Single-Molecule Imaging Reveals the Interplay Between Transcription Factors, Nucleosomes, and Transcriptional Bursting

Transcription factors show rapid and reversible binding to chromatin in living cells, and transcription occurs in sporadic bursts, but how these phenomena are related is unknown. Using a combination of in vitro and in vivo single-molecule imaging approaches, we directly correlated binding of the Gal4 transcription factor with the transcriptional bursting kinetics of the Gal4 target genes GAL3 and GAL10 in living yeast cells. We find that Gal4 dwell time sets the transcriptional burst size. Gal4 dwell time depends on the affinity of the binding site and is reduced by orders of magnitude by nucleosomes. Using a novel imaging platform called orbital tracking, we simultaneously tracked transcription factor binding and transcription at one locus, revealing the timing and correlation between Gal4 binding and transcription. Collectively, our data support a model in which multiple RNA polymerases initiate transcription during one burst as long as the transcription factor is bound to DNA, and bursts terminate upon transcription factor dissociation

Board # 114 : Progress toward Optimizing Student Team Skill Development using Evidence-Based Strategies

The broad goal of this work is to study the effectiveness of various teamwork training interventions. This research requires the use of a common model of teamwork and a system for training, collecting ratings data, and providing feedback. We will leverage the NSF’s prior investment in the CATME system, which meets the research criteria and automates some of the data collection and feedback, which will aid in executing the research protocol consistently. Seven empirical studies will determine the effect sizes of training, practice in teams, practice rating, and feedback interventions on cognitive development (improvement of team skills) and metacognitive development (improvement of self- and peer-evaluation skills). Outcomes. We focus both on cognitive skills related to team-member effectiveness and on metacognitive skills that enable competent self- and peer-evaluation of team members’ effectiveness. An intermediate knowledge-level outcome affects both—developing an improved cognitive model of teamwork. Students must learn what skills are necessary for effective teamwork to be able to develop and evaluate them. Strategies. To achieve these outcomes, we have several strategies. Frame-of-reference training, which is well-established and empirically supported, will align students’ cognitive model of teamwork with ours by teaching students the ways team members can contribute effectively to teams in the five key areas summarized earlier. Experience working in teams and evaluating teamwork will improve team skills and self- and peer-evaluation skills. Experience in teams increases as students work on multiple teams. Rating practice will be accomplished by showing students descriptions or videotapes of fictitious team members and having them rate the contributions these fictitious team members make, in addition to rating themselves and their real teammates following work in teams. Finally, we will examine how the degree to which and manner in which feedback on team skills is provided affect student outcomes. This presentation (Executive Summary and Poster) will provide a valuable update on this project, share various lessons for classroom practice, and provide guidance to other faculty who seek to use CATME in their research

Optimizing Student Team Skill Development Using Evidence-Based Strategies

The critical importance of effective teamwork in engineering is widely recognized. Surprisingly, however, relatively little is known about how to develop teamwork skills in higher education classes, including what factors contribute to effective teamwork, their relative importance in a team\u27s overall performance, and the underlying individual and interpersonal dynamics. Increasing numbers of engineering instructors are adopting instructional practices relying on teamwork, yet many instructors simply form student teams and hope the members individually and collectively learn on their own how to work in teams and succeed in their task(s). Instructors do this because they do not have guidance for a better approach. This research project aims to address this gap in faculty knowledge. The empirical studies conducted as part of this project build on research in engineering education, cognitive psychology, social psychology, and other fields in a coordinated large-scale research project that will provide faculty with needed knowledge and tools to ensure that students learn team skills. The research team is conducting seven separate studies measuring the impact of teamwork training, experience working in teams, practice rating the teamwork of fictitious team members, and giving and receiving peer feedback. The research is measuring each of these effects in real teams on three learning outcomes: improved teamwork knowledge, improved ability to evaluate teamwork, and improved ability to function effectively in teams. These studies will result in practical recommendations for time-pressed faculty to implement

SMARTER Teamwork: System for Management, Assessment, Research, Training, Education, and Remediation for Teamwork

