SummaryThe most efficient procedure for cryopreserving viable Babesia bovis organisms for in vitro cultivation consists of freezing extracellular parasites in a solution of 10% (w/v) polyvinylpyrrolidone (PVP) using a cooling rate of 20 °C/min. Although cultures can be established from thawed infected erythrocytes, the plating efficiency is relatively low. Freezing extracellular parasites resulted in plating efficiency up to 25%, when thawed and placed in culture. Glycerin or dimethyl sulphoxide (Me2SO) can be used successfully in the cryopreservation of B. bovis, but apparent toxic effects greatly decrease their efficiency. B. bovis parasites have been kept at − 196 °C for 60 days with no appreciable reduction in plating efficiency.

Although scholars have examined how lesbian, gay, bisexual, and queer (LGBQϩ) students perceive their collegiate environments, few quantitative studies disaggregate data to see how populations within the LGBQϩ community experience certain outcomes. The purpose of this quantitative study was to investigate how student subgroups within the LGBQϩ community differed in their perceptions of belongingness, institutional commitment, and outness. Using large-scale, multi-institution data from thousands of first-year and senior undergraduates, we examined how these important affective outcomes differ by sexuality groups (e.g., gay/lesbian, bisexual, or queer) and when the intersections of sexual and racial/ethnic identities are considered. Findings suggest that within-group differences exist in LGBQϩ student populations that are not necessarily visible when understanding these communities in monolithic ways. We then offer implications for research and student affairs practitioners.

No abstract

While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational developers to practice intentional assessment of Black women faculty’s teaching, support the current teaching efforts of Black women faculty on their campus, and advocate for policy change centering the work of Black women faculty.