Blending Credit & Non-Credit Courses: Best Practices, Opportunities, Barriers

Community colleges offer an array of programs designed to help students meet different goals. Noncredit education provides training for students seeking targeted, often shorter, courses for personal and professional enrichment (Cohen, Brawer, & Kisker, 2014). Many community colleges are now increasingly emphasizing noncredit workforce education as they support regional workforce development efforts and strive to meet the needs of their local industry partners (Van Noy, Jacobs, Korey, Bailey, & Hughes, 2008). Despite the millions of students enrolled in these courses and their potential to generate revenue for the institutions delivering programs, Voorhees and Milam (2005) refer to noncredit community college education as the “hidden college” and existing research on noncredit offerings is limited. Blending community college credit and noncredit programs with thoughtful and intentional strategies will benefit the students and the institutions. Van Noy, Jacobs, Korey, Bailey, and Hughes (2008) made five recommendations for strengthening noncredit education based on their research. They included the need to expand state funding with clear goals, to increase coordination of credit and noncredit offerings, to promote articulation of noncredit courses into credit programs, to establish non-degree forms of validation for noncredit programs, and to capture more information regarding employment outcomes resulting from noncredit training. These recommendations provide the framework for an analysis of current VCCS programming

Measuring category intuitiveness in unconstrained categorization tasks

What makes a category seem natural or intuitive? In this paper, an unsupervised categorization task was employed to examine observer agreement concerning the categorization of nine different stimulus sets. The stimulus sets were designed to capture different intuitions about classification structure. The main empirical index of category intuitiveness was the frequency of the preferred classification, for different stimulus sets. With 169 participants, and a within participants design, with some stimulus sets the most frequent classification was produced over 50 times and with others not more than two or three times. The main empirical finding was that cluster tightness was more important in determining category intuitiveness, than cluster separation. The results were considered in relation to the following models of unsupervised categorization: DIVA, the rational model, the simplicity model, SUSTAIN, an Unsupervised version of the Generalized Context Model (UGCM), and a simple geometric model based on similarity. DIVA, the geometric approach, SUSTAIN, and the UGCM provided good, though not perfect, fits. Overall, the present work highlights several theoretical and practical issues regarding unsupervised categorization and reveals weaknesses in some of the corresponding formal models

Atypical Developmental Patterns of Brain Chemistry in Children With Autism Spectrum Disorder

IMPORTANCE Autism spectrum disorder (ASD) is a neurodevelopmental disorder with symptoms emerging during early childhood. The pathophysiology underlying the disorder remains incompletely understood. OBJECTIVE To examine cross-sectional and longitudinal patterns of brain chemical concentrations in children with ASD or idiopathic developmental delay (DD) from 3 different age points, beginning early in the clinical course. DESIGN Proton magnetic resonance spectroscopic imaging data were acquired longitudinally for children with ASD or DD, and primarily cross-sectionally for children with typical development (TD), at 3 to 4, 6 to 7, and 9 to 10 years of age. SETTING Recruitment, diagnostic assessments, and magnetic resonance imaging were performed at the University of Washington in Seattle. PARTICIPANTS Seventy-three children (45 with ASD, 14 with DD, and 14 with TD) at 3 to 4 years of age; 69 children (35 with ASD, 14 with DD, and 20 with TD) at 6 to 7 years of age; and 77 children (29 with ASD, 15 with DD, and 33 with TD) at 9 to 10 years of age. MAIN OUTCOMES AND MEASURES Concentrations of N-acetylaspartate (NAA), choline (Cho), creatine (Cr), myo-inositol (ml), and glutamine plus glutamate (Glx) in cerebral gray matter (GM) and white matter (WM) at 3 to 4, 6 to 7, and 9 to 10 years of age, and calculation of rates of change of these chemicals between 3 and 10 years of age. RESULTS At 3 to 4 years of age, the ASD group exhibited lower NAA, Cho, and Cr concentrations than did the TD group in both GM and WM, alterations that largely were not observed at 9 to 10 years of age. The DD group exhibited reduced GM and WM NAA concentrations at 3 to 4 years of age; GM NAA concentrations remained reduced at 9 to 10 years of age compared with the TD group. There were distinct differences between the ASD and DD groups in the rates of GM NAA, Cho, and Cr changes between 3 and 10 years of age. CONCLUSIONS AND RELEVANCE The GM chemical changes between 3 and 10 years of age differentiated the children with ASD from those with DD. Most notably, a dynamic reversal of GM NAA reductions was observed in the children with ASD. By contrast, persistent GM NAA reductions in the children with DD suggest a different, more static, underlying developmental process

High-throughput gene discovery in the rat

The rat is an important animal model for human diseases and is widely used in physiology. In this article we present a new strategy for gene discovery based on the production of ESTs from serially subtracted and normalized cDNA libraries, and we describe its application for the development of a comprehensive nonredundant collection of rat ESTs. Our new strategy appears to yield substantially more EST clusters per ESTs sequenced than do previous approaches that did not use serial subtraction. However, multiple rounds of library subtraction resulted in high frequencies of otherwise rare internally primed cDNAs, defining the limits of this powerful approach. To date, we have generated >200,000 3′ ESTs from >100 cDNA libraries representing a wide range of tissues and developmental stages of the laboratory rat. Most importantly, we have contributed to ∼50,000 rat UniGene clusters. We have identified, arrayed, and derived 5′ ESTs from >30,000 unique rat cDNA clones. Complete information, including radiation hybrid mapping data, is also maintained locally at http://genome.uiowa.edu/clcg.html. All of the sequences described in this article have been submitted to the dbEST division of the NCBI