It is well-documented that the representation of women and racial/ethnic minorities diminishes at higher levels of academia, particularly in science, technology, engineering, and math (STEM). Sense of belonging-the extent to which an individual believes they are accepted, valued, and included in a community-is often emphasized as an important predictor of retention throughout academia. While literature addressing undergraduate sense of belonging is abundant, there has been little investigation of sense of belonging in graduate communities. Because graduate training is required to generate new scientific leaders, it is important to understand and address sense of belonging at the graduate level-paying explicit attention to devising strategies that can be used to increase representation at higher levels of academia. Here, a visual narrative survey and item response modeling are used to quantify sense of belonging among graduate students, postdoctoral researchers, and faculty within the Department of Chemistry at the University of California, Berkeley. Results suggest that graduate students, postdoctoral researchers, and faculty all experience impostor phenomenon. Respondents struggle most with maintaining positive self-perceptions of their productivity, capabilities as a scientist, and success-particularly in comparison to their peers. Communicating about science with peers, talking about teaching hurdles, and engaging in mentoring relationships also contribute significantly to sense of belonging. Faculty members have the highest sense of belonging, while senior graduate students and postdoctoral researchers are least likely to feel a sense of belonging. Additionally, graduate students and postdoctoral researchers who identify as underrepresented, as well as those who submit manuscripts for publication less than their peers, are less likely to feel a sense of belonging. This is the first study to generate a quantitative, nuanced understanding of sense of belonging within the entire graduate academic community of an R1 STEM department. We envision that these methods can be implemented within any research-focused academic unit to better understand the challenges facing community members and identify factors to address in promoting positive culture change. Furthermore, these methods and results

Women and some racial and ethnic groups remain underrepresented in chemistry departments across the United States, and generally, efforts to improve representation have resulted in minimal or no improvements in the last 10 years. Here, we present the outcomes of a graduate-student-led initiative that sought to assess the issues affecting inclusivity, diversity, and wellness within the Department of Chemistry at the University of California, Berkeley. We report how the results of a department-tailored academic climate survey were used to develop a method to foster open, productive discussion among graduate students, postdoctoral researchers, and faculty. This event format led to an improved understanding of the challenges facing our community members, as well as the identification of strategies that can be used to make the Department of Chemistry more welcoming for all members. We report the success of this student-led effort to highlight the value of assessing diversity and inclusion at the department-level, as well as the benefits of using community data to stimulate productive, evidence-based discussions. Furthermore, we envision that these methods can be implemented within any research-focused academic community to promote positive cultural change.

The leucine zipper interaction between MAX and c-MYC has been studied using mass spectrometry and drift time ion mobility mass spectrometry (DT IM-MS) in addition to circular dichroism spectroscopy. Peptides comprising the leucine zipper sequence with (c-MYC-Zip residues 402-434) and without a postulated small-molecule binding region (c-MYC-ZipΔDT residues 406-434) have been synthesized, along with the corresponding MAX leucine zipper (MAX-Zip residues 74-102). c-MYC-Zip:MAX-Zip complexes are observed both in the absence and in the presence of the reported small-molecule inhibitor 10058-F4 for both forms of c-MYC-Zip. DT IM-MS, in combination with molecular dynamics (MD), shows that the c-MYC-Zip:MAX-Zip complex [M+5H](5+) exists in two conformations, one extended with a collision cross section (CCS) of 1164 ± 9.3 Å(2) and one compact with a CCS of 982 ± 6.6 Å(2); similar values are observed for the two forms of c-MYC-ZipΔDT:MAX-Zip. Candidate geometries for the complexes have been evaluated with MD simulations. The helical leucine zipper structure previously determined from NMR measurements (Lavigne, P.; et al. J. Mol. Biol. 1998, 281, 165), altered to include the DT region and subjected to a gas-phase minimization, yields a CCS of 1247 Å(2), which agrees with the extended conformation we observe experimentally. More extensive MD simulations provide compact complexes which are found to be highly disordered, with CCSs that correspond to the compact form from experiment. In the presence of the ligand, the leucine zipper conformation is completely inhibited and only the more disordered species is observed, providing a novel method to study the effect of interactions of disordered systems and subsequent inhibition of the formation of an ordered helical complex.

Ongoing efforts to improve diversity in science, technology, engineering, and mathematics (STEM) primarily manifest as attempts to recruit more women and individuals from historically marginalized groups. Yet, these efforts fail to repair the specific, systemic issues within academic communities that hinder diverse individuals from persisting and thriving in STEM. Here, we present the results of a quantitative, multiyear effort to make the academic climate of an R1 STEM department more inclusive. We use a student-led, department-specific, faculty-supported initiative to assess and improve the climate of the Department of Chemistry at the University of California, Berkeley, as a case study. Our results provide quantitative evidence that community discussions grounded in our own data, alongside cooperative community efforts to address the issues present in those data, are effective methods for driving positive change. Longitudinal assessment of our academic climate from 2018 to 2020 via annual department-wide surveys indicates that these interventions have succeeded in shifting the perception of our academic climate. This study confirms the positive outcomes of having a practical, sustainable, and data-driven framework for affecting change within a graduate community.

The effect of temperature on the patterning of water molecules located remotely from a single SO42– ion in aqueous nanodrops was investigated for nanodrops containing between 30 and 55 water molecules using instrument temperatures between 135 and 360 K.