Participatory Equity and Student Outcomes in Living-Learning Programs of Differing Thematic Types

This study evaluated participatory equity in varying thematic types of living-learning programs and, for a subset of student group × program type combinations found to be below equity, used latent mean modeling to determine whether statistically significant mean differences existed between the outcome scores of living-learning participants and their peers in traditional residence hall environments. This study employs a conceptual framework informed by Astin's (1991) IEO model and Pascarella and Terenzini's (1980) model of structural mediation in residential environments, and is based on data collected as part of the 2007 National Study of Living-Learning Programs. First, a team of raters used descriptive content analytic techniques to identify a typology of living-learning programs consisting of 41 specific thematic types, based on those programs' stated goals and objectives. That typology was the basis for computing Hao's (2002) equity indices, which were used to determine whether students from different racial/ethnic groups or socioeconomic statuses were under- or over-represented in specific thematic types of living-learning programs, relative to their representation in living-learning programs overall. Twenty-two race/ethnicity × type combinations exhibited low levels of participatory equity, as did 13 socioeconomic status × type combinations. Three group × type combinations were selected for latent mean modeling, including: (a) Asian/Pacific Islander students in disciplinary, general academic, honors programs; (b) White students in international/global programs; and (c) low-SES students in honors programs. The outcome of interest for Asian/Pacific Islander and low-SES students was ease of academic transition, and, for White students, diversity appreciation. Analyses revealed that although L/L participants reported higher mean scores on measures of several key living and learning environments, no statistically significant mean difference in outcome measures was observed. In the face of the participatory inequities found in this national sample of living-learning programs, the primary implication for student affairs practitioners generally is that the exploration of equity in high-impact practices for students--and involvement and engagement opportunities for all members of the university community--is warranted. This implication is indicated for living-learning practitioners as well, who can also take findings vis-à-vis the relationship between key living and learning environments and specific student outcomes in to account when designing and improving the programs with which they work. Finally, living-learning practitioners should consider whether the relatively small differences in environment measures and the lack of detectable differences in outcome measures is driven by weak treatments, weak measures, or both

Chromatin Structure and Gene Expression Programs of Human Embryonic and Induced Pluripotent Stem Cells

Knowledge of both the global chromatin structure and the gene expression programs of human embryonic stem cells (ESCs) and induced pluripotent stem cells (iPSCs) should provide a robust means to assess whether the genomes of these cells have similar pluripotent states. Recent studies have suggested that ESCs and iPSCs represent different pluripotent states with substantially different gene expression profiles. We describe here a comparison of global chromatin structure and gene expression data for a panel of human ESCs and iPSCs. Genome-wide maps of nucleosomes with histone H3K4me3 and H3K27me3 modifications indicate that there is little difference between ESCs and iPSCs with respect to these marks. Gene expression profiles confirm that the transcriptional programs of ESCs and iPSCs show very few consistent differences. Although some variation in chromatin structure and gene expression was observed in these cell lines, these variations did not serve to distinguish ESCs from iPSCs

Examining sense of belonging among first-year undergraduates from different racial/ethnic groups

This study examined sense of belonging among a national sample of 2,967 first-year students. Guided by the work of Hurtado and Carter (1997), relationships between several aspects of the college environment and sense of belonging were examined. Findings indicated that African American, Hispanic/Latino, and Asian Pacific American students reported a less strong sense of belonging than White/Caucasian students. The social dimensions of the transition to college and residence hall climate and perceptions of the campus racial climate had strong significant relationships to students' sense of belonging. Implications for practice and future research are discussed

The Surface Array planned for IceCube-Gen2

IceCube-Gen2, the extension of the IceCube Neutrino Observatory, will feature three main components: an optical array in the deep ice, a large-scale radio array in the shallow ice and firn, and a surface detector above the optical array. Thus, IceCube-Gen2 will not only be an excellent detector for PeV neutrinos, but also constitutes a unique setup for the measurement of cosmic-ray air showers, where the electromagnetic component and low-energy muons are measured at the surface and high-energy muons are measured in the ice. As for ongoing enhancement of IceCube’s current surface array, IceTop, we foresee a combination of elevated scintillation and radio detectors for the Gen2 surface array, aiming at high measurement accuracy for air showers. The science goals are manifold: The in-situ measurement of the cosmic-ray flux and mass composition, as well as more thorough tests of hadronic interaction models, will improve the understanding of muons and atmospheric neutrinos detected in the ice, in particular, regarding prompt muons. Moreover, the surface array provides a cosmic-ray veto for the in-ice detector and contributes to the calibration of the optical and radio arrays. Last but not least, the surface array will make major contributions to cosmic-ray science in the energy range of the transition from Galactic to extragalactic sources. The increased sensitivities for photons and for cosmic-ray anisotropies at multi-PeV energies provide a chance to solve the puzzle of the origin of the most energetic Galactic cosmic rays and will serve IceCube’s multimessenger mission