings into the existing three-step model by adding an additional fourth stage. The goal is to provide an updated and clear picture of the physical processes occurring during tornadogenesis. Specifically, we emphasize the importance of the low-level wind shear and mesocyclone for tornado potential, the organization and interaction of relatively small-scale pretornadic vertical vorticity maxima, and the transition to a tornado-characteristic flow. Based on these insights, guiding research questions are formulated for the decade ahead. SIGNIFICANCE STATEMENT: This article provides a nontechnical overview of how tornadoes form. Sequentially, the most important processes include the initial creation of rotating updrafts, the development of disorganized patches of rotation at the surface, the organization of these patches into a more defined, symmetric vortex, and the final transition into a fully developed tornado in which air turns abruptly upward very near the surface. Based on this proposed conceptual model, guiding research questions are formulated for the decade ahead. KEYWORDS: Tornadogenesis; Severe storms; Tornadoes; Radars/Radar observations; Supercells, 1. How does a tornado form? This is perhaps one of the most elementary yet enduring questions in meteorology. Even though severe-storm research has focused on this problem for over [...]

Potato virus Y (PVY) is a major economic threat to potato production worldwide. Understanding the prevalent PVY strains and their dynamics is crucial for effective management. This study investigated PVY trends and diversity in the San Luis Valley (SLV), CO, U.S.A. We leveraged the Colorado Seed Potato Certification Program data (2017 to 2022), revealing a persistent problem with PVY incidence in certified seed lots that fluctuated between 2.6% (2017) and 6.5% (2022). PVYN-Wi was the dominant strain, with others such as PVYO also detected. A complementary field study (2021 to 2022) investigated PVY prevalence and diversity in 600 samples collected from 30 fields. PVYN-Wi was identified as the main strain, followed by PVYO and PVYNTN. Notably, the incidences of dual and triple infections, along with inconclusive samples, increased in both postharvest and field study samples. High-throughput sequencing (HTS) of the inconclusive samples identified from the field study samples determined PVYN-Wi as the predominant strain and identified polymorphisms that may hinder accurate identification by traditional strain typing methods. Beyond PVY, potato virus S (PVS) was the only other major potato-infecting virus detected. HTS revealed diverse nonplant-infecting viruses as well. This study provides valuable insights into the evolving PVY landscape and the complex potato virome in SLV. It highlights the importance of continued surveillance and improved diagnostics to mitigate the impact of viruses on potato production. [Figure: see text] Copyright © 2024 The Author(s). This is an open access article distributed under the CC BY-NC-ND 4.0 International license.

Abstract The overexpression of MYC genes is frequently found in many human cancers, including adult and pediatric malignant brain tumors. Targeting MYC genes continues to be challenging due to their undruggable nature. Using our prediction algorithm, the nine-amino-acid activation domain (9aaTAD) has been identified in all four Yamanaka factors, including c-Myc. The predicted activation function was experimentally demonstrated for all these short peptides in transactivation assay. We generated a set of c-Myc constructs (1–108, 69–108 and 98–108) in the N-terminal regions and tested their ability to initiate transcription in one hybrid assay. The presence and absence of 9aaTAD (region 100–108) in the constructs strongly correlated with their activation functions (5-, 3- and 67-times respectively). Surprisingly, we observed co-activation function of the myc region 69–103, called here acetyl-TAD, previously described by Faiola et al. (Mol Cell Biol 25:10220–10234, 2005) and characterized in this study as a new domain collaborating with the 9aaTAD. We discovered strong interactions on a nanomolar scale between the Myc-9aaTAD activation domains and the KIX domain of CBP coactivator. We showed conservation of the 9aaTADs in the MYC family. In summary for the c-Myc oncogene, the acetyl-TAD and the 9aaTAD domains jointly mediated activation function. The c-Myc protein is largely intrinsically disordered and therefore difficult to target with small-molecule inhibitors. For the c-Myc driven tumors, the strong c-Myc interaction with the KIX domain represents a promising druggable target.

