The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions

Research suggests that far more students are referred to developmental education courses than necessary, and that developmental education presents a barrier to students’ success. As a result, many in the field have called for reforms to developmental education to address these challenges. This CAPR report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders. It examines practices in assessment, placement, instruction, and support services and finds that many colleges are experimenting with changes to traditional developmental education. A growing number of public colleges are using measures in addition to standardized tests, such as high school grades, to assess college readiness. Additionally, many colleges are implementing instructional reforms. The most prevalent of these are compressing developmental courses into shorter periods, offering diverse math courses that align with students’ careers, allowing students to determine their own learning pace, and integrating developmental reading and writing instruction into one course. However, while widespread, these reforms typically reach less than half of students at the colleges. Key findings: Most two-year and four-year public colleges offer developmental courses, though they are more prevalent at two-year colleges. Multisemester prerequisite sequences make up a substantial proportion of these courses. Most colleges use standardized tests to assess students’ college readiness. However, since 2011, there has been a 30-percentage-point increase in the proportion of colleges using multiple measures to assess students’ college readiness. The most popular additional measure used is high school performance. Many colleges, particularly two-year colleges, are experimenting with different instructional approaches in developmental education; however, these approaches tend to make up less than half of colleges’ overall developmental course offerings

Gaining Ground: Findings From the Dana Center Mathematics Pathways Impact Study

Many college students are required to take at least one developmental math course, but as many as half of them fail to complete their developmental math requirements and never matriculate into college-level courses. To address this issue, the Charles A. Dana Center at the University of Texas at Austin created the Dana Center Mathematics Pathways (DCMP) to help colleges implement math pathways aligned with students’ programs of study in both developmental and college-level courses, accelerate students’ progress to and through college-level math, develop strategies to support students as learners, and integrate evidence-based practices in instruction. The Dana Center also created curricula the colleges used for three course pathways (focused on statistical reasoning, quantitative reasoning, and algebra/calculus). This CAPR study looks at how four Texas community colleges implemented DCMP and how instruction in DCMP courses compares with traditional developmental and college-level math courses. Through a randomized controlled trial involving 1,422 students who entered the study from fall 2015 through spring 2017, the researchers examined the impact of DCMP on student outcomes for up to four semesters. The study also considers student perspectives on the reforms and the start-up and ongoing costs of DCMP to the colleges. Researchers found that the colleges were successful in revising pre-existing policies, curricula, and pedagogy in order to launch and then scale DCMP courses to reach more students. They also found that instruction in DCMP courses looked very different from that in colleges’ standard developmental course offerings and college-level algebra courses. Finally, researchers found that DCMP students enrolled in and passed college-level math at higher rates than non-DCMP students, indicating that DCMP played a part in helping them overcome some of the pitfalls of developmental education and reach a crucial milestone. Key Findings: DCMP had a positive impact on students’ completion of the developmental math sequence and their likelihood of taking and passing college-level math. The impacts of DCMP appear to be greater for part-time students and students assessed as needing multiple developmental courses. Start-up and net ongoing direct costs to the colleges to implement and maintain DCMP were fairly low

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

State systems have played an increasingly prominent role in encouraging community colleges to implement effective developmental education reforms, and some states have begun to recommend or require multiple measures assessment for placement. The onset of the COVID-19 pandemic unexpectedly created opportunities for state systems to facilitate institutional adoption of multiple measures assessment. In spring 2020, as large numbers of colleges across the nation moved to remote learning and work, it was often infeasible to continue offering in-person, proctored placement tests. Institutions sought out new ways to assess and place students. This brief discusses four states—Indiana, Virginia, Texas, and Washington—that supported large-scale changes to placement practices, with greater emphasis on multiple measures. Based on interviews with system leaders and college administrators, faculty, and staff in these states, the authors of the brief present four short case studies that summarize how each state changed its placement policies and supported colleges in reaction to the pandemic. The brief addresses common multiple measures assessment implementation challenges such as facilitating buy-in; providing implementation support; combatting initiative fatigue; and establishing data-informed evaluation processes

