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The fifth modeling workshop (5MW) was held in June 2023 at Favrholm, Denmark and sponsored by Recovery of Biological Products Conference Series. The goal of the workshop was to assemble modeling practitioners to review and discuss the current state, progress since the last fourth mini modeling workshop (4MMW), gaps and opportunities for development, deployment and maintenance of models in bioprocess applications. Areas of focus were four categories: biophysics and molecular modeling, mechanistic modeling, computational fluid dynamics (CFD) and plant modeling. Highlights of the workshop included significant advancements in biophysical/molecular modeling to novel protein constructs, mechanistic models for filtration and initial forays into modeling of multiphase systems using CFD for a bioreactor and mapped strategically to cell line selection/facility fit. A significant impediment to more fully quantitative and calibrated models for biophysics is the lack of large, anonymized datasets. A potential solution would be the use of specific descriptors in a database that would allow for detailed analyzes without sharing proprietary information. Another gap identified was the lack of a consistent framework for use of models that are included or support a regulatory filing beyond the high‐level guidance in ICH Q8–Q11. One perspective is that modeling can be viewed as a component or precursor of machine learning (ML) and artificial intelligence (AI). Another outcome was alignment on a key definition for "mechanistic modeling." Feedback from participants was that there was progression in all of the fields of modeling within scope of the conference. Some areas (e.g., biophysics and molecular modeling) have opportunities for significant research investment to realize full impact. However, the need for ongoing research and development for all model types does not preclude the application to support process development, manufacturing and use in regulatory filings. Analogous to ML and AI, given the current state of the four modeling types, a prospective investment in educating inter‐disciplinary subject matter experts (e.g., data science, chromatography) is essential to advancing the modeling community. [ABSTRACT FROM AUTHOR]

This article reports the findings from a qualitative study to understand the provision of electronic mentoring (e-mentoring) to support the educational persistence of students with disabilities at a two-year college in a large city in the U.S. South. Building upon a five-year project at three postsecondary institutions and three secondary school systems, this article presents the results from interviews with selected participants, which were analyzed using a qualitative case study design. Three aspects of a STEM e-mentoring program were examined: (1) the use of virtual environments and social media settings; (2) the development of e-mentoring relationships; and (3) the examination of persistence constructs. Eight participants were recruited for the study representing individuals with disabilities, non-traditional age students, and individuals from minority populations. Four critical findings were observed: (1) virtual environments and social media tool usage varied depending on context, accessibility, and practical considerations; (2) STEM learning and emotional supports were enhanced when embedded in the practice of e-mentoring; and (3) five persistence constructs (intention to persist, self-determination, self-advocacy, science affect, and math affect) informed STEM outcomes for community college students with disabilities.

This study explored the use of triads (a mentor teacher and two student teachers) in physical education. Wenger's (1998) communities of practice provided the theoretical framework for this study. We used the constant comparative method to code the interviews (n = 33) and field notes of the 11 triads and their university supervisors. Two global themes, benefits and drawbacks, emerged from the data. Benefits consisted of three subthemes: quality feedback, support, and collaboration. Drawbacks consisted of four subthemes: unrealistic experience, laziness in preparation, lack of quality feedback, and personality mismatch. Recommendations include providing in-service training about how to optimize the triad experience, ongoing seminars specifically designed for triads, and a hybrid model of triad placement and traditional solo student teaching.

The Arabian Sea circulation is forced by strong monsoonal winds and is characterized by vigorous seasonally reversing currents, extreme differences in sea surface salinity, localized substantial upwelling, and widespread submesoscale thermohaline structures. Its complicated sea surface temperature patterns are important for the onset and evolution of the Asian monsoon. This article describes a program that aims to elucidate the role of upper-ocean processes and atmospheric feedbacks in setting the sea surface temperature properties of the region. The wide range of spatial and temporal scales and the difficulty of accessing much of the region with ships due to piracy motivated a novel approach based on state-of-the-art autonomous ocean sensors and platforms. The extensive data set that is being collected, combined with numerical models and remote sensing data, confirms the role of planetary waves in the reversal of the Somali Current system. These data also document the fast response of the upper equatorial ocean to monsoon winds through changes in temperature and salinity and the connectivity of the surface currents across the northern Indian Ocean. New observations of thermohaline interleaving structures and mixing in setting the surface temperature properties of the northern Arabian Sea are also discussed.

This study explored the use of triads (a mentor teacher and two student teachers) in physical education. Wenger's (1998) communities of practice provided the theoretical framework for this study. We used the constant comparative method to code the interviews (n = 33) and field notes of the 11 triads and their university supervisors. Two global themes, benefits and drawbacks, emerged from the data. Benefits consisted of three subthemes: quality feedback, support, and collaboration. Drawbacks consisted of four subthemes: unrealistic experience, laziness in preparation, lack of quality feedback, and personality mismatch. Recommendations include providing in-service training about how to optimize the triad experience, ongoing seminars specifically designed for triads, and a hybrid model of triad placement and traditional solo student teaching., Within the traditions of Bandura's (1977) social learning theory, Wenger (1998) observed that either formally or informally, teachers work and learn (increase in knowledge, expertise in application, and ability to [...]

This article discusses the evaluation of programmatic interventions to enhance postsecondary STEM education for students with disabilities. SciTrain University, a federally funded project to provide instructor training on accessible teaching according to universal design principles, is presented here as a case study on evaluation for similar programs. This article highlights the evaluation process, including relevant evaluation questions and selection of indicators, use of a mixed-methods approach, and development of instruments. We give particular attention to the utilization of longitudinal participants in order to document the project's effectiveness. Project evaluators used demographic and performance data, classroom observations, and online journals to determine the efficacy of the training provided to these longitudinal participants. For these three activities, we discuss the development and deployment of instruments and offer some preliminary findings. Finally, the article concludes with a brief discussion of internal project assessment and its role in project refinement. Given a dearth of scholarship on the evaluation of programs to enhance STEM education for students with disabilities, this article seeks to provide some practical insights into the potential for mixed-methods approaches. (Contains 2 tables and 6 figures.)

The purpose of this study was to investigate the effectiveness of virtual mentoring for enhancing the persistence of secondary and postsecondary students with disabilities engaged in science, technology, engineering, and mathematics (STEM) learning. The student participants (N = 189) were all engaged in STEM coursework and enrolled in a virtual-mentoring program for a span of 4 years. Persistence was measured with an online survey designed to evaluate growth across self-determination, self-advocacy, STEM aspirations, and self-efficacy (math and science). After participating in virtual-mentoring practices, the most significant improvement was demonstrated in students' perception of self-determination and self-advocacy. Growth differences were identified across type of disability and race/ethnicity populations. Implications pertaining to STEM aspirations and self-efficacy were addressed.