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We show that Legendrian pre-quantization lifts of many non-exact Lagrangian submanifolds in $\mathbb{C}^n$ retain some quantitative rigidity from the symplectic base. In particular, they cannot be moved by Legendrian isotopy into an arbitrarily small pre-quantized cylinder. This is a high dimensional generalization of results of Dimitroglou Rizell--Sullivan in dimension 3. In this setting, we give a new proof of non-squeezing using normal rulings, and in high dimension, we obtain our results using a category of (micro)sheaves associated to a Legendrian submanifold of pre-quantizations., Comment: 45 pages

Spiking neural networks drawing inspiration from biological constraints of the brain promise an energy-efficient paradigm for artificial intelligence. However, challenges exist in identifying guiding principles to train these networks in a robust fashion. In addition, training becomes an even more difficult problem when incorporating biological constraints of excitatory and inhibitory connections. In this work, we identify several key factors, such as low initial firing rates and diverse inhibitory spiking patterns, that determine the overall ability to train spiking networks with various ratios of excitatory to inhibitory neurons on AI-relevant datasets. The results indicate networks with the biologically realistic 80:20 excitatory:inhibitory balance can reliably train at low activity levels and in noisy environments. Additionally, the Van Rossum distance, a measure of spike train synchrony, provides insight into the importance of inhibitory neurons to increase network robustness to noise. This work supports further biologically-informed large-scale networks and energy efficient hardware implementations.

The symplectic cohomology of certain symplectic manifolds $W$ with non-compact ends modelled on the positive symplectization of a compact contact manifold $Y$ is shown to vanish whenever there is a positive loop of contactomorphisms of $Y$ which extends to a loop of Hamiltonian diffeomorphisms of $W$. An open string version of this result is also proved: the wrapped Floer cohomology of a Lagrangian $L$ with ideal Legendrian boundary $\Lambda$ is shown to vanish if there is a positive loop $\Lambda_{t}$ based at $\Lambda$ which extends to an exact loop of Lagrangians based at $L$. Various examples of such loops are considered. Applications include the construction of exotic compactly supported symplectomorphisms and exotic fillings of $\Lambda$., Comment: 45 pages

Undergraduate credit for prior learning (CPL) is an important aspect of today's higher-education landscape. This report presents an in-depth look at the current state of undergraduate CPL in the United States and Canada. The primary objective of the report is to foment dialogue and action toward a more inclusive, effective higher-education system that recognizes and values the diverse experiences and knowledge of learners. Highlighted is the way educational institutions acknowledge and integrate learning that occurs outside traditional academic environments. CPL bridges the gap between nontraditional learning experiences, such as professional work, community service or military engagement, and formal academic achievement. This connection makes higher education more accessible and inclusive, and ensures it remains relevant and practical in a rapidly changing world. The challenges and successes in implementing CPL within educational institutions are explored in this report. Issues related to institutional policies, mechanisms for assessing and awarding credit for prior learning, staffing, technology and learner awareness are examined. These are valuable insights for those in the education sector, from policymakers to educators and administrators, who work toward a more adaptable, reflective educational system.

This paper examines the adoption and outcomes of shortened parts of term--referred to as SPOT--across nine diverse higher education institutions, drawing on insights from a roundtable discussion with key stakeholders involved in SPOT implementation. The white paper explores the motivations behind the adoption of SPOTs, along with the strategies institutions use to manage enrollment, class scheduling, and resource allocation within these compressed terms. Additionally, it examines the potential impacts of SPOTs on learner success and highlights the importance of data-driven approaches to optimizing these academic models. The paper reveals that institutions are at varying stages of SPOT adoption, with some institutions fully integrating shortened terms across multiple programs, while others apply them more selectively to specific learner groups or areas of study. The effectiveness of SPOTs is shown to depend on several factors, including learner demographics, course content, and institutional resources. Some recommendations include: (1) developing comprehensive faculty-training programs; (2) implementing clear communication strategies for learners; (3) investing in advanced scheduling and analytics software; and (4) establishing targeted support services for learners in SPOT programs or classes.

This report, authored by Dr. Wendy Kilgore, Senior Director of Research at AACRAO, and Dr. James Ward, Principal at Ithaka S+R, provides insights into the impact of state-level transcript hold regulations on higher education institutions and learners. Key findings from the report include: (1) 97% of institutions changed practices or policies after state regulations went into effect; (2) Over half of the institutions completely eliminated transcript holds for unpaid balances; (3) 62% of institutions saw changes affecting less than 5% of their current learner population; AND (4) 90% of institutions expressed confidence in their ability to comply with the new federal regulation. The study, which complements a previous report on the anticipated effects of the federal regulation, examined data from 150 institutions across 13 states with existing transcript-hold regulations. It reveals that while challenges exist in adapting to these regulations, they are generally manageable.

