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Undergraduate research (UGR), one of several high-impact practices (HIPs) in education, can positively impact student retention and graduation rates. However, not all students take advantage of UGR opportunities, with fewer students from underrepresented minority groups, those with first-generation status, and students eligible for a Pell grant or federally subsidized loan. We obtained retention and graduation data from our Office of Institutional Research and Planning for all UGR participants for academic years 2009-2010 to 2016-2017. We specifically focused on data for UGR participants from underrepresented demographics that historically have lower retention and graduation rates than those of the overall student body. We created Sankey-like ribbon diagrams to analyze the characteristics of UGR participants, whether they participated in UGR for 1 year or longer, their class standings when they started UGR, retention rates for 1st- and 2nd-year students for the year following their UGR participation, and graduation rates for all participants. Our data show that irrespective of demographics, students who participated in UGR were significantly more likely to persist in college and graduate within 6 years compared to students who did not. Persistence and success in college may depend on students' socioeconomic status, sense of belonging, and other factors. Assessing the impact of a single HIP, such as UGR, on retention and graduation rates, can, therefore, be complicated. However, our study indicates that UGR participation can significantly improve persistence and success for students traditionally considered "at-risk," irrespective of their socioeconomic status, family background, or class standing. This information can be important for campus leaders and other stakeholders interested in facilitating student success and reducing the equity gap by incorporating UGR in more students' college experiences. We describe our analytical methods and discusses our findings. We also demonstrate the effectiveness of Sankey-like diagrams for visualizing and analyzing large programmatic data sets, and as a tool for communicating program impacts to a general audience.

Engaging in undergraduate research is identified as a High Impact Practice (HIP), an experience that improves student learning outcomes. In this paper, we report the differences in the relative rates of increase in skill and knowledge gains associated with early engagement in undergraduate research from students who have little to no prior research experience. We studied the relative rates of changes in novice researchers' perceptions of the progressive development of different research-related skills and conceptual understandings of their own projects, as well as how their attitudes, such as confidence in their own abilities as researchers, develop with continuous participation in mentored research. Knowing the progression timeline for various skills may help program administrators and faculty mentors plan for "just in time" provision of relevant resources and supports.

This article describes a multidisciplinary, asynchronous, 10-hour online training program for undergraduates enrolled in a mentored research apprentice program, addressing communication skills, knowledge of the research process, information literacy, and research ethics. A pretest-posttest survey was completed to assess students' perceived gains (n = 130) in knowledge and skills. A survey was also administered to faculty mentors (n = 50) to assess observations regarding students' gains. Results revealed significant perceived gains in all four content areas (p < 0.001) with no significant differences across disciplines. The findings suggest that the training content and format were successful in providing participants with foundational research knowledge and skills. Mentors' observations support the student findings and identify gains in discipline-specific skills. Implications for undergraduate research programs are discussed.

The traditional model of undergraduate research is less effective for engaging students who have little or no previous exposure to research, are unfamiliar with available research opportunities, or face financial or time constraints that prevent them from engaging in co- or extracurricular activities. Given today's changing student demographics, models such as course-embedded research need to be explored so that undergraduate research participation may be broadened across disciplines. This article describes how a community of practitioners was created to infuse research in courses at both two- and four-year campuses, with four examples of courses with embedded research activities. Discussed are strategies for implementing discipline-specific research activities at all levels of the undergraduate curriculum to expose a broader student population to the benefits of mentored research.

The authors discuss the Research Apprenticeship Program (RAP) at University of Wisconsin--Whitewater, which pairs beginning students with mentors as paid research apprentices for one academic year. It seeks to encourage participation of students from underserved groups who are at higher risk of dropping out of college. RAP introduces students to mentored research, helps mitigate some of their financial needs, and gives students a sense of belonging and self-efficacy early in their academic careers. It also provides a first- to final-year pathway for students by fostering their transition to the Undergraduate Research Program and other applied learning experiences, thus ensuring their continuous engagement in high-impact practices. Preliminary data indicate that students and mentors value the program, and second- and third-year retention rates for RAP participants are higher than the campus retention rates.

The article discusses the concept of high-impact practices (HIPs) in education and the potential for expanding the list of recognized HIPs beyond the current 11 practices. The author argues that there are other educational experiences that can deliver similarly impactful learning experiences to students and that including additional experiences as HIPs would broaden access to impactful learning opportunities. The article also highlights the importance of equitable access to HIPs and suggests leveraging co-curricular and extracurricular activities as potential hubs for implementing additional HIPs. The author emphasizes the need for a coordinated and expansive approach to HIPs to attract more participants and improve outcomes for a diverse population of students. [Extracted from the article]

Transcriptional responses to growth in high environmental calcium concentrations were characterized and compared between wild-type and mutant Arabidopsis plants containing a knockout mutation in the gene encoding a cyclic nucleotide-gated channel (CNGC2). We show that the transcriptional profile of cngc2 plants grown in normal media resembled that from wild-type plants grown under elevated exogenous calcium conditions. The mutant grown in high-calcium media exhibited transcriptional changes not seen in the wild-type. The pattern of transcription suggests that adaptation to high external calcium overlaps with responses towards various biotic and abiotic stresses.

The CDPK-SnRK superfamily consists of seven types of serine-threonine protein kinases: calcium-dependent protein kinase (CDPKs), CDPK-related kinases (CRKs), phosphoenolpyruvate carboxylase kinases (PPCKs), PEP carboxylase kinase-related kinases (PEPRKs), calmodulin-dependent protein kinases (CaMKs), calcium and calmodulin-dependent protein kinases (CCaMKs), and SnRKs. Within this superfamily, individual isoforms and subfamilies contain distinct regulatory domains, subcellular targeting information, and substrate specificities. Our analysis of the Arabidopsis genome identified 34 CDPKs, eight CRKs, two PPCKs, two PEPRKs, and 38 SnRKs. No definitive examples were found for a CCaMK similar to those previously identified in lily (Lilium longiflorum) and tobacco (Nicotiana tabacum) or for a CaMK similar to those in animals or yeast. CDPKs are present in plants and a specific subgroup of protists, but CRKs, PPCKs, PEPRKs, and two of the SnRK subgroups have been found only in plants. CDPKs and at least one SnRK have been implicated in decoding calcium signals in Arabidopsis. Analysis of intron placements supports the hypothesis that CDPKs, CRKs, PPCKs and PEPRKs have a common evolutionary origin; however there are no conserved intron positions between these kinases and the SnRK subgroup. CDPKs and SnRKs are found on all five Arabidopsis chromosomes. The presence of closely related kinases in regions of the genome known to have arisen by genome duplication indicates that these kinases probably arose by divergence from common ancestors. The PlantsP database provides a resource of continuously updated information on protein kinases from Arabidopsis and other plants.