A commonly accepted model of Wnt/β-catenin signaling involves target gene activation by a complex of β-catenin with a TCF family member. TCF3 is a transcriptional repressor that has been implicated in Wnt signaling and plays key roles in embryonic axis specification and stem cell differentiation. Here we demonstrate that Wnt proteins stimulate TCF3 phosphorylation in gastrulating Xenopus embryos and mammalian cells. This phosphorylation event involves β-catenin-mediated recruitment of homeodomain-interacting protein kinase 2 (HIPK2) to TCF3 and culminates in the dissociation of TCF3 from a target gene promoter. Mutated TCF3 proteins resistant to Wnt-dependent phosphorylation function as constitutive inhibitors of Wnt-mediated activation of Vent2 and Cdx4 during anteroposterior axis specification. These findings reveal an alternative in vivo mechanism of Wnt signaling that involves TCF3 phosphorylation and subsequent derepression of target genes and link this molecular event to a specific developmental process.

Because Lewis structures provide a direct connection between molecular structure and properties, the ability to construct and use them is an integral component of many chemistry courses. Although a great deal of time and effort has been dedicated to development of “foolproof” rules, students still have problems with the skill. What is more, many students fail to connect the skill with the reasons for learning it. In fact, it appears that conventional instructional practices involved in teaching Lewis structures are in direct conflict with much of what we know about how people learn. In support of this assertion, we present the results of a mixed-methods study designed to investigate how students at all levels draw Lewis structures, and how students perceive the utility of Lewis structures. We offer suggestions for alternative methods of developing this skill in order to provide students with an approach to meaningful learning.

The history of general chemistry is one of almost constant calls for reform, yet over the past 60 years little of substance has changed. Those reforms that have been implemented are almost entirely concerned with how the course is taught, rather than what is to be learned. Here we briefly discuss the history of the general chemistry curriculum and consider why meaningful change has been difficult. In this light we present a rationale for why curriculum reform is necessary, and how it can be accomplished, based on our current understanding of teaching and learning at the college level. We present a model for curriculum development based on five important questions: (i) What should students know? (ii) In what order should they learn it? (iii) What do students bring with them to the course? (iv) What materials are best suited for different purposes? and (v) How can student understanding be assessed? We use our new general chemistry course CLUE: Chemistry, Life, the Universe, and Everything as an example of materials developed in this way.

Epithelial-mesenchymal transition (EMT) describes a series of rapid changes in cellular phenotype. During EMT, epithelial cells down-modulate cell-cell adhesion structures, alter their polarity, reorganize their cytoskeleton, and become isolated, motile, and resistant to anoikis. The term EMT is often applied to distinct biological events as if it were a single conserved process, but in fact EMT-related processes can vary in intensity from a transient loss of cell polarity to the total cellular reprogramming, as found by transcriptional analysis. Based on clinical observations, it is more appropriate in most cases to describe the emergence of an EMT-like phenotype during tumor progression. Although EMT implies complete trans-differentiation, EMT-like emphasizes the intermediary phenotype associated with tumor cell renewal and adaptation to specific microenvironments. Here, we categorize the various EMT-like phenotypes found in human carcinomas that, depending on the tumor type, may or not represent analogous stages in tumor progression. We based these categories on the global tumor phenotype. The tumor microenvironment, which is associated with stromal reactions, hypoxia, paucity of nutrients, impaired differentiation, and activation of various EMT-associated pathways, modulates overall tumor phenotype and leads to tumor heterogeneity.

While researching student assumptions for the development of the Biology Concept Inventory (BCI; http://bioliteracy.net), we found that a wide class of student difficulties in molecular and evolutionary biology appears to be based on deep-seated, and often unaddressed, misconceptions about random processes. Data were based on more than 500 open-ended (primarily) college student responses, submitted online and analyzed through our Ed's Tools system, together with 28 thematic and think-aloud interviews with students, and the responses of students in introductory and advanced courses to questions on the BCI. Students believe that random processes are inefficient, whereas biological systems are very efficient. They are therefore quick to propose their own rational explanations for various processes, from diffusion to evolution. These rational explanations almost always make recourse to a driver, e.g., natural selection in evolution or concentration gradients in molecular biology, with the process taking place only when the driver is present, and ceasing when the driver is absent. For example, most students believe that diffusion only takes place when there is a concentration gradient, and that the mutational processes that change organisms occur only in response to natural selection pressures. An understanding that random processes take place all the time and can give rise to complex and often counterintuitive behaviors is almost totally absent. Even students who have had advanced or college physics, and can discuss diffusion correctly in that context, cannot make the transfer to biological processes, and passing through multiple conventional biology courses appears to have little effect on their underlying beliefs.