When Imagination and Metaphor Soar: Poets as Writing Center Directors

We, Julie Moore and Shanna Powlus Wheeler, as published poets and writing center directors, propose a presentation in which we explore how we became “mindful of the relationship between creative work and academic work” (Bouquet and Eodice 4). Using the relationship between Dayton neighbors Paul Laurence Dunbar and the Wright brothers as inspiration, we will draw upon Wendell Berry’s argument that science and art are not “inherently at odds with one another . . . [for] ‘science’ means knowing and ‘art’ means doing . . . Out of school, the two are commonly inter-involved and naturally cooperative [even] in the same person—a farmer, say, or a woodworker, who knows and does both at the same time” (124). As poets and administrators, we both know and do, so we will discuss how we’ve applied the seven principles in Bouquet and Eodice’s framework for “[c]reativity and [i]mprovisation” to devise imaginative approaches to our own writing center work. In particular, we’ll explore how we disrupt “habit patterns,” construct standard practices that allow for “maximum flexibility,” and foster community and discourse, all while assessing competence and encouraging risk-taking (8). Inspired by Wendy Bishop’s unique tutoring techniques and Severino and Mosher’s “[i]nvitation and dialogue-based,” workshop-like writing center, we will explore how we integrate disparate fields of knowledge to train our tutors and develop our centers in imaginative ways. To prompt discussion among participants, we will share a couple of our poems about this vital work in liberal arts education and solicit other creative ideas. April is National Poetry Month, so we will also be doing an off-site poetry reading at Books & Co. at The Greene on Thursday (4/4) or Friday (4/5) evening along with Greenville poet Myrna Stone. Shanna\u27s first full-length book of poems, Evensong for Shadows, was published in November by Wipf & Stock Publishers. My fourth collection of poems, Full Worm Moon, was published in July by Cascade Books in its Poiema Poetry Series

Increasing Income through Fruit and Vegetable Production Opportunities and Challenges

This report, presented by Thomas Lumpkin, Director General of AVRDC, discusses the current context of global horticulture production and its potential for increasing income. The challenges for developing the horticulture sector are considered in relation to market systems, post-harvest systems and food security and genetic resources. The issue of the environmental impact of horticulture production is addressed with an emphasis on the need for farmers to have access to information on price, quality and safety standards. Capacity building, institutional partnerships and an enabling environment for horticulture production all need to respond to the knowledge intensive nature of horticultural production, ensuring an effective flow of both long-term technical information and dynamic market information. The opportunities provided by horticulture production for women to increase their incomes and for households to improve their health and nutrition are also raised as important factors in reducing rural poverty. This report was discussed at the Stakeholder Meeting at AGM2005

Microsatellites to enhance characterization, conservation and breeding value of Capsicum germplasm

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ESTs, cDNA microarrays, and gene expression profiling : tools for dissecting plant physiology and development

Gene expression profiling holds tremendous promise for dissecting the regulatory mechanisms and transcriptional networks that underlie biological processes. Here we provide details of approaches used by others and ourselves for gene expression profiling in plants with emphasis on cDNA microarrays and discussion of both experimental design and downstream analysis. We focus on methods and techniques emphasizing fabrication of cDNA microarrays, fluorescent labeling, cDNA hybridization, experimental design, and data processing. We include specific examples that demonstrate how this technology can be used to further our understanding of plant physiology and development (specifically fruit development and ripening) and for comparative genomics by comparing transcriptome activity in tomato and pepper fruit

Toward a Practical Set of STEM Transfer Program Momentum Metrics

Nearly two decades into the “completion agenda” in higher education, many community colleges have adopted collegewide reforms designed to improve stubbornly flat rates of student success and address persistent equity gaps. The longer-term effects of such collegewide reforms may take years to observe. In the meantime, college leaders need to know whether changes they make in the short run are associated with longer-term student success. Measuring the progress and effects of institutional reform is particularly vital in economically important STEM fields. Drawing on administrative records from transfer-intending community college starters across three states, this study develops and explores potential indicators of early STEM program momentum. The authors find that a relatively simple set of STEM momentum metrics—notably early completion of calculus or non-math STE coursework specified in statewide STEM transfer pathways and, to a lesser degree, the prerequisites to such courses—are reliable indicators of subsequent STEM transfer and bachelor’s degree attainment. The study's findings provide support for the use of the STEM momentum metrics to formatively evaluate reforms aimed at strengthening STEM transfer outcomes and closing equity gaps in STEM bachelor’s degree attainment

Measuring STEM Momentum: Early Indicators of STEM Transfer Success for Community College Students

This brief summarizes findings from a study of the postsecondary college transcript and degree records of hundreds of thousands of transfer-intending community college students in three states. The study explored and tested metrics that could be useful in the formative assessment of efforts to improve STEM transfer outcomes. Findings show that first-year completion of a calculus course and first-year completion of a science, technology, or engineering (STE) course specified on statewide STEM transfer pathways are both reliable indicators of subsequent STEM transfer success across a wide range of state and institutional contexts. These two metrics are robust predictors of success among subgroups of students by race/ ethnicity and gender. In general, community colleges have relatively low rates of completion of these key STEM courses, and disparities in completion of these courses by race/ethnicity and gender are common. The STEM momentum metrics identified in the study may therefore be useful for colleges seeking to strengthen STEM transfer outcomes and close equity gaps in STEM bachelor’s degree attainment