Using genome-wide approaches, we have elucidated the regulatory circuitry governed by the XBP1 transcription factor, a key effector of the mammalian unfolded protein response (UPR), in skeletal muscle and secretory cells. We identified a core group of genes involved in constitutive maintenance of ER function in all cell types and tissue- and condition-specific targets. In addition, we identified a cadre of unexpected targets that link XBP1 to neurodegenerative and myodegenerative diseases, as well as to DNA damage and repair pathways. Remarkably, we found that XBP1 regulates functionally distinct targets through different sequence motifs. Further, we identified Mist1, a critical regulator of differentiation, as an important target of XBP1, providing an explanation for developmental defects associated with XBP1 loss of function. Our results provide a detailed picture of the regulatory roadmap governed by XBP1 in distinct cell types as well as insight into unexplored functions of XBP1.

In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minorityserving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority-Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self-reflective process. As a result, while the program's graduates have traditionally pursued entry-level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post-graduate study. In addition to providing an increasingly expected experience and building students' skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority-serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long-standing under-representation of minorities in the sciences. # 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 2017 Keywords: undergraduate research; urban education; self-efficacy; science; title V Despite substantial advances and extensive efforts to bridge the divide, significant gaps remain between the educational attainment of minority students and their majority peers (Kao & Thompson, 2003; Viadero & Johnston, 2000). One area of particular concern is in the science, technology, engineering, and mathematics (STEM) fields. As data from the Bureau of Labor Statistics indicate, professional opportunities in STEM fields are expected to grow by some 12.5% between 2012 and 2022, a faster rate than non-STEM fields ( U.S. Congress Joint Economic Committee, 2012; Vilorio, 2014). Yet Blacks and Latinos each make up only 6% of the STEM workforce, even though Blacks represent 12.3% and Latinos 17% of the U.S. population Santiago, Taylor, & Calderon, 2015). This phenomenon "represents an unconscionable underutilization of our nation's human capital and raises concerns of equity in the U.S. educational and employment systems" (Ong, Wright, Espinoza, & Orfield, 2011, p. 172).In the late 1990s, we, a leading minority-and Hispanic-serving institution in the Northeastern United States, were faced with a related conundrum-while institutional enrollments in science were defying national trends and increasing, graduation rates were poor, and in fact had stagnated, resulting in a net decrease in retention over time. By the year 2000, there were over 500...

Educational technology has enhanced, even revolutionized, pedagogy in many areas of higher education. This study examines the incorporation of video tutorials as a supplement to learning in an undergraduate analytical chemistry course. The concepts and problems in which students faced difficulty were first identified by assessing students' homework assignments and exam responses. Then, a tutorial video clip aimed at that specific knowledge point was designed by the instructor using the Camtasia software package and was uploaded to the course Web site portal (Blackboard). To assess the effectiveness of the tutorials, students' oral and written feedback, pre-and post-video-tutoring exam performance, and data from previous classes taught by the same instructor were examined. Results indicate that online video tutorials are a valuable, flexible, and cost-effective tool to improve student mastery of chemistry problem solving.