Proteomic Analysis of Chloroplast-to-Chromoplast Transition in Tomato Reveals Metabolic Shifts Coupled with Disrupted Thylakoid Biogenesis Machinery and Elevated Energy-Production Components

A comparative proteomic approach was performed to identify differentially expressed proteins in plastids at three stages of tomato(Solanum lycopersicum) fruit ripening (mature-green, breaker, red). Stringent curation and processing of the data from three independent replicates identified 1,932 proteins among which 1,529 were quantified by spectral counting. The quantification procedures have been subsequently validated by immunoblot analysis of six proteins representative of distinct metabolic or regulatory pathways. Among the main features of the chloroplast-to-chromoplast transition revealed by the study, chromoplastogenesis appears to be associated with major metabolic shifts: (1) strong decrease in abundance of proteins of light reactions (photosynthesis, Calvin cycle, photorespiration)and carbohydrate metabolism (starch synthesis/degradation), mostly between breaker and red stages and (2) increase in terpenoid biosynthesis (including carotenoids) and stress-response proteins (ascorbate-glutathione cycle, abiotic stress, redox, heat shock). These metabolic shifts are preceded by the accumulation of plastid-encoded acetyl Coenzyme A carboxylase D proteins accounting for the generation of a storage matrix that will accumulate carotenoids. Of particular note is the high abundance of proteins involved in providing energy and in metabolites import. Structural differentiation of the chromoplast is characterized by a sharp and continuous decrease of thylakoid proteins whereas envelope and stroma proteins remain remarkably stable. This is coincident with the disruption of the machinery for thylakoids and photosystem biogenesis (vesicular trafficking, provision of material for thylakoid biosynthesis, photosystems assembly) and the loss of the plastid division machinery. Altogether, the data provide new insights on the chromoplast differentiation process while enriching our knowledge of the plant plastid proteome

PPDB, the Plant Proteomics Database at Cornell

The Plant Proteomics Database (PPDB; http://ppdb.tc.cornell.edu), launched in 2004, provides an integrated resource for experimentally identified proteins in Arabidopsis and maize (Zea mays). Internal BLAST alignments link maize and Arabidopsis information. Experimental identification is based on in-house mass spectrometry (MS) of cell type-specific proteomes (maize), or specific subcellular proteomes (e.g. chloroplasts, thylakoids, nucleoids) and total leaf proteome samples (maize and Arabidopsis). So far more than 5000 accessions both in maize and Arabidopsis have been identified. In addition, more than 80 published Arabidopsis proteome datasets from subcellular compartments or organs are stored in PPDB and linked to each locus. Using MS-derived information and literature, more than 1500 Arabidopsis proteins have a manually assigned subcellular location, with a strong emphasis on plastid proteins. Additional new features of PPDB include searchable posttranslational modifications and searchable experimental proteotypic peptides and spectral count information for each identified accession based on in-house experiments. Various search methods are provided to extract more than 40 data types for each accession and to extract accessions for different functional categories or curated subcellular localizations. Protein report pages for each accession provide comprehensive overviews, including predicted protein properties, with hyperlinks to the most relevant databases

Turning the Tide: Five Years of Achieving the Dream in Community Colleges

In 2004, Lumina Foundation for Education launched “Achieving the Dream: Community Colleges Count,” a national initiative aimed at improving success among community college students, particularly low-income students and students of color. Now encompassing more than 130 institutions in 24 states and the District of Columbia, Achieving the Dream helps community colleges build a “culture of evidence” by using student records and other data to examine students’ performance over time and to identify barriers to academic progress. From there, community colleges are expected to develop intervention strategies designed to improve student outcomes; conduct further research on student progress; and bring effective programs to scale. As a result, it is anticipated that colleges will see measurable improvements over time in student outcomes, including increased progress through developmental education and college-level “gatekeeper” (introductory) courses, grades, persistence, and completion of credentials

