The lymphatics transport material from peripheral tissues to lymph nodes, where immune responses are formed, before being transported into systemic circulation. With key roles in transport and fluid homeostasis, lymphatic dysregulation is linked to diseases, including lymphedema. Fluid within the interstitium passes into initial lymphatic vessels where a valve system prevents fluid backflow. Additionally, lymphatic endothelial cells produce key chemokines, such as CCL21, that direct the migration of dendritic cells and lymphocytes. As a result, lymphatics are an attractive delivery route for transporting immune modulatory treatments to lymph nodes where immunotherapies are potentiated in addition to being an alternative method of reaching systemic circulation. In this review, we discuss the physiology of lymphatic vessels and mechanisms used in the transport of materials from peripheral tissues to lymph nodes. We then summarize nanomaterial-based strategies to take advantage of lymphatic transport functions for delivering therapeutics to lymph nodes or systemic circulation. We also describe opportunities for targeting lymphatic endothelial cells to modulate transport and immune functions.

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Diversity in teams has been shown to enhance creativity and innovation, particularly in teams where all members felt a sense of belonging. Creating an inclusive environment in a lab setting that provides a sense of belonging to all is challenging. This is particularly true in a field like Biomedical Engineering/Bioengineering where diversity is multifaceted and includes people's diverse personal/cultural backgrounds and also diverse scientific backgrounds. In a research lab, there is additional diversity in training, as most labs contain trainees at different levels (undergrad, grad, postdoc, high school). To aid in creating a sense of belonging in a research lab, we have devised a novel initiative based upon open group discussions on diversity, equity, and inclusion topics. The initiative included a first presentation/discussion by the PI to set the stage for defining diversity, equity, and inclusion, and provided examples of existing DEI issues within our field, such as lack of racial diversity in awards like the NIH New Innovator Award and among conference speakers. After the initial presentation, trainee-led, bi-weekly-structured discussions were maintained. First, discussions focused broadly on any DEI related topic to enhance general knowledge on DEI issues and provide discussion comfort among the group. Second, there was a period to deepen knowledge of a specific topic (in our example, microaggressions), which was followed up with a period of discussions on potential solutions (such as how to react when observing a microaggression and what to do in response to realizing one's own microaggression). Students reported that our discussions were the only ones they have had in their training thus far, and felt that these discussions made them feel like they belonged in the lab, made the lab more inclusive, enhanced their awareness of how to create inclusive spaces, and taught them about a variety of DEI topics. Overall, our DEI discussions have fostered open conversations within our lab group about DEI-related issues and topics at the lab, department, university, and countrywide levels and has established a space where students feel safe to voice their opinions and ask questions. We hope to ultimately use these DEI discussions to create actionable steps for addressing topics, e.g., microaggressions, in different scenarios that can be applied by group members in their future careers.