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Biology subjects

Dolan, E. L.

Publications and source records attributed to Dolan, E. L..

3 recordsLinked to original sources

Breast cancer cells can recognize and respond to different levels of progestins to achieve different phenotypic outputs

The steroid hormone progesterone, acting through its nuclear progesterone receptor (PR), has complex physiologic activities with different levels of hormones manifesting distinct and sometimes opposing phenotypic responses in target tissues. However, most of what is currently known about the transcriptional activity of PR comes from studies performed using progestins at levels that are in the high physiologic range ([≥]10nM), relevant only in the luteal phase of the reproductive cycle and pregnancy in humans. These studies do not consider the non-linearity of responses to progestins that exist in physiology and are not informative as to the mechanisms by which low levels of progestins, as occurs during menopause, exert their biological activities. Thus, we undertook to define the mechanisms which enable cells to recognize and respond to different levels of progestins. Using a PR expressing cell model of luminal breast cancer (T47D cells) we demonstrated that low concentration progestins (0.1-0.3nM) drive proliferation while high dose progestins ([≥]10nM) inhibit proliferation. Using both unbiased and targeted approaches, we found that low dose progestins facilitate cell cycle entry by enhanced expression of CCND1 and SGK1, which are both required to initiate a signaling cascade that leads to increased phospho-Rb and E2F1 transcriptional activity. CCND1 cooperates with CDK4/6 to phosphorylate Rb, while SGK1 phosphorylates p21, thereby excluding it from the nucleus and inhibiting its anti-proliferative function. Expression of CCND1 and SGK1 mRNAs are primary responses to low dose progestin treatment. However, these responses occur at very low levels of receptor occupancy and in the absence of receptor phosphorylation events that have been shown to be required for nuclear translocation and transcriptional activity. These findings challenge the assumption of linearity in response to progestin dose. Further, they suggest that concentrations of progestins found in post-menopausal women (0.1-0.3nM) have the potential to exert proliferative responses in PR expressing cancers.

cancer biology↗

Development and Validation of the Mentoring in Undergraduate Research Survey

Here we present the development and initial validation of the Mentoring in Undergraduate Research Survey (MURS) as a measure of a range of mentoring experienced by undergraduate science researchers. We drafted items based on qualitative research and refined the items through cognitive interviews and expert sorting. We used national dataset to evaluate the internal structure of the measure and a second national dataset to examine how responses on the MURS related to theoretically-relevant constructs and student characteristics. Our factor analytic results indicate seven lower order forms of mentoring experiences: abusive supervision, accessibility, career and technical support, psychosocial support, interpersonal mismatch, sexual harassment, and unfair treatment. These forms of mentoring mapped onto two higher-order factors: supportive and destructive mentoring experiences. Although most undergraduates reported experiencing supportive mentoring, some reported experiencing absence of supportive as well as destructive experiences. Undergraduates who experienced less supportive and more destructive mentoring also experienced lower scientific integration and a dampening of their beliefs about the value of research. The MURS should be useful for investigating the effects of mentoring experienced by undergraduate researchers and for testing interventions aimed at fostering supportive experiences and reducing or preventing destructive experiences and their impacts. Highlight summaryThis study presents the development and initial validation of the Mentoring in Undergraduate Research Survey, including evidence of its internal structure as well as convergent, discriminant, and predictive validity.

scientific communication and education↗

Beyond performance, competence, and recognition: Forging a science researcher identity in the context of research training

Background Studying science identity development has been useful for understanding students continuation in science-related education and career paths. Yet, how science contexts shape students science identity development, especially as students engage in research at the undergraduate and graduate level, is still largely unexplored. Here we integrate science identity and professional identity theories to investigate how research training shapes science identity. We focus on a specialized form of science identity we call science researcher identity. We characterize how the features of an individuals research experience, and their personal characteristics interact to influence whether and how they see themselves as a science researcher. We accomplished this in two phases of qualitative research. First, we surveyed 548 undergraduate researchers about how their research experience influenced their identity as a scientist. Then we interviewed 30 early career researchers, including undergraduate, postbaccalaureate, and doctoral students, about their views of themselves as researchers and how elements of their research training shaped their views. ResultsEarly career researchers (ECRs) viewed themselves as either science students or science researchers. How ECRs recognized themselves depended on how they viewed the purpose of their daily work and the extent to which they perceived autonomy and intellectual responsibility in their research. Individual-level factors, including research and researcher conceptions, research skill perceptions, and career intentions, influenced whether ECRs identified as science students or science researchers. ECRs also recognized themselves more or less as researchers based on contextual factors like the nature of their work, social interactions, and their perceptions of the norms within their research group and institution. ECRs considered how individual and contextual factors affected their science researcher identity through a lens we call sense-making. We further detail the processes ECRs use to make sense of their science identity and the factors that influence it. ConclusionsWe synthesized our findings to form a conceptual model of science researcher identity development, which hypothesizes relationships among constructs related to science identity and professional identity development. Our results advance theory related to science identity, offer avenues for future investigation, and inform efforts to promote science researcher identity development.

scientific communication and education↗