Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment.

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The disruption caused by the COVID-19 pandemic impacted STEM professionals in numerous ways, affecting research, teaching, publications, patents, and work-life balance. A survey was conducted to determine the changes approximately one year into the pandemic shutdown in USA. Results indicate that the quarantine, limitations, and restrictions led to decreased work productivity and increased stress, anxiety, and family obligations. There was a significant difference between male and female faculty experience with women reporting more child-care, schoolwork assistance, and care for elderly relatives.

John Markwell presented a comprehensive review [1] of the second edition of our laboratory manual, Fundamental Laboratory Approaches for Biochemistry and Biotechnology, which we fondly refer to as FLABBe2 ([2]. Markwell's review was fair and provided valuable information for us to consider in future editions.

Statistics gleaned from international sources paint a dismal picture of the number of women choosing, then leaving, STEM. The lack of women in the STEM workforce has become of significant concern as studies document the inequity, negative economic impact and loss of research when a disturbingly large number of capable individuals are discouraged or lost. The situation is not unique to the US; the percentage of women in STEM varies globally by field, nation and culture. Yet, in spite of the problems, many women persist and thrive. Understanding factors that impact persistence, resilience and self‐efficacy of successful women in STEM is necessary to determine how to encourage and retain women. Examining factors and experiences, especially those that are subtle or often unrealized, can be determined by utilizing techniques more commonly used by anthropologists and historians. Interviews and oral histories have emerged as excellent methods to identify personal experiences, as the narrative data can be more thoroughly analyzed, provides the opportunity to probe a topic deeply, and can be archived as videos for mentoring. By interviewing and surveying successful STEM women in Europe and the USA, specific factors were observed that may be valuable in retaining women and encouraging girls in STEM. Support or Funding Information University of Michigan