Bulldozing the STEM Silos in Omaha: While Engaging P-12 Teachers and Building Campus STEM Excellence

It has been said that all universities “do STEM these days”, but what exactly does it take to “do STEM” well? Questions commonly heard on a university campus these days include: “What is the STEM context for inquiry?”, “Should P-16 STEM be a campus priority?”, “How can a campus break down departmental silos for interdisciplinary workforce development?” In many ways STEM represents, at its core, an interdisciplinary approach and workforce development context to learning, that rigorously engages the core concepts of science, technology, engineering, and mathematics (Tsupros, N., Kohler, R. and Hallinen, J., 2009; National Science and Technology Council, 2018). Additionally, STEM concepts are found in most any P-16 curriculum (to include reading, writing, philosophy, history, etc.). How does it all come together for a campus trajectory toward STEM excellence? These questions, as well as projected workforce needs, put “STEM” as an important conversation on most campuses these days, and it certainly is the case on our campus, at the University of Nebraska at Omaha (UNO). Further, it is a truly a national dialogue, as educational institutions strive to more effectively work across disciplinary lines for “convergence”, where the insights and approaches from different disciplines can come together for finding creative solutions for our most difficult societal problems (National Research Council, 2014). Convergence is also a growing theme for innovations in P-12 STEM teacher training, such as at the National Science Foundation’s 2018 Noyce Teacher Scholarship Summit (http://www.nsfnoyce.org) and also across scientific programs as one of NSF’s 10 big ideas (https://www.nsf.gov/news/special_reports/big_ideas/)

Structure of the 5′ Untranslated Region of Enteroviral Genomic RNA

Enteroviral RNA genomes share a long, highly structured 5= untranslated region (5= UTR) containing a type I internal ribosome entry site (IRES). The 5= UTR is composed of stably folded RNA domains connected by unstructured RNA regions. Proper folding and functioning of the 5= UTR underlies the efficiency of viral replication and also determines viral virulence. We have characterized the structure of 5= UTR genomic RNA from coxsackievirus B3 using selective 2=-hydroxyl acylation analyzed by primer extension (SHAPE) and base-specific chemical probes in solution. Our results revealed novel structural features, including realignment of major domains, newly identified long-range interactions, and an intrinsically disordered connecting region. Together, these newly identified features contribute to a model for enteroviral 5= UTRs with type I IRES elements that links structure to function during the hierarchical processes directed by genomic RNA during viral infection. IMPORTANCE: Enterovirus infections are responsible for human diseases, including myocarditis, pancreatitis, acute flaccid paralysis, and poliomyelitis. The virulence of these viruses depends on efficient recognition of the RNA genome by a large family of host proteins and protein synthesis factors, which in turn relies on the threedimensional folding of the first 750 nucleotides of the molecule. Structural information about this region of the genome, called the 5= untranslated region (5= UTR), is needed to assist in the process of vaccine and antiviral development. This work presents a model for the structure of the enteroviral 5= UTR. The model includes an RNA element called an intrinsically disordered RNA region (IDRR). Intrinsically disordered proteins (IDPs) are well known, but correlates in RNA have not been proposed. The proposed IDRR is a 20-nucleotide region, long known for its functional importance, where structural flexibility helps explain recognition by factors controlling multiple functional states

Complete Genome Sequences of Pseudomonas fluorescens Bacteriophages Isolated from Freshwater Samples in Omaha, Nebraska

The complete genome sequences of four Pseudomonas fluorescens bacteriophages, UNO-SLW1 to UNO-SLW4, isolated from freshwater samples, are 39,092 to 39,215 bp long. The genomes are highly similar (identity, \u3e0.995) but dissimilar from that of Pseudomonas phage Pf-10 (the closest relative, 0.685 to 0.686 identity), with 48 to 49 protein-coding genes and 66 regulatory sites predicted

Major alteration in coxsackievirus B3 genomic RNA structure distinguishes a virulent strain from an a virulent strain

Coxsackievirus B3 (CV-B3) is a cardiovirulent enterovirus that utilizes a 5′ untranslated region (5′UTR) to complete critical viral processes. Here, we directly compared the structure of a 5′UTR from a virulent strain with that of a naturally occurring avirulent strain. Using chemical probing analysis, we identified a structural difference between the two 5′UTRs in the highly substituted stem-loop II region (SLII). For the remainder of the 5′UTR, we observed conserved structure. Comparative sequence analysis of 170 closely related enteroviruses revealed that the SLII region lacks conservation. To investigate independent folding and function, two chimeric CV-B3 strains were created by exchanging nucleotides 104–184 and repeating the 5′UTR structural analysis. Neither the parent SLII nor the remaining domains of the background 5′UTR were structurally altered by the exchange, supporting an independent mechanism of folding and function. We show that the attenuated 5′UTR lacks structure in the SLII cardiovirulence determinant

Fostering Curiosity, Inquiry, and Scientific Thinking in Elementary School Students: Impact of the NE STEM 4U Intervention