Hydrogen peroxide—a central hub for information flow in plant cells

The review discusses recent advances in H2O2 plant biology, focusing on its signalling capabilities, the transduction pathways involved and its potential for interfering with other information transfer mechanisms in plant cells

Investigating the validity of current network analysis on static conglomerate networks by protein network stratification

<p>Abstract</p> <p>Background</p> <p>A molecular network perspective forms the foundation of systems biology. A common practice in analyzing protein-protein interaction (PPI) networks is to perform network analysis on a conglomerate network that is an assembly of all available binary interactions in a given organism from diverse data sources. Recent studies on network dynamics suggested that this approach might have ignored the dynamic nature of context-dependent molecular systems.</p> <p>Results</p> <p>In this study, we employed a network stratification strategy to investigate the validity of the current network analysis on conglomerate PPI networks. Using the genome-scale tissue- and condition-specific proteomics data in <it>Arabidopsis thaliana</it>, we present here the first systematic investigation into this question. We stratified a conglomerate <it>A. thaliana </it>PPI network into three levels of context-dependent subnetworks. We then focused on three types of most commonly conducted network analyses, i.e., topological, functional and modular analyses, and compared the results from these network analyses on the conglomerate network and five stratified context-dependent subnetworks corresponding to specific tissues.</p> <p>Conclusions</p> <p>We found that the results based on the conglomerate PPI network are often significantly different from those of context-dependent subnetworks corresponding to specific tissues or conditions. This conclusion depends neither on relatively arbitrary cutoffs (such as those defining network hubs or bottlenecks), nor on specific network clustering algorithms for module extraction, nor on the possible high false positive rates of binary interactions in PPI networks. We also found that our conclusions are likely to be valid in human PPI networks. Furthermore, network stratification may help resolve many controversies in current research of systems biology.</p

Update on chloroplast research

Chloroplasts, the green differentiation form of plastids, are the sites of photosynthesis and other important plant functions. Genetic and genomic technologies have greatly boosted the rate of discovery and functional characterization of chloroplast proteins during the past decade. Indeed, data obtained using high-throughput methodologies, in particular proteomics and transcriptomics, are now routinely used to assign functions to chloroplast proteins. Our knowledge of many chloroplast processes, notably photosynthesis and photorespiration, has reached such an advanced state that biotechnological approaches to crop improvement now seem feasible. Meanwhile, efforts to identify the entire complement of chloroplast proteins and their interactions are progressing rapidly, making the organelle a prime target for systems biology research in plants

Auxin molecular field maps define AUX1 selectivity: many auxin herbicides are not substrates

Developmental responses to auxin are regulated by facilitated uptake and efflux, but detailed molecular understanding of the carrier proteins is incomplete. We have used pharmacological tools to explore the chemical space that defines substrate preferences for the auxin uptake carrier AUX1. Total and partial loss-of-function aux1 mutants were assessed against wild-type for dose dependent resistance to a range of auxins and analogues. We then developed an auxin accumulation assay with associated mathematical modelling to enumerate accurate IC50 values for a small library of auxin analogues. The structure activity relationship data was analysed using molecular field analyses to create a pharmacophoric atlas of AUX1 substrates. The uptake carrier exhibits a very high level of selectivity towards small substrates including the natural indole-3-acetic acid, and the synthetic auxin 2,4-dichlorophenoxyacetic acid. No AUX1 activity was observed for herbicides based on benzoic acid (dicamba), pyridinyloxyacetic acid (triclopyr), or the 6-arylpicolinates (halauxifen), and very low affinity was found for picolinic acid-based auxins (picloram) and quinolinecarboxylic acids (quinclorac). The atlas demonstrates why some widely used auxin herbicides are not, or are very poor substrates. We list molecular descriptors for AUX1 substrates and discuss our findings in terms of herbicide resistance management