Abstract The RNA binding protein Human Antigen R (HuR) has been identified as a main regulator of the innate immune response and its inhibition can lead to beneficial anti-inflammatory effects. To this aim, we previously synthesized a novel class of small molecules named Tanshinone Mimics (TMs) able to interfere with HuR-RNA binding, and that dampen the LPS-induced immune response. Herein, we present a novel series of TMs, encompassing thiophene 3/TM9 and 4/TM10, furan 5/TM11 and 6/TM12, pyrrole 7b/TM13, and pyrazole 8. The furan-containing 5(TM11) showed the greatest inhibitory effect of the series on HuR-RNA complex formation, as suggested by RNA Electromobility Shift Assay and Time-Resolved FRET. Molecular Dynamics Calculation of HuR − 5/TM11 interaction, quantum mechanics approaches and Surface Plasmon Resonance data, all indicates that, within the novel heteroaryl substituents, the furan ring better recapitulates the chemical features of the RNA bound to HuR. Compound 5/TM11 also showed improved aqueous solubility compared to previously reported TMs. Real-time monitoring of cell growth and flow cytometry analyses showed that 5/TM11 preferentially reduced cell proliferation rather than apoptosis in murine macrophages at immunomodulatory doses. We observed its effects on the innate immune response triggered by lipopolysaccharide (LPS) in macrophages, showing that 5/TM11 significantly reduced the expression of proinflammatory cytokines as Cxcl10 and Il1b.

Abstract Background Early detection of Parkinson’s disease (PD), a neurodegenerative disease with central and peripheral nerve involvement, ensures timely treatment access. Microbes influence nervous system health and are altered in PD. Methods We examined gut and mouth microbiomes from recently diagnosed patients in a geographically diverse, matched case-control, shotgun metagenomics study. Results Here, we show greater alpha-diversity in 445 PD patients versus 221 controls. The microbial signature of PD includes overabundance of 16 OTUs, including Streptococcus mutans and Bifidobacterium dentium, and depletion of 28 OTUs. Machine learning models indicate that subspecies level oral microbiome abundances best distinguish PD with reasonably high accuracy (area under the curve: 0.758). Microbial networks are disrupted in cases, with reduced connectivity between short-chain fatty acid-producing bacteria the the gut. Importantly, microbiome diversity metrics are associated with non-motor autonomic symptom severity. Conclusions Our results provide evidence that predictive oral PD microbiome signatures could possibly be used as biomarkers for the early detection of PD, particularly when there is peripheral nervous system involvement.

Abstract The recently discovered interaction between presenilin 1 (PS1), a subunit of γ-secretase involved in amyloid-β (Aβ) peptide production, and GLT-1, the major brain glutamate transporter (EAAT2 in the human), may link two pathological aspects of Alzheimer’s disease: abnormal Aβ occurrence and neuronal network hyperactivity. In the current study, we employed a FRET-based fluorescence lifetime imaging microscopy (FLIM) to characterize the PS1/GLT-1 interaction in brain tissue from sporadic AD (sAD) patients. sAD brains showed significantly less PS1/GLT-1 interaction than those with frontotemporal lobar degeneration or non-demented controls. Familial AD (fAD) PS1 mutations, inducing a “closed” PS1 conformation similar to that in sAD brain, and gamma-secretase modulators (GSMs), inducing a “relaxed” conformation, respectively reduced and increased the interaction. Furthermore, PS1 influences GLT-1 cell surface expression and homomultimer formation, acting as a chaperone but not affecting GLT-1 stability. The diminished PS1/GLT-1 interaction suggests that these functions may not work properly in AD.

In addition to the continuing need for citizens who can address the challenges of "human" communities, growing concerns have arisen regarding "all" life on the planet. Indeed, one of our most urgent conditions is the decline of the environment upon which all life depends. Yet, despite our concerns, there remain vastly differing views regarding the nature of the challenges, their fundamental causes, and how to address them. Among the reasons for these differing views are widespread misperceptions of the relationships between humans and the environment, and thus between our rapidly deteriorating social and environmental conditions. To correct these misperceptions, I argue that we must help our students develop a "critical ecological perspective" with which to interpret the basic connections between humans and the world. "Inquiry Island--The Prequel: A Critical Ecological Social Studies Experience" is a simulation activity designed to help students develop such a perspective. Like the original "Inquiry Island," this updated version introduces our social and environmental challenges and explores how to address these problems through civic action. However, the newer version better reflects our current socioenvironmental conditions and more accurately depicts the deep human-environment interconnectedness essential to the development of a "critical ecological perspective."

