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In this study, we interrogated the efforts adopted by community and technical colleges in a Midwestern state to address racial inequities since the onset of COVID-19. We analyzed such efforts reported in institutional newsletters and associated media through critical content analysis supported by text-mining techniques. Our findings demonstrate a notable reckoning with racial inequities on the part of institutional leaders and stakeholders. However, many initiatives remain short-term solutions and are detached from a holistic equity focus. This study challenges community and technical college leadership to reimagine their policies, structures, and practices toward advancing racial equity. 

Objective: In Spring 2020 when COVID-19 hit, community colleges moved almost all classes online. This disruption impacts recent math reforms, including contextualization, raising concerns about sustained faculty and institutional leadership commitment. This study investigated how community college faculty teaching contextualized math courses adapted their instruction in response to COVID-19-related disruptions and how community college and instructional leadership addressed math contextualization efforts in response to COVID-19. Methods: Using multiple case studies, we conducted interviews with faculty and institutional leaders from two large community colleges in a Midwestern state. We also integrated field notes, observations, lesson plans, project documentation, and other contextual information as complementary data. Results: Three themes revealed how faculty and institutional leaders navigated the process of adapting contextualization efforts throughout the pandemic: reaching out to create community remotely, reimagining contextualization or pushing the pause button, and skilling up to persist through and toward change. Contribution: This study provides insight into the unique challenges and innovations due to sudden yet enduring disruptions that impact instruction, faculty development, and institutional support around instructional reform in the community college. This research informs faculty and institutional leaders navigating sustained efforts around math reform to identify actions to help institutions and their faculty continue advancing high-impact approaches and initiatives to math instruction in any environment. 

Objective: This study is aimed at understanding the ways in which faculty at community colleges utilize their industry experiences to inform their teaching. Method: The research drew on Merriam’s basic qualitative approach in analyzing data from 14 semi-structured qualitative interviews. Results: Our findings expand upon prior research surrounding faculty development and community college faculty experiences. Our analysis revealed several themes in regard to how community college faculty with industry backgrounds follow diverse pathways leading to their teaching positions; how they teach using practical applications of concepts and sharing real-life examples; how they utilize their industry networks to enhance their academic programs and create practical opportunities for students; how they replicate workplace settings in their classrooms; and how they prepare students for their future careers. Contribution: Our study contributes new empirical evidence on the myriad ways in which faculty apply industry experiences in their instruction. The findings indicate that community colleges would benefit from offering targeted supports and pedagogical training for faculty with an industry background; encouraging faculty from all backgrounds and disciplines to share successful teaching strategies; and utilizing faculty members’ expertise, networks, and experiences from industry in mathematics-oriented classrooms. 

Objective: In numerous calls for reform to community college math instruction, contextualization has been identified as an effective approach to teaching and learning. Yet, little is known about how faculty contend with math contextualization and how they make decisions about its adoption. This study explored how community college faculty teaching math make sense of contextualization as a result of related professional development, and how faculty make decisions about whether to apply contextualization to teaching math as they make sense of contextualization and other individual or organizational factors. Method: This study adopted a case study approach, drawing upon interviews, observations, and professional development materials from two large, comprehensive 2-year colleges in a Midwestern state. Results: Findings revealed five themes under two main umbrellas: making sense and making change. Three interconnected themes comprised making sense: orientation to contextualization, prior teaching and field experiences, and dual identities as teacher and learner. Two themes characterized making change: external and structural constraints of implementing contextualization and comfort level in operationalizing contextualization. Contributions: This study illuminated the complex process of faculty sensemaking of math contextualization, and how this sensemaking, in light of individual and organizational factors, shapes their decisions around math instructional change. 

Abstract This article illuminates how faculty translate professional development around contextualized math instruction into teaching practice, and offers practical recommendations for those embarking upon similar curricular reform efforts at community colleges. 

Biliverdin is a bile pigment that has a very low fluorescence quantum yield in solution, but serves as a chromophore in far-red fluorescent proteins being developed for bio-imaging. In this work, excited-state dynamics of biliverdin dimethyl ether (BVE) in solvents were investigated using femtosecond (fs) and picosecond (ps) time-resolved absorption and fluorescence spectroscopy. This study is the first fs timescale investigation of BVE in solvents, and therefore revealed numerous dynamics that were not resolved in previous, 200 ps time resolution measurements. Viscosity- and isotope-dependent experiments were performed to identify the contributions of isomerization and proton transfer to the excited-state dynamics. In aprotic solvents, a ∼2 ps non-radiative decay accounts for 95% of the excited-state population loss. In addition, a minor ∼30 ps emissive decay pathway is likely associated with an incomplete isomerization process around the C15C16 double bond that results in a flip of the D-ring. In protic solvents, the dynamics are more complex due to hydrogen bond interactions between solute and solvent. In this case, the ∼2 ps decay pathway is a minor channel (15%), whereas ∼70% of the excited-state population decays through an 800 fs emissive pathway. The ∼30 ps timescale associated with isomerization is also observed in protic solvents. The most significant difference in protic solvents is the presence of a >300 ps timescale in which BVE can decay through an emissive state, in parallel with excited-state proton transfer to the solvent. Interestingly, a small fraction of a luminous species, which we designate lumin-BVE (LBVE), is present in protic solvents. 

Abstract 2’‐Deoxy‐5‐formylcytidine (5fdCyd), a naturally occurring nucleoside found in mammalian DNA and mitochondrial RNA, exhibits important epigenetic functionality in biological processes. Because it efficiently generates triplet excited states, it is an endogenous photosensitizer capable of damaging DNA, but the intersystem crossing (ISC) mechanism responsible for ultrafast triplet state generation is poorly understood. In this study, time‐resolved mid‐IR spectroscopy and quantum mechanical calculations reveal the distinct ultrafast ISC mechanisms of 5fdCyd in water versus acetonitrile. Our experiment indicates that in water, ISC to triplet states occurs within 1 ps after 285 nm excitation. PCM‐TD‐DFT computations suggest that this ultrafast ISC is mediated by a singlet state with significant cytosine‐to‐formyl charge‐transfer (CT) character. In contrast, ISC in acetonitrile proceeds via a dark¹nπ* state with a lifetime of ∼3 ps. CT‐induced ISC is not favored in acetonitrile because reaching the minimum of the gateway CT state is hampered by intramolecular hydrogen bonding, which enforces planarity between the aldehyde group and the aromatic group. Our study provides a comprehensive picture of the non‐radiative decay of 5fdCyd in solution and new insights into the factors governing ISC in biomolecules. We propose that the intramolecular CT state observed here is a key to the excited‐state dynamics of epigenetic nucleosides with modified exocyclic functional groups, paving the way to study their effects in DNA strands.