(1) The Relationship of Protein Expression and Cell Division, (2) 3D Imaging of Cells Using Digital Holography, and (3) General Chemistry Enrollment at University of Michigan.

Chapter 1: We evaluated the relationship between cell division and protein expression when using commercial poly(ethylenimine) (PEI)-based polyplexes. The membrane dye PKH26 was used to assess cell division, and cyan fluorescent protein (CFP) was used to monitor protein expression. When analyzed at the whole population level, a greater number of cells divided than expressed protein, regardless of the level of protein expression observed, giving apparent consistency with the hypothesis that protein expression requires cells to pass through mitosis in order for the transgene to overcome the nuclear membrane. However, when the polyplex-exposed population was evaluated for the amount of division in the protein-expressing subpopulation, it was observed that substantial amounts of expression had occurred in the absence of division. Chapter 2: We monitored cell volume changes in real time during apoptosis using digital holographic microscopy (DHM). The results showed that after exposure to 1 μM staurosporine for four hours, the volumes of KB cells were reduced by ~50-60%, which is consistent with previous results obtained using electronic cell sizing and atomic force microscopy. In comparison with other techniques, DHM is advantageous because it employs noninvasive detection, has high time resolution and real time measurement capability, and can simultaneously probe the time-dependent volume changes of individual cells and cell populations. Chapter 3: We examined the impact of concurrent versus nonconcurrent enrollment on 9,438 students’ withdrawal rates from and final grades in the general chemistry lecture at the University of Michigan at Ann Arbor using multiple linear and binary logistic regression analyses, respectively, at a significance level of 0.05. We found that concurrent enrollment in the lecture and laboratory positively impacts (1) the odds of retention in the lecture by a factor of 2.2 times on average and (2) the final grades in the lecture course by up to 0.19 grade points on a 4.0 scale for the students that scored the lowest on university-level mathematics and chemistry placement exams.PHDChemistryUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/96160/1/rslahti_1.pd

Understanding the Impact of Learning Community Support for STEM students with Low Mathematics Placement

As a residential college within Michigan State University that focuses on STEM fields, Lyman Briggs College developed a STEM learning community to support students with low mathematics placement test scores, the Instilling Quantitative and Integrative Reasoning program (INQUIRE). INQUIRE serves some of those students considered historically at-risk based on STEM retention and graduation rates. INQUIRE was developed as learning community using curricular design, cohort-building activities, and academic resources to assist students’ transition to college. Participating students were surveyed to understand the student experience of INQUIRE. Students’ responses indicated that the program helped them adjust to college, prepare for introductory STEM courses, collaborate with other students and faculty, and experience academic and personal growth. A few students (4%) stated that the program put them behind their peers. Quantitatively, four-year STEM retention showed an increase from 43 to 56% for students starting in college-level algebra but remained statistically unchanged for those beginning in pre-college algebra (moving from 31 to 37%). The six-year graduation rates for both groups remained unchanged. These results indicate the difficulty in improving the graduation rates of students with low mathematics placement but indicate that INQUIRE made a positive and meaningful impact on students’ experience

A Study of Mo(4+)Quinoxalyl-Dithiolenes as Models for the Non-Innocent Pyranopterin in the Molybdenum Cofactor

A model system for the molybdenum cofactor has been developed that illustrates the noninnocent behavior of an N-heterocycle appended to a dithiolene chelate on molybdenum. The pyranopterin of the molybdenum cofactor is modeled by a quinoxalyldithiolene ligand (S(2)BMOQO) formed from the reaction of molybdenum tetrasulfide and quinoxalylalkyne. The resulting complexes TEA[Tp*MoX(S(2)BMOQO)] [1, X = S; 3, X = O; TEA = tetraethylammonium; Tp* = hydrotris(3,5-dimethylpyrazolyl)borate] undergo a dehydration-driven intramolecular cyclization within quinoxalyldithiolene, forming Tp*MoX(pyrrolo-S(2)BMOQO) (2, X = S; 4, X = O). 4 can be oxidized by one electron to produce the molybdenum(5+) complex 5. In a preliminary report of this work, evidence from X-ray crystallography, electronic absorption and resonance Raman spectroscopies, and density functional theory (DFT) bonding calculations revealed that 4 possesses an unusual asymmetric dithiolene chelate with significant thione-thiolate character. The results described here provide a detailed description of the reaction conditions that lead to the formation of 4. Data from cyclic voltammetry, additional DFT calculations, and several spectroscopic methods (IR, electronic absorption, resonance Raman, and electron paramagnetic resonance) have been used to characterize the properties of members in this suite of five Mo(S(2)BMOQO) complexes and further substantiate the highly electron-withdrawing character of the pyrrolo-S(2)BMOQO ligand in 2, 4, and 5. This study of the unique noninnocent ligand S(2)BMOQO provides examples of the roles that the N-heterocycle pterin can play as an essential part of the molybdenum cofactor. The versatile nature of a dithiolene appended by heterocycles may aid in modulating the redox processes of the molybdenum center during the course of enzyme catalysis

A Study of Mo(4+)Quinoxalyl-Dithiolenes as Models for the Non-Innocent Pyranopterin in the Molybdenum Cofactor

