Current methods for measuring deoxyribonucleoside triphosphates (dNTPs) employ reagent and labor-intensive assays utilizing radioisotopes in DNA polymerase-based assays and/or chromatography-based approaches. We have developed a rapid and sensitive 96-well fluorescence-based assay to quantify cellular dNTPs utilizing a standard real-time PCR thermocycler. This assay relies on the principle that incorporation of a limiting dNTP is required for primer-extension and Taq polymerase-mediated 5–3′ exonuclease hydrolysis of a dual-quenched fluorophore-labeled probe resulting in fluorescence. The concentration of limiting dNTP is directly proportional to the fluorescence generated. The assay demonstrated excellent linearity (R2 > 0.99) and can be modified to detect between ∼0.5 and 100 pmol of dNTP. The limits of detection (LOD) and quantification (LOQ) for all dNTPs were defined as <0.77 and <1.3 pmol, respectively. The intra-assay and inter-assay variation coefficients were determined to be <4.6% and <10%, respectively with an accuracy of 100 ± 15% for all dNTPs. The assay quantified intracellular dNTPs with similar results obtained from a validated LC–MS/MS approach and successfully measured quantitative differences in dNTP pools in human cancer cells treated with inhibitors of thymidylate metabolism. This assay has important application in research that investigates the influence of pathological conditions or pharmacological agents on dNTP biosynthesis and regulation.

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Bias, an automatic—usually unconscious and unintentional—inclination, preference, or favoring of an individual or group over another, is an inherent aspect of an individual’s academic leadership and decision-making processes. Bias alone is not a detriment to building an inclusive and supportive environment for faculty. However, oftentimes an academic unit leader’s biases result in the justification, rationalization, and facilitation of exclusionary processes and practices toward faculty, particularly those from diverse and underrepresented backgrounds. This article discusses the impact of bias, specifically implicit bias, on academic leadership. Moreover, the impact of a leader’s biases toward diversity attributes (e.g., gender, sexual orientation/affinity, age, ethnicity, race) of faculty are highlighted. Specifically, key areas of academic leadership are explored: faculty recruitment (hiring), retention (evaluation), and advancement (promotion and tenure). Recommendations, promising practices, and strategies for minimizing the impact of implicit bias are provided.