Understanding the Molecular Basis of Cardiomyopathy

Inherited cardiomyopathies are a major cause of mortality and morbidity worldwide and can be caused by mutations in a wide range of proteins located in different cellular compartments. The present review is based on Dr. Ju Chen's 2021 Robert M. Berne Distinguished Lectureship of the American Physiological Society Cardiovascular section, in which he provided an overview of the current knowledge on the cardiomyopathy-associated proteins that have been studied in his laboratory. The review provides a general summary of the proteins in different compartments of cardiomyocytes associated with cardiomyopathies with specific focus on the proteins that have been studied in Dr. Chen's laboratory.

Epithelial transport in digestive diseases: mice, monolayers, and mechanisms

The transport of electrolytes and fluid by the intestinal epithelium is critical in health to maintain appropriate levels of fluidity of the intestinal contents. The transport mechanisms that underlie this physiological process are also subject to derangement in various digestive disease states, such as diarrheal illnesses. This article summarizes the 2019 Hans Ussing Lecture of the Epithelial Transport Group of the American Physiological Society and discusses some pathways by which intestinal transport is dysregulated, particularly in the setting of infection with the diarrheal pathogen, Salmonella, and in patients treated with small-molecule inhibitors of the tyrosine kinase activity of the epidermal growth factor receptor (EGFr-TKI). The burdensome diarrhea in patients infected with Salmonella may be attributable to decreased expression of the chloride-bicarbonate exchanger downregulated in adenoma (DRA) that participates in electroneutral NaCl absorption. This outcome is possibly secondary to increased epithelial proliferation and/or decreased epithelial differentiation that occurs following infection. Conversely, the diarrheal side effects of cancer treatment with EGFr-TKI may be related to the known ability of EGFr-associated signaling to reduce calcium-dependent chloride secretion. Overall, the findings described may suggest targets for therapeutic intervention in a variety of diarrheal disease states.

Inclusive practices for diverse student populations: Experimental Biology 2017

As student populations become more diverse, it is essential for educators, administrators, and institutions to implement practices that ensure the success of all students. This is particularly true in the sciences, as students from traditionally underrepresented populations in STEM compose an increasingly greater proportion of the national student demographic. The Teaching Section of the American Physiological Society sponsored a symposium, “Inclusive Practices for Diverse Student Populations,” at 2017 Experimental Biology in Chicago, IL, introducing practices that promote inclusion in diverse student populations in STEM. The symposium began with an introduction to quantitative and qualitative assessment strategies of equity and inclusion. The second half of the symposium discussed structural bias and effective inclusive practices.

Implementing inclusive practices in an active learning STEM classroom

What do you bring to a conversation about diversity, equity, and inclusion? While acknowledging this conversation is important, many science, technology, engineering, and math (STEM) faculty shy away from engaging these topics. STEM educators often hesitate to participate in these discussions due to their self-perceived lack of knowledge or training. However, as institutions welcome ever-diversifying student populations, STEM faculty must consider how their teaching and mentoring approaches affect their students. During the 2018 American Physiological Society (APS) Institute for Teaching and Learning, STEM faculty and administrators engaged in conversations to better understand how their own approaches to diversity, equity, and inclusion affect the success of their students. During my plenary workshop, “Inclusive Practices for Diverse Student Populations,” participants investigated their own perspectives and practices. They also discussed approaches to implementing inclusive practices that complement active pedagogical best practices. In an attempt to replicate this workshop environment, I ask you to engage with an interactive set of exercises to investigate your own perspective on the topics of diversity, inclusion, and equity. After you consider your own approaches to these topics, I provide practical examples of inclusive practices that align or enhance active leaning pedagogy. By building confidence, providing support, and promoting various pathways to success, inclusive practices enhance student learning and decrease social disparities in STEM education, ultimately supporting STEM innovation.