Authored by Dr. Wendy Kilgore and Dr. James Dean Ward, this report delves into the impacts and institutional responses to federal regulations limiting transcript holds for students with unpaid balances. This comprehensive analysis is essential reading for anyone involved in higher education administration. Based on a survey of 326 institutions, the report reveals significant findings: (1) 77% of institutions do not plan to use partial-transcript holds, but many are actively preparing for the new regulations by eliminating transcript holds (69%); and (2) Some institutions are changing procedures (62%) and policies (49%), and implementing alternative methods to address unpaid balances (50%). These proactive steps underscore the importance of adapting to regulatory changes to maintain institutional stability and support student success. The report highlights the need for strategies that promote learner success, equity, and access within a sustainable operational model.

Academic operations in higher education are essential to improving learner outcomes and helping them pursue academic and professional goals. These operations encompass policy, practice, technology and human resources. The purpose of operational efficiency in higher education is to achieve objectives with the fewest resources possible. The goal is to use resources efficiently to improve results. Proficient, efficient academic operations contribute to the success, persistence and education completion of a learner. This report focuses on operational efficiency in academic operations. Academic operations covers a number of functions, including curriculum management, catalog management, classroom-space management, class scheduling, credential audit and completion processing, class registration and institutional and/or programmatic accreditation. These functions are supported by effective leadership, institutional policies, data analysis and meaningful stakeholder engagement. In October, 2023, the American Association of Collegiate Registrars and Admissions Officers (AACRAO) collaborated with Ad Astra to conduct a survey that forms the basis of this report. AACRAO's primary contacts across institutions in the United States and Canada were asked to participate in the survey. A total of 347 responses were received from 48 U.S. states, the District of Columbia, Guam, Puerto Rico and six Canadian provinces. The majority of responses, 94%, were from U.S. institutions, which provides a representative sample of degree-granting institutions eligible for Title IV in the United States. [This research is made possible in part by underwriting from Ad Astra.]

There are increasing opportunities for professional and continuing education, and traditional academic programs to work together to enhance learning mobility, improve college access for undergraduate-adult learners and support institution-wide learner success. However, to embrace those opportunities and for this to occur, the degree to which professional and continuing education, and traditional academic programs currently operate in collaboration or competition for students and/or institutional resources should be understood. As such, the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and the University Professional and Continuing Education Association (UPCEA) partnered on a survey of their respective undergraduate-serving institutional members in the United States. Data from this first-look 2023 benchmark survey describes a number of issues, challenges and opportunities that professional and continuing education (PCE) units face with academic registrars and others in central administration. Some framing questions for the survey included the following: (1) Does the institution have an administrative unit responsible for PCE?; (2) What type of alternative credentials are offered, and who is offering them?; and (3) What type of special-population programs are offered, and who offers them?

In August 2023, American Association of Collegiate Registrars and Admissions Officers (AACRAO) created and distributed a 60-second survey to AACRAO primary contacts at U.S. institutions asking for information about institutional governance/decision making and the role of the registrar in this function. There were 327 responses from 49 states, the District of Columbia, Guam and Puerto Rico. Institutional characteristics varied by size, type, control, and governance. The role of institution-wide registrar was held by 89% of the respondents. Data from this survey will be used to inform a chapter in the upcoming "AACRAO Academic Operations: The Role of the Registrar" book, slated for publication in time for the 2024 annual meeting. The survey results also serve as a benchmark for institutional governance/decision making in the United States.

The February 2023 60-Second Survey was conducted as part of AACRAO's ongoing search for insights into various administrative-support aspects of undergraduate-class scheduling. It was intended for individuals at institutions in the United States familiar with the practices and policies associated with building an undergraduate-class schedule and how their institution measures the effectiveness of that schedule. The results of the survey serve as a benchmark of institutional measures of effectiveness for the undergraduate schedule of classes. Throughout the report, you will find insights on: (1) Measuring the effectiveness of undergraduate class schedules; (2) Financial guardrails for building class schedules; (3) A wish list for class-scheduling process improvements; (4) and more.

