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Molecular docking tools are regularly used to computationally identify new molecules in virtual screening for drug discovery. However, docking tools suffer from inaccurate scoring functions with widely varying performance on different proteins. To enable more accurate ranking of active over inactive ligands in virtual screening, we created a machine learning consensus docking tool, MILCDock, that uses predictions from five traditional molecular docking tools to predict the probability a ligand binds to a protein. MILCDock was trained and tested on data from both the DUD-E and LIT-PCBA docking datasets and shows improved performance over traditional molecular docking tools and other consensus docking methods on the DUD-E dataset. LIT-PCBA targets proved to be difficult for all methods tested. We also find that DUD-E data, although biased, can be effective in training machine learning tools if care is taken to avoid DUD-E’s biases during training.

This paper outlines the feasibility of replacing a midterm assessment with a student-created digital media project. We examine the benefits of a peer review process for student-created pedagogy, the effectiveness of the student-generated digital media, and self-evaluations as a replacement for traditional forms of assessment. We conclude that this innovative teaching and assessment model is both effective and timely as more college courses are being taught digitally and/or asynchronously.

Effective mentoring of undergraduate students is a growing requirement for the promotion of faculty at many universities. It is often challenging for young investigators to define a successful mentoring strategy, partially due to the absence of a broadly accepted definition of what mentoring should entail. To overcome this, an outcome-oriented mentoring framework was developed and used with more than 25 students over three years. It was found that a systematic mentoring approach can help students quickly realize their scientific potential and result in meaningful contributions to science. This report especially shows how the Critical Assessment of Protein Structure Prediction (CASP14) challenge was used to amplify student research efforts. As a result of this challenge, multiple publications, presentations and scholarships were awarded to the participating students. The mentoring framework continues to see much success in allowing undergraduate students, including students from underrepresented groups, to foster scientific talent and make meaningful contributions to the scientific community.