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Research exploring the participation and retention of Latino/as in STEM (science, technology, engineering, and math) is still in its early stages, but it is shedding light on the lack of representation, why they occur, and what are the outcomes for those that remain in STEM. This review of the literature explores the barriers, stressors, and health issues that emerge for Latino/a STEM faculty. The review includes work on the comprehensive stress, discrimination, and other burdens that contribute to Latino/a faculty stress. Discrimination and socioeconomic status (SES) can operate in synergistic ways to diminish health and coping mechanisms. We address the professional and organizational contexts that Latino/a faculty face in the university environment and the health outcomes that potentially emerge as a result of their experiences within universities in the United States. [ABSTRACT FROM AUTHOR]

Abstract: Background: This exploratory study uses multimodal approaches to explore undergraduate student engagement via topic emotions and electrodermal activity (EDA) in different engineering design method activities and with different instructional delivery formats (e.g., lecture vs. active learning). Purpose/Hypothesis: The goal of this research is to improve our understanding of how students respond, via engagement, to their engineering design activities during class. This study hypothesizes that students would experience no self‐reported mean changes in topic emotions from their preassessment scores for each engineering design topic and instructional format nor would electrodermal activities (EDA) associate to these topic emotions throughout the design activities. Design/Method: Eighty‐eight freshmen engineering students completed online pretopic and posttopic emotions surveys for five engineering design activities. A subset of 14–18 participants, the focal point of this study, wore an EDA sensor while completing the surveys and participating in these sessions. Results: Preliminary findings suggest that EDA increased for individual and collaborative active learning activities compared to lectures. No significant changes in EDA were found between individual and collaborative active learning activities. Moderate negative correlations were found between EDA and negative topic emotions in the first engineering design activity but not across the rest. At the end of the semester, active learning activities showed higher effect sizes indicating a re‐enforcement of students' engagement in the engineering design method activities. Conclusion: This study provides initial results showing how multimodal approaches can help researchers understand students' closer‐to‐real‐time engagement in engineering design topics and instructional delivery formats. [ABSTRACT FROM AUTHOR]

Glutamate excitotoxicity, a major component of many neurodegenerative disorders, is characterized by excessive calcium influx selectively through NMDARs. However, there is a substantial uncertainty concerning why other known routes of significant calcium entry, in particular, VGCCs, are not similarly toxic. Here, we report that in the majority of neurons in rat hippocampal and cortical cultures, maximal L-type VGCC activation induces much lower calcium loading than toxic NMDAR activation. Consequently, few depolarizationactivated neurons exhibit calcium deregulation and cell death. Activation of alternative routes of calcium entry induced neuronal death in proportion to the degree of calcium loading. In a small subset of neurons, depolarization evoked stronger calcium elevations, approaching those induced by toxicNMDA. These neurons were characterized by elevated expression of VGCCs and enhanced voltage-gated calcium currents, mitochondrial dysfunction and cell death. Preventing VGCC-dependent mitochondrial calcium loading resulted in stronger cytoplasmic calcium elevations, whereas inhibiting mitochondrial calcium clearance accelerated mitochondrial depolarization. Both observations further implicate mitochondrial dysfunction in VGCC-mediated cell death. Results indicate that neuronal vulnerability tracks the extent of calcium loading but does not appear to depend explicitly on the route of calcium entry. [ABSTRACT FROM AUTHOR]

Abstract: This study aimed to elucidate the role of charge in mediating chondrocyte response to loading by employing synthetic 3D hydrogels. Specifically, neutral poly(ethylene glycol) (PEG) hydrogels were employed where negatively charged chondroitin sulfate (ChS), one of the main extracellular matrix components of cartilage, was systematically incorporated into the PEG network at 0%, 20% or 40% to control the fixed charge density. PEG hydrogels were employed as a control environment for extracellular events which occur as a result of loading, but which are not associated with a charged matrix (e.g., cell deformation and fluid flow). Freshly isolated bovine articular chondrocytes were embedded in the hydrogels and subject to dynamic mechanical stimulation (0.3Hz, 15% amplitude strains, 6h) and assayed for nitric oxide production, cell proliferation, proteoglycan synthesis, and collagen deposition. In the absence of loading, incorporation of charge inhibited cell proliferation by ~75%, proteoglycan synthesis by ~22–50% depending on ChS content, but had no affect on collagen deposition. Dynamic loading had no effect on cellular responses in PEG hydrogels. However, dynamically loading 20% ChS gels inhibited nitrite production by 50%, cell proliferation by 40%, but stimulated proteoglycan and collagen deposition by 162% and 565%, respectively. Dynamic loading of 40% ChS hydrogels stimulated nitrite production by 62% and proteoglycan synthesis by 123%, but inhibited cell proliferation by 54% and collagen deposition by 52%. Upon removing the load and culturing under free-swelling conditions for 36h, the enhanced matrix synthesis observed in the 20% ChS gels was not maintained suggesting that loading is necessary to stimulate matrix production. In conclusion, extracellular events associated with a charged matrix have a dramatic affect on how chondrocytes respond to mechanical stimulation within these artificial 3D matrices suggesting that streaming potentials and/or dynamic changes in osmolarity may be important regulators of chondrocytes while cell deformation and fluid flow appear to have less of an effect. [Copyright &y& Elsevier]