This report examines how higher education institutions define and describe undergraduate-adult learners, why it matters, and explores creating a common definition for the undergraduate-adult learner. The survey upon which this report was based was conducted to benchmark U.S. higher education and the American Association of Collegiate Registrars and Admissions Officers (AACRAO) member practices and challenges faced by institutions in their efforts to recruit, retain, and provide services for undergraduate-adult learners.

Changes in hiring requirements, in particular a bachelor's degree, is rapidly changing for many learners. In order to make these changes successfully, higher education must come to an agreement on the terms used to describe and characterize these new assertions of learning, along with adopting a common mode of transport for these credentials. One of the ways it must adapt is by providing a skills-based assertion of a learning document. New credentials are needed to meet the changing needs and requirements of the workforce and the economy. Higher education already uses agreed-upon nomenclature for established credentials, such as associate's, bachelor's, master's degrees, and a transcript is the usual mode of transport for these credentials, however, in June 2023, AACRAO conducted a survey to determine if the terms for various credentials, referred to as innovative credentials in this report, are defined and used differently, based on their institutional context. The survey queried respondents about six terms: Comprehensive Learner Record (CLR), Learning and Employment Record (LER), Badges, Microcredential, Alternative Credentials, and Digital-Credential Wallet. The terms cover most of the ways innovative credentials and their digital means of transport are described and defined. The survey collected 322 responses from 48 states, Guam, Puerto Rico, the District of Columbia and five Canadian provinces. Responses serve as a valuable benchmark. They also provide direction for AACRAO in terms of how best to assist our members in understanding and navigating the evolving topic of the future state of learner records. The report includes key findings.

I study a class of global, causal geodesically complete solutions to the spherically symmetric Einstein scalar field (SSESF) system . Extending results of Luk-Oh (Quantitative Decay Rates for Dispersive Solutions to the Einstein-Scalar Field System in Spherical Symmetry, arXiv:1402.2984), Luk-Oh-Yang (Solutions to the Einstein-Scalar-Field System in Spherical Symmetry with Large Bounded Variation Norms, arXiv:1605.03893), I provide new bounds controlling higher derivatives of both the metric components of the solution and the scalar field itself for large data solutions to SSESF. Moreover, by constructing a particular set of generalized wave-coordinates, I show that, assuming sufficient regularity of the data, these solutions are globally non-linearly stable to non-spherically symmetric perturbations by recent results of Luk and Oh. In particular, I demonstrate the existence of a large collection of non-trivial examples of large data, globally nonlinearly stable, dispersive solutions to the Einstein scalar field system., Comment: 59 pages

The American Association of Collegiate Registrars and Admissions Officers (AACRAO) surveyed member institutions to better understand institutional policies and practices related to prior learning assessment (PLA) and fielded a student survey to understand student perspectives on PLA. This brief shares findings and recommendations from this research.

The November 2022 60-Second Survey invited AACRAO members to share how, if at all, their institution uses degree-audit and/or education-planning technology to support students. There were 653 responses from 11 countries. The majority of responses were from the United States (n = 621) and Canada (n = 23). Sixty-three percent of respondents serve both undergraduate and graduate and/or professional students, 29 percent serve undergraduate students only, and eight percent serve graduate and/or professional students only.

Neuroimaging to neuropathology correlation (NTNC) promises to enable the transfer of microscopic signatures of pathology to in vivo imaging with MRI, ultimately enhancing clinical care. NTNC traditionally requires a volumetric MRI scan, acquired either ex vivo or a short time prior to death. Unfortunately, ex vivo MRI is difficult and costly, and recent premortem scans of sufficient quality are seldom available. To bridge this gap, we present methodology to 3D reconstruct and segment full brain image volumes from brain dissection photographs, which are routinely acquired at many brain banks and neuropathology departments. The 3D reconstruction is achieved via a joint registration framework, which uses a reference volume other than MRI. This volume may represent either the sample at hand (e.g., a surface 3D scan) or the general population (a probabilistic atlas). In addition, we present a Bayesian method to segment the 3D reconstructed photographic volumes into 36 neuroanatomical structures, which is robust to nonuniform brightness within and across photographs. We evaluate our methods on a dataset with 24 brains, using Dice scores and volume correlations. The results show that dissection photography is a valid replacement for ex vivo MRI in many volumetric analyses, opening an avenue for MRI-free NTNC, including retrospective data. The code is available at https://github.com/htregidgo/DissectionPhotoVolumes., Comment: Accepted at MICCAI 2020