In this qualitative study, we assessed the impact of the NE STEM 4U intervention on elementary school youth in terms of excitement, curiosity, and STEM concepts. The NE STEM 4U intervention incorporates a problem-based learning theoretical framework in an after-school time, weekly or twice-weekly intervention. We assessed student performance over two academic years of participation in the intervention using the Dimensions of Success observational tool. Ultimately, we link this mentor-led program with increases in curiosity, inquiry, and STEM concept gains. Taken together, these findings support after-school interventions in STEM areas as key encouraging excitement in youth and motivation to pursue a career in a STEM content area

NE STEM 4U: an out-of-school time academic program to improve achievement of socioeconomically disadvantaged youth in STEM areas

Background The Nebraska Science, Technology, Engineering, and Mathematics 4U (NE STEM 4U) program was initiated at the University of Nebraska at Omaha (UNO) in 2013. NE STEM 4U is a student-run, faculty-led program facilitating problem-based learning (PBL) sessions in science, technology, engineering, and mathematics (STEM) for socioeconomically disadvantaged kindergarten through grade 8 (K-8) students. PBL sessions are provided throughout the academic year in a twice-weekly, after-school, informal education program. The instructional material provided after school builds upon the curricula of the school day. Importantly, this program is a partnership between faculty members and administrators in higher education at UNO with community partners of Omaha including Collective for Youth, Beyond School Bells, and Omaha Public Schools. We focus on engaging K-8 youth in after-school immersion experiences in STEM fields using undergraduate students as mentors and facilitators using a model of problem-based learning. Results This program fosters an educational pipeline for students with hands-on experience in problem-solving and critical thinking. The partnerships among the community provide the foundation for success for students across the K-16 pipeline. Conclusions Herein, we describe the model of this program as documented by demonstrated successes to date in an effort to guide others in developing such a model in their city or region. We also provide models for implementation of assessment instruments

Replicating or franchising a STEM afterschool program model: core elements of programmatic integrity

Background: Designed in 2012 with a first implementation in 2013, NE STEM 4U is a professional development program for post-secondary students/undergraduates, and serves as a source of outreach, content knowledge generation, and STEM literacy for youth in grades kindergarten through 8th grade (ages 5–14). The model empowers post-secondary students as facilitators of inquiry-based learning within the context of an out-of-school time program. This study investigated the potential for replicating or ‘franchising’ this model by evaluating on the following: (1) Is the model replicable? And, if so, (2) what core elements are necessary for program fidelity? And (3) is there a dependency on a particular setting/participant type (e.g., a more rural or urban setting)? Results: Strategic expansion of the program to different institutional types (i.e., Research 1, Research II, and a predominantly undergraduate institution), different geographical locations (i.e., rural and urban), and with various school district partners (i.e., large and small) determined that program fidelity and replicability required 4 core elements or criteria: (i) intentional programming, (ii) staff quality, (iii) effective partnerships, and (iv) program evaluation and continuous improvement. Importantly, we examined emergent themes by each site, as well as in combination (n = 16 focus group participants, n = 12 reflection surveys). These data indicated that Flexibility (21.22%), Student Engagement (i.e., Youth) (19.53%), Classroom Management (i.e., also pertaining to youth) (19.31%), and Communication (15.71%) were the themes most referenced by the post-secondary student mentors in the NE STEM 4U program, regardless of site. Finally, the YPQA results demonstrate general replication of program quality in a “franchise” location. Conclusions: These results highlight the core elements of the NE STEM 4U program for consideration of expansion (through strategic replication or ‘franchising’) as a possible international model. The findings and voices highlight the program’s trajectory toward success into environments that expand professional development for post-secondary students, and for delivering STEM opportunities for youth

Enhancing the STEM Ecosystem through Teacher-Researcher Partnerships

STEM faculty at the University of Nebraska at Omaha (UNO) have partnered with teachers and administrators in the Omaha Public Schools (OPS) to implement a Teacher-Researcher Partnership Program. This program establishes resources and infrastructure that engage K-12 science teachers in scientific research experiences. In the first implementation of this program, eleven UNO faculty mentors, drawn from several STEM disciplines, were matched with eleven OPS teachers to conduct genuine research projects in support of their teaching

MUC1 Regulates Expression of Multiple microRNAs Involved in Pancreatic Tumor Progression, Including the miR-200c/141 Cluster

MUC1 is a transmembrane glycoprotein that modulates transcription via its cytoplasmic domain. We evaluated the capacity of MUC1 to regulate the global transcription of microRNAs in pancreatic cancer cells expressing MUC1. Results indicated that MUC1 regulated expression of at least 103 microRNAs. We evaluated further regulation of the microRNA transcript cluster miR-200c/141, which was among the most highly regulated microRNAs. We found that MUC1 directly interacted with ZEB1, a known transcriptional repressor of the miR-200c/141 cluster, at the promoter of miR-200c/141, and further reduced transcript production. These data indicate that signaling through MUC1 influences cancer progression by regulating transcription of microRNAs that are associated with the process of metastasis