Chronic activation of inflammatory pathways is associated with auto-inflammatory diseases and the development of cancer. The activation of NOD2, an NLR (NOD-like receptor) protein responsible for binding bacterial cell wall moieties and initiating the NF-кB cell signaling pathway, results in the production of inflammatory cytokines. Inflammatory cytokines, the messengers of the immune system, aid in pathogen clearance through the initiation of cell mediated immune responses3. Gain-of-function and loss-of-function mutations in NOD2 have been associated with Crohn disease and Blau syndrome, respectively. Prior knowledge regarding NLRC3, another NLR protein which has been shown to be a negative regulator of inflammation in the cGAS-STING pathway, was used to guide the NOD2 experiments conducted this semester6. NLRC3 and NOD2 share similar biochemical characteristics including the CARD (caspase recruitment domains), the NBD (nucleotide-binding domain), and the LRR (leucine-rich repeat) domains7. Given the structural similarities between these proteins, we aimed to better understand the protein-protein interactions (PPIs) involving NOD2 based upon previously confirmed NLRC3 PPIs, such as with TMCC-1. TMCC1 is a putative protein-protein interactor with NLR protein, NLRC3, that is known to attenuate various innate immune signaling pathways. We aimed to expand the TMCC1 interactome to begin characterizing how PRR regulation is mediated. We found that TMCC1 interacts and partially colocalizes with proteins in the cGAS-STING and RIG-I pathways. We also determined that the major TRAF-binding consensus motif is also not necessary to facilitate TMCC1 and TRAF3 binding. In THP1 and HEK293T cells, TMCC1 is necessary for efficient IFN-β production upon stimulation with double-stranded DNA. This demonstrates that TMCC1 has a rather complex role in various PRR pathways. Whether NLRC3 is also implicated in these processes and the specific mechanisms that mediate them need further elucidation. This project was supported by funding from the F&M’s Hackman Summer Scholar Program, the Committee on Grants Program and the Eyler Biochemistry fund.

Project Mentor:  Professor Beckley Davis, Department of Biology

Driven by curiosity about film production, I participated in the Maine Media Creative Producing Workshop to explore the art and craft of bringing a film to life. Led by award-winning producer Alexis Alexanian, the workshop offered invaluable insights into the complexities of film financing. I learned that films are funded through a combination of tax incentives, non-profit fiscal sponsorship, traditional investments, and grants. The producer's role is critical, encompassing the assembly of a skilled cast and crew while maintaining partnerships with local organizations. This experience underscored the producer’s essential function in navigating creative and logistical challenges to ensure a project’s success. Key takeaways included the importance of innovative financing strategies, the necessity of building a robust network, and the collaborative spirit required in filmmaking--lessons that I believe everyone can apply in their own pursuits. This project was supported by funding from the Lutrey Immersive Study of Craft Endowment.

Project Mentor:  Professor Jeremy Moss, Department of Visual Arts

There is a lack of access to critical knowledge on machine ethics and the impacts technology has on individuals and communities in everyday life. This project pioneers an inclusive curriculum design process to increase accessibility to machine ethics education. Our approach is to use an inclusive co-creation design process to develop a machine ethics course that collaboratively builds curricular materials for other non-computer science courses. We discuss the inclusive design process, which is rooted in a co-creation model de- fined by continuous stakeholder feedback and regular transparent communication. We discuss course materials, including underrepresented ethical frameworks, assignments, and the final project. Our approach aims to cultivate a broad and culturally relevant under- standing of ethical challenges in technology, while ensuring that the curriculum resonates with a wide array of student backgrounds through the use of diverse pedagogical tools that create both verbal and nonverbal learning experiences. This project was supported by funding from the National Science Foundation.

Project Mentor:  Professor Willie Wilson, Department of Computer Science