The rapid adoption of Team-Maker and the Comprehensive Assessment of Team Member Effectiveness (CATME), tools for team formation and peer evaluation, make it possible to extend their success to have a significant impact on the development of team skills in higher education. The web-based systems are used by over 700 faculty at over 200 institutions internationally. This paper and its accompanying poster will describe strategies for broadening the scope of those tools into a complete system for the management of teamwork in undergraduate education. The System for the Management, Assessment, Research, Training, Education, and Remediation of Teamwork (SMARTER Teamwork) has three specific goals: 1) to equip students to work in teams by providing them with training and feedback, 2) to equip faculty to manage student teams by providing them with information and tools to facilitate best practices, and 3) to equip researchers to understand teams by broadening the system’s capabilities to collect additional types of data so that a wider range of research questions can be studied through a secure researcher interface. The three goals of the project support each other in hierarchical fashion: research informs faculty practice, faculty determine the students’ experience, which, if well managed based on research findings, equips students to work in teams. Our strategies for achieving these goals are based on a well-accepted training model that has five elements: information, demonstration, practice, feedback, and remediation. Different outcomes are expected for each group of people. For the students, both individual outcomes, such as student learning, and team outcomes, such as the development of shared mental models, are expected. For the faculty, individual outcomes such as faculty learning and faculty satisfaction are expected. The outcomes for researchers will be community outcomes, that is, benefits for stakeholders outside the research team, such as generating new knowledge for teaming theory and disseminating best practices. Measuring these outcomes is the basis for the project’s evaluation plan

Kinetic Competition During the Transcription Cycle Results in Stochastic RNA Processing

Synthesis of mRNA in eukaryotes involves the coordinated action of many enzymatic processes, including initiation, elongation, splicing, and cleavage. Kinetic competition between these processes has been proposed to determine RNA fate, yet such coupling has never been observed in vivo on single transcripts. In this study, we use dual-color single-molecule RNA imaging in living human cells to construct a complete kinetic profile of transcription and splicing of the β-globin gene. We find that kinetic competition results in multiple competing pathways for pre-mRNA splicing. Splicing of the terminal intron occurs stochastically both before and after transcript release, indicating there is not a strict quality control checkpoint. The majority of pre-mRNAs are spliced after release, while diffusing away from the site of transcription. A single missense point mutation (S34F) in the essential splicing factor U2AF1 which occurs in human cancers perturbs this kinetic balance and defers splicing to occur entirely post-release

Optimising the Efficiency of a Quantum Memory based on Rephased Amplified Spontaneous Emission

We studied the recall efficiency as a function of optical depth of rephased amplified spontaneous emission (RASE), a protocol for generating entangled light. The experiments were performed on the $^{3}\! H_{4}$ $\rightarrow$ $^{1}\! D_{2}$ transition in the rare-earth doped crystal Pr$^{3+}$:Y$_{2}$SiO$_{5}$, using a four-level echo sequence between four hyperfine levels to rephase the emission. Rephased emission was observed for optical depths in the range of $\alpha L$ = 0.8 to 2.0 with a maximum rephasing efficiency of 14 % observed while incorporating spin storage. This efficiency is a significant improvement over the previously reported non-classical result but is well short of the predicted efficiency. We discuss the possible mechanisms limiting the protocol's performance, and suggest ways to overcome these limits.Comment: 5 pages, 5 figure

Dynamical locality of the nonminimally coupled scalar field and enlarged algebra of Wick polynomials

We discuss dynamical locality in two locally covariant quantum field theories, the nonminimally coupled scalar field and the enlarged algebra of Wick polynomials. We calculate the relative Cauchy evolution of the enlarged algebra, before demonstrating that dynamical locality holds in the nonminimally coupled scalar field theory. We also establish dynamical locality in the enlarged algebra for the minimally coupled massive case and the conformally coupled massive case.Comment: 39p

Returning Students in Engineering Education: Making a Case for “Experience Capital”

Students returning to college are not generally studied, where most of the research on non-traditional students is focused on individuals returning to earn their undergraduate degree. There are, however, many students returning to receive graduate degrees as they pursue new directions in life by interest or economic necessity. Undergraduate students with experience have clear educational related goals, practical approaches to problem-solving, and high learning motivation.Returning graduate students are expected to model similar behaviors. These individuals bring a lifetime of personal and professional expertise, which we identify as “experience capital.”A review of the literature reveals that capital has been pondered since early western philosophers considered the concept of social capital in terms of „community governance‟. Others credit Dewey with the first use of the term „social capital‟. Since then, development of other capitals include human, cultural, and symbolic. Human capital is viewed as knowledge, skills, and attributes; cultural capital as an indicator of class position acquired by family and education ; and symbolic as the prestige, recognition, and fame. Today, social capital is viewed as the networks,relationships, and connections of influence and support. Experience capital is the partial union of social, human, cultural, and symbolic capital, which individuals develop from their persona land professional experiences as they progress through life.This is an exploratory study capturing the perceptions of “experience capital” of individuals with several years of professional experience in their discipline returning for a doctoral degree in engineering education. The research question this study addresses is: what “experience capital”do returning students bring to an engineering education doctoral program? The participants will be interviewed; open coding will be used to identify common themes. The results of this qualitative study will position the experiences of the participants at the partial union of social,human, cultural, and symbolic capital, in a space called experience capital