ABSTRACT
Understanding course climate is important for improving students' experiences and increasing the likelihood of their persistence in STEM fields. This study presents climate survey results from 523 students taking introductory biology at the University of Michigan. Principal component analysis revealed that a student's climate experience is comprised of five main elements: comfort, school avoidance, relationship to course, academic stress, and discomfort. Of these climate factors, comfort, school avoidance, and relationship to course were significant predictors of course satisfaction, and academic stress was a significant predictor of persistence. The results indicated the importance of a positive climate that is facilitated by the instructor in order to promote a positive student experience. Climate may be an important metric for institutions to track across time and course.
ABSTRACT
We show here that the promoters for many of the Escherichia coli ribosomal protein operons are regulated directly by two transcription factors, the small RNA polymerase-binding protein DksA and the nutritional stress-induced nucleotide ppGpp. ppGpp and DksA work together to inhibit transcription initiation from ribosomal protein promoters in vitro and in vivo. The degree of promoter regulation by ppGpp/DksA varies among the r-protein promoters, but some are inhibited almost as much as rRNA promoters. Thus, many r-protein operons are regulated at the level of transcription in addition to their control by the classic translational feedback systems discovered ~30 y ago. We conclude that direct control of r-protein promoters and rRNA promoters by the same signal, ppGpp/DksA, makes a major contribution to the balanced and coordinated synthesis rates of all of the ribosomal components.