A model system for the molybdenum cofactor has been developed that illustrates the noninnocent behavior of an N-heterocycle appended to a dithiolene chelate on molybdenum. The pyranopterin of the molybdenum cofactor is modeled by a quinoxalyldithiolene ligand (S(2)BMOQO) formed from the reaction of molybdenum tetrasulfide and quinoxalylalkyne. The resulting complexes TEA[Tp*MoX(S(2)BMOQO)] [1, X = S; 3, X = O; TEA = tetraethylammonium; Tp* = hydrotris(3,5-dimethylpyrazolyl)borate] undergo a dehydration-driven intramolecular cyclization within quinoxalyldithiolene, forming Tp*MoX(pyrrolo-S(2)BMOQO) (2, X = S; 4, X = O). 4 can be oxidized by one electron to produce the molybdenum(5+) complex 5. In a preliminary report of this work, evidence from X-ray crystallography, electronic absorption and resonance Raman spectroscopies, and density functional theory (DFT) bonding calculations revealed that 4 possesses an unusual asymmetric dithiolene chelate with significant thione-thiolate character. The results described here provide a detailed description of the reaction conditions that lead to the formation of 4. Data from cyclic voltammetry, additional DFT calculations, and several spectroscopic methods (IR, electronic absorption, resonance Raman, and electron paramagnetic resonance) have been used to characterize the properties of members in this suite of five Mo(S(2)BMOQO) complexes and further substantiate the highly electron-withdrawing character of the pyrrolo-S(2)BMOQO ligand in 2, 4, and 5. This study of the unique noninnocent ligand S(2)BMOQO provides examples of the roles that the N-heterocycle pterin can play as an essential part of the molybdenum cofactor. The versatile nature of a dithiolene appended by heterocycles may aid in modulating the redox processes of the molybdenum center during the course of enzyme catalysis

Netrin-3 Signals Through Serine Phosphorylation in Tetrahymena thermophila

The netrin family of proteins are structurally related to laminin and, while first discovered in the nematode Caenorhabditis elegans, are now known to be present in species throughout the animal kingdom, including humans. These proteins also have a wide variety of roles that include inhibition of apoptosis, chemorepulsion, and axonal guidance. Due to the results of previous studies involving netrin-1 in vertebrate systems, the current prevailing assumption is that netrins, when acting as chemorepellents, signal using tyrosine kinases. However, data that we gathered through phosphoserine-targeting ELISA assays and immunofluorescence microscopy demonstrates that the netrin-3 peptides signal Tetrahymena thermophila through serine phosphorylation instead, causing the ciliate protists to avoid netrin-3 peptides in response. Treatment with netrin-3 peptides also seems to cause mitotic inhibition in Tetrahymena, which can be reversed by addition of a serine kinase inhibitor. This new information suggests that netrin-3 may have physiological roles that have previously been unexplored

Evaluating the extent of a large-scale transformation in gateway science courses

We evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided by A Framework for K-12 Science Education and focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning. To evaluate the extent of change, we applied the Three-dimensional Learning Assessment Protocol to 4 years of chemistry, physics, and biology course exams. Changes in exams differed by discipline and even by course, apparently depending on an interplay between departmental culture, course organization, and perceived course ownership, demonstrating the complex nature of transformation in higher education. We conclude that while transformation must be supported at all organizational levels, ultimately, change is controlled by factors at the course and departmental levels

Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol

The importance of improving STEM education is of perennial interest, and to this end, the education community needs ways to characterize transformation efforts. Three-dimensional learning (3DL) is one such approach to transformation, in which core ideas of the discipline, scientific practices, and crosscutting concepts are combined to support student development of disciplinary expertise. We have previously reported on an approach to the characterization of assessments, the Three-Dimensional Learning Assessment Protocol (3D-LAP), that can be used to identify whether assessments have the potential to engage students in 3DL. Here we present the development of a companion, the Three-Dimensional Learning Observation Protocol (3D-LOP), an observation protocol that can reliably distinguish between instruction that has potential for engagement with 3DL and instruction that does not. The 3D-LOP goes beyond other observation protocols, because it is intended not only to characterize the pedagogical approaches being used in the instructional environment, but also to identify whether students are being asked to engage with scientific practices, core ideas, and crosscutting concepts. We demonstrate herein that the 3D-LOP can be used reliably to code for the presence of 3DL; further, we present data that show the utility of the 3D-LOP in differentiating between instruction that has the potential to promote 3DL from instruction that does not. Our team plans to continue using this protocol to evaluate outcomes of instructional transformation projects. We also propose that the 3D-LOP can be used to support practitioners in developing curricular materials and selecting instructional strategies to promote engagement in three-dimensional instruction

Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach

To promote cross-community dialogue on matters of significance within the field of learning analytics], we as editors-in- chief of the Journal of Learning Analytics have introduced a section for papers that are open to peer commentary. The first of these papers, “A LAK of Direction: Misalignment Between the Goals of Learning Analytics and its Research Scholarship” by Motz et al. (2023), appeared in the journal’s early access section in March 2023, a few days before the start of the 13th International Learning Analytics and Knowledge Conference (LAK ’23). “A LAK of Direction” takes as its starting point the definition of learning analytics used in the call for papers of the first LAK conference (LAK ’11) and used since then by the Society for Learning Analytics Research (SoLAR): “Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Long & Siemens, 2011, p. 24). Following the conference, an invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals were accepted. This paper brings those commentaries togethe

Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach

To promote cross-community dialogue on matters of significance within the field of learning analytics (LA), we as editors-in-chief of the Journal of Learning Analytics (JLA) have introduced a section for papers that are open to peer commentary. An invitation to submit proposals for commentaries on the paper was released, and 12 of these proposals were accepted. The 26 authors of the accepted commentaries are based in Europe, North America, and Australia. They range in experience from PhD students and early-career researchers to some of the longest-standing, most senior members of the learning analytics community. This paper brings those commentaries together, and we recommend reading it as a companion piece to the original paper by Motz et al. (2023), which also appears in this issu