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This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen. Aisling's eportfolio specifically deals with the conflict between a science and communication focus in an education and career.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen. From Aspen Stuart-Cunningham's NSC ePortfolio: "Welcome to my Notation in Science Communication ePortfolio! I've spent the last five years at Stanford exploring my identity as a scientist and a communicator. Throughout this journey, I've created many artifacts that reflect my learning experiences, from research presentations to podcasts to art installations. Come along with me and ride the rollercoaster of science, art, and storytelling."

Aircraft collision avoidance systems rely on sensor information to detect and track intruding aircraft so that they may issue proper collision avoidance advisories. While typical surveillance sensors for manned aircraft include transponders and onboard radar, autonomous aircraft will require additional sensors both for redundancy and to replace the visual acquisition typically performed by the pilot. As a result, the community has proposed detecting other aircraft using vision-based sensors such as cameras. These sensors require the development of techniques to process images of the environment to detect intruding aircraft. To boost this development, this artifact provides a dataset of 72,000 labeled images of intruder aircraft with various lighting conditions, weather conditions, relative geometries, and geographic locations. For more information on the structure of this dataset as well as benchmark models and a full simulator, see https://github.com/sisl/VisionBasedAircraftDAA.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students' growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

Data and documentation for the Cowell Circulation Study (2021). Drifter and benthic instrument deployments in late 2021 at Cowell Beach, Santa Cruz, CA. PIs: Stephen Monismith, Alexandria Boehm

This archive contains the photoemission measurement data that is published in the findings of "Reversal of spin-polarization near the Fermi level of the Rashba semiconductor BiTeCl" authored by J. Qu, X. Han, S. Sakamoto, C. J. Jia, J. Liu, H. Li, D. Guan, Y.-J. Zeng, M. Schüler, P. S. Kirchmann, B. Moritz, Z. Hussain, T. P. Devereaux, Z.-X. Shen, and J. A. Sobota.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

The datasets associated with the publication entitled “Coupled Transport, Reactivity, and Mechanics in Fractured Shales” is attached. This includes imaging datasets acquired on a naturally fractured Wolcamp sample using micro- and clinical-CT instruments. Clinical-CT scans of the sample were acquired at vacuum, brine-saturated, pH 2 brine-saturated at 19 days, and pH 2 brine-saturated at 74 days. Clinical CT scans tracked porosity alterations in the sample due to pH 2 brine injection. Micro-CT scans were obtained at dry-state before and after low pH brine flow through the sample. The voxel dimensions of the 3D tomograms are (27×27×27) μm3 and (195×195×625) μm3 for micro- and clinical-CT, respectively. An additional 'Readme.txt' file is provided that contains detailed description of each dataset including the key parameters set for the CT instruments.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

Discover ways to evaluate early-career library science professional development programs and find out what new entrants to the field want out of post-graduate training opportunities. This poster reviews our mixed-methods approach to evaluating and recommending changes for an early-career fellowship program. Learning Outcomes: Highlight common feedback given by early-career professionals in order to identify the training expectations and needs of new entrants in the field. Consider the use of professional competencies to structure professional development programs in order to clarify the success criteria of the program for all stakeholders. Model a mixed-methods approach to curriculum evaluation in order to recommend similar examinations for other professional development programs.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

Hyperspectral, HDR Driving Scenes Rendered using Stanford's ISET tools

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In this ePortfolio, I demonstrate how I have met the NSC learning outcomes through the various scientific and creative projects I have completed while at Stanford. This portfolio details my growth and development as a scientist and science communicator rather than showcasing only my best work. I reflect on the various learning moments that accompanied each project and the ways that these have shaped my identity and future directions.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

The KISS Controller is used to create time-lapse videos or to take scheduled video recordings from a single position using a Smartphone Camera. The KISS Controller is operated by a web based user interface running on a Smartphone or Laptop to direct the sequence of the video recording or photographs to create a time lapse video.

The Know Systemic Racism team has been working on data-driven projects intended to make systemic racism evident. This public humanities work is guided by the intention of "humanizing the harm" of systemic racism. The team will share three works in progress: an interactive data story of Oscar Grant's life and death within a historical context of discriminatory policies and societal prejudice; a web-based application that makes visible the militarization of California law enforcement; and a project that encourages Stanford Students today to engage with the experience and activism of Black students at Stanford from the past. Know Systemic Racism is a project of Stanford Libraries led by the inaugural Racial Justice and Social Equity Librarian, Felicia Smith. The projects presented are the work of CESTA interns and Stanford Libraries interns led by digital research architect, Nicole Coleman. KSR and the students work in partnership with the Center for Racial Justice, the Electronic Frontier Foundation, the American Friends Service Committee, and investigative journalists.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

The outer membrane (OM) of Gram-negative bacteria such as Escherichia coli is an asymmetric bilayer with the glycolipid lipopolysaccharide (LPS) in the outer leaflet and glycerophospholipids in the inner. Nearly all integral OM proteins (OMPs) have a characteristic beta-barrel fold and are assembled in the OM by the BAM complex, which contains one essential -barrel protein (BamA), one essential lipoprotein (BamD), and three non-essential lipoproteins (BamBCE). A gain-of-function mutation in bamA enables survival in the absence of BamD, showing that the essential function of this protein is regulatory. We demonstrate that the global reduction in OMPs caused by BamD loss weakens the OM, altering cell shape and causing OM rupture in spent medium. To fill the void created by OMP loss, PLs flip into the outer leaflet. Under these conditions, mechanisms that remove PLs from the outer leaflet create tension between the OM leaflets, which contributes to membrane rupture. Rupture is prevented by suppressor mutations that release the tension by halting PL removal from the outer leaflet. However, these suppressors do not restore OM stiffness or normal cell shape, revealing a possible connection between OM stiffness and cell shape.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.