This study explored pre-service teachers' attitudes toward including students with ASD in general education. Ten participants from a mid-size teacher preparation program at a northeastern university participated in a focus group inquiry. The exploratory questions used during the focus group were derived from The Attitude Toward Inclusive Education Scale (ATIES) (Wilczenski, 1992). The Braun and Clarke's (2006) Model of Analysis was used to identify themes. Results indicated pre-service teachers' attitudes included both benefits and challenges associated with inclusion. Suggestions for improving pre-service teachers' attitudes toward including students with ASD were provided.

Early years are a critical time in the healthy development of young children. It is essential for children to develop healthy bonds with family members to increase well-being. Colonialism has resulted in the loss of many Indigenous activities, intergenerational teachings and relationship-building strategies that encourage wholistic health-promoting behaviours. Research focused on physical activity behaviours among early years children has had limited success. To address these challenges, the Western concept of physical literacy that applies a wholistic approach to physical activity by focusing on physical, social, emotional, and spiritual wellness can align with many Indigenous Ways of Knowing, Being and Doing. Purpose: Our multi-cultural team embarks on a journey to co-create, and expand a physical literacy enriched and culturally rooted initiative designed to promote wholistic wellness. Methodology: Etuaptmumk (Two-eyed Seeing) guides the team through braiding Indigenous Ways of Knowing,Being and Doing in early childhood wellness and land- and nature-based games alongside Western knowledge of developing physical literacy and promoting risky/ adventurous play. We apply a pre-mid-post design for the meaningful evaluation of the Nature’s Way-Our Way initiative. Impact: Partnering with communities, we aim to produce 40-45 activity cards to promote physical literacy and wholistic health in Indigenous and non-Indigenous communities.

Membrane curvature is essential to diverse cellular functions. While classically attributed to structured domains, recent work illustrates that intrinsically disordered proteins are also potent drivers of membrane bending. Specifically, repulsive interactions among disordered domains drive convex bending, while attractive interactions drive concave bending, creating membrane-bound, liquid-like condensates. How might disordered domains that contain both repulsive and attractive domains affect curvature? Here, we examined chimeras that combined attractive and repulsive interactions. When the attractive domain was closer to the membrane, its condensation amplified steric pressure among repulsive domains, leading to convex curvature. In contrast, when the repulsive domain was closer to the membrane, attractive interactions dominated, resulting in concave curvature. Further, a transition from convex to concave curvature occurred with increasing ionic strength, which reduced repulsion while enhancing condensation. In agreement with a simple mechanical model, these results illustrate a set of design rules for membrane bending by disordered proteins.

Despite the massive dollars invested each year by Venture Capital (VC) firms, more than two-thirds of the companies they fund will provide zero return. More problematic, less than 3% of VC funds go to female-led startup teams, and less than 1% to racially diverse founders. While many argue that this underrepresentation will work itself out over time, in reality, these numbers have remained stagnant for over 30 years. This is especially perverse given that diverse startups, when funded, appreciably outperform male-only founding teams.The VC industry operates under an antiquated model of investing in founders with demographics reflecting those of VC partners (white men control 93% of VC funds, and only 0.2% of VC partners are Black or Latina women). While antidiscrimination law intended to create a level playing field for all, the VC field operates outside this regulatory scheme. In addition to its lack of diversity, ironically it also has a technology problem. Despite the incredible advances in artificial intelligence (AI), and the industry’s focus on tech startups, many VC firms fail to incorporate data analytics and machine learning to guide their decision- making, relying instead on “gut instinct.” This is the first article to comprehensively explore the current state of the VC industry through the lens of behavioral law and economic theory, revealing the field's intransigence and the heuristics and biases infecting its decision-making.Using insights gained from this analysis, this Article suggests that disruption is possible through a combination of policy and legal initiatives as well as leveraging advances in technology. The Article concludes by offering a novel multipronged solution comprised of a combination of carrots (incentives), sticks (penalties), and AI to motivate behavioral change within the VC industry and stimulate a true meritocracy where gender and racially diverse startups are equitably funded, and innovation flourishes.