• Power, communication, and awareness roles on academic mentoring equity were initial themes. • When introduced to tokenism, themes differed based upon intersectional identities. • Electrodermal activities increased for multiracial women on gender-equity issues. • Electrodermal activities decreased for White/Caucasian women on race-equity issues. • Womxn had varied responses to tokenism based on their academic research roles. In academic mentoring research, there is a need to include empirical designs that consider more sociocultural perspectives. The purpose of this exploratory study was to race re-image academic mentoring by considering its sociocultural perspectives (i.e., intersectionality, tokenism, and awareness). For this, a qualitative-dominant, convergent mixed-methods approach was used to explore the perspectives and responses of twelve womxn graduate students and faculty involved in science and engineering research. Using multi-modal approaches that included two structured interviews and electrodermal activity (EDA) sensors, participants were asked to respond to case studies of achievement-, race-, and gender-equity through an academic mentoring lens. Our qualitative findings suggested that across the interviews, issues of power, communication strategies, and awareness are predominant themes and needs of academic mentoring in theri respective disciplines. Furthermore, our quantitative findings supported the notion that throughout the interviews, varying forms of identities (e.g., social, institutional, discourse) appeared to predominate or interact throughout the cases explored. Together, the data points to the complex racial- and gender- influenced sociocultural perspectives of academic mentoring in science and engineering. [ABSTRACT FROM AUTHOR]

Engineering communication is a highly desirable competence in industry. However, to become efficient communicators, engineers must consider cross-generational styles in the process. In this exploratory case study, engineering leaders from four industrial segments (High-Tech, Automotive, Aerospace, and Manufacturing) who have had a history of communicating throughout different contexts and projects were studied. Interviews and memos were primary data sources used in this study. Key findings included the need for younger generations of engineers to communicate thoughtfully and with humility. Also, older engineers expressed the need to adjust their communication styles with younger engineers by adapting their communication to include varying modalities (e.g., in person, in writing, with technology). The findings from this exploratory study can help engineering educators consider how to teach communication skills to students while increasing their awareness for cross-generational interactions upon graduation. [ABSTRACT FROM AUTHOR]

The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants' responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments. [ABSTRACT FROM AUTHOR]

Background: This study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting. Aims: The aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety. Sample: The study comprised 45 undergraduate engineering majors in the United States. Methods: Survey data concerning students' expectancy for success and saliva samples were taken before, during and after the practice midterm examination prior to their actual in‐class examination. Results: Students' expectancy for success declined during the examination while cortisol levels declined from the beginning to middle of the examination and began to increase again as a function of time. Although students' initial levels of expectancy for success and cortisol were not correlated, there was a negative relation between change in cortisol and change in expectancy for success. Conclusions: Our study demonstrates a relation between salivary cortisol, a physiological component of test anxiety and students' expectancy for success in an authentic testing context. Most students saw a decrease in cortisol during the examination, suggesting anticipatory anxiety prior to the test and a return to homeostasis as the examination progressed. Some students, however, did not see a declination in cortisol, suggesting they may not have recovered from pre‐examination anxiety. The negative relation between change in cortisol and expectancy for success suggests that students who had the greatest decrease in expectancy for success saw the smallest recovery in cortisol. [ABSTRACT FROM AUTHOR]

The field of engineering education has adapted different theoretical frameworks from a wide range of disciplines to explore issues of education, diversity, and inclusion among others. The number of theoretical frameworks that explore these issues using a critical perspective has been increasing in the past few years. In this review of the literature, we present an analysis that draws from Freire's principles of critical andragogy and pedagogy. Using a set of inclusion criteria, we selected 33 research articles that used critical theoretical frameworks as part of our systematic review of the literature. We argue that critical theoretical frameworks are necessary to develop anti-deficit approaches to engineering education research. We show how engineering education research could frame questions and guide research designs using critical theoretical frameworks for the purpose of liberation. [ABSTRACT FROM AUTHOR]

Zinc has been implicated in neurodegeneration following ischemia. In analogy with calcium, zinc has been proposed to induce toxicity via mitochondrial dysfunction, but the relative role of each cation in mitochondrial damage remains unclear. Here, we report that under conditions mimicking ischemia in hippocampal neurons - normal (2 mM) calcium plus elevated (> 100 μM) exogenous zinc - mitochondrial dysfunction evoked by glutamate, kainate or direct depolarization is, despite significant zinc uptake, primarily governed by calcium. Thus, robust mitochondrial ion accumulation, swelling, depolarization, and reactive oxygen species generation were only observed after toxic stimulation in calcium-containing media. This contrasts with the lack of any mitochondrial response in zinc-containing but calcium-free medium, even though zinc uptake and toxicity were strong under these conditions. Indeed, abnormally high, ionophore-induced zinc uptake was necessary to elicit any mitochondrial depolarization. In calcium- and zinc-containing media, depolarization-induced zinc uptake facilitated cell death and enhanced accumulation of mitochondrial calcium, which localized to characteristic matrix precipitates. Some of these contained detectable amounts of zinc. Together these data indicate that zinc uptake is generally insufficient to trigger mitochondrial dysfunction, so that mechanism(s) of zinc toxicity must be different from that of calcium. [ABSTRACT FROM AUTHOR]