Integrated Work Management: Preparer, Course 31883

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-08-07

The preparer (also called the “planner”) plays a key role in the integrated work management (IWM) process at Los Alamos National Laboratory (LANL). This course, Integrated Work Management: Preparer (COURSE 31883), describes the IWM roles and responsibilities of the preparer. This course also discusses IWM requirements that must be met by the preparer.

A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions

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Vinson, Erin L.; Smith, Jeremy A.; Lewin, Justin D.; Stetzer, MacKenzie R.

2014-01-01

At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty. PMID:25452485

Three Course Connections: Integrated Event Design

Science.gov (United States)

Johnson, Corey W.; Pate, Joseph A.

2013-01-01

Integrated Event Design (IED) capitalizes on three distinct courses to achieve a blended course delivery: Event Management, Research and Evaluation (for undergraduate students), and Experiential Education (for graduate students). Through the use of an event management company metaphor that fully integrates the diverse curricular concepts, course…

Pre-Service Teachers' Mind Maps and Opinions on STEM Education Implemented in an Environmental Literacy Course

Science.gov (United States)

Sümen, Özlem Özçakir; Çalisici, Hamza

2016-01-01

This study aims to implement a science, technology, engineering, and mathematics (STEM) education approach in an environmental education course. The research involved the design and implementation of STEM activities by researchers, as part of the environmental education course taught in the second year of a Primary School Teaching undergraduate…

Motivational decline and recovery in higher education STEM courses

Science.gov (United States)

Young, Anna M.; Wendel, Paul J.; Esson, Joan M.; Plank, Kathryn M.

2018-06-01

Decline in student motivation is a concern for STEM education, especially for underrepresented groups in the sciences. Using the Science Motivation Questionnaire II, 41 foundational STEM courses were surveyed at the beginning and end of each semester in an academic year at a small primarily undergraduate university. Significant pre- to post-semester declines were observed in each of five measured motivational factors (Intrinsic motivation, Career motivation, Self determination, Self-efficacy, and Grade motivation), with effect sizes ranging from 0.21 to 0.41. However, in the second semester pre-survey, four motivational factors rebounded, including three returning to initial levels, suggesting that the observed motivational decline is not long-lasting. Analysis suggests that declines are not related to survey fatigue or student demographics, but rather to grades and, in the case of one motivational factor, to academic field. These findings suggest that a refocus on grading practices across STEM fields may influence student motivation and persistence in STEM.

Technology advancement for integrative stem cell analyses.

Science.gov (United States)

Jeong, Yoon; Choi, Jonghoon; Lee, Kwan Hyi

2014-12-01

Scientists have endeavored to use stem cells for a variety of applications ranging from basic science research to translational medicine. Population-based characterization of such stem cells, while providing an important foundation to further development, often disregard the heterogeneity inherent among individual constituents within a given population. The population-based analysis and characterization of stem cells and the problems associated with such a blanket approach only underscore the need for the development of new analytical technology. In this article, we review current stem cell analytical technologies, along with the advantages and disadvantages of each, followed by applications of these technologies in the field of stem cells. Furthermore, while recent advances in micro/nano technology have led to a growth in the stem cell analytical field, underlying architectural concepts allow only for a vertical analytical approach, in which different desirable parameters are obtained from multiple individual experiments and there are many technical challenges that limit vertically integrated analytical tools. Therefore, we propose--by introducing a concept of vertical and horizontal approach--that there is the need of adequate methods to the integration of information, such that multiple descriptive parameters from a stem cell can be obtained from a single experiment.

Practice of the integrated endocrine system course

Institute of Scientific and Technical Information of China (English)

Wen-han MEI; Rong CAI

2015-01-01

The integrated curriculum is an important direction of the medical medical education reform under new situation and challenges of medical development.Shanghai Jiao Tong University School of Medicine has implemented the integrated curriculum reform in recent years.The endocrine system course is one of important intergrated courses and integrates relevant contents of multiple disciplines of basic medicine,diagnostics and medical imaging.Various teaching methods are adopted,such as classroom lecture,discussion,problembased learning,experimental lesson and clinical clerkship,etc.The teaching practice is carried on in several aspects:course arrangement,teaching methods,course website construction,teaching team construction and so on.

An examination of the impact of a first year experience course on STEM persistence

Science.gov (United States)

Welchert, Tammy S.

A review of STEM literature indicates that increased attention is being paid to STEM initiatives particularly with K-12 teachers and programs designed to foster interest in STEM fields at the secondary education level, both of which feed the STEM pipeline. The President of the United States, Barack Obama, Presidents of Higher Education Institutions, and an increased global awareness of the shortfall of workers in the STEM pipeline are driving the increased attention. Recognition that an inability to meet STEM workforce demands may jeopardize the position of the United States as a world leader is significant. The purpose of this study was to examine the impact of a first year experience course, Biology 115: First Year Seminar, specifically with regards to academic performance and retention, and to evaluate how the impact changes when course instruction was delivered in a 16-week versus an 8-week model. Three sample groups (N = 596) consisting of first time college freshmen declared as biology majors from 2005-2012 at the University of Missouri-Kansas City were selected for participation. Data was collected from student's high school and college transcripts and college applications by the Office of Institutional Research. A three phase analysis including descriptive statistics and t-tests, principle component analysis, and binary logistic regression were performed using a hierarchical model informed by Alexander Astins' Input-Environment-Output model. The majority of students were female, residents of the State of Missouri, and White. Analysis results indicated that students enrolled in the Biology 115 course earned higher grade point averages, were in better academic standing, and were retained at a higher level than the control group. Additionally, students enrolled in the course in the 8-Week model earned higher grade point averages and had higher retention from Year 1 to Year 2 and retention as biology majors over the 16-week model.

Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades

Science.gov (United States)

Clark Lesko, Cherish Christina

Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on data collected through an anonymous survey of 74 instructors of 272 courses during the 2016 fall semester. Results indicated that students were more likely to achieve passing grades when instructors employed in-class, highly structured activities, and writing-based ALM, and were less likely to achieve passing grades when instructors employed project-based or online ALM. The odds ratios indicated strong positive effects (greater likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) for writing-based ALM (39.1-43.3%, 95% CI [10.7-80.3%]), highly structured activities (16.4-22.2%, 95% CI [1.8-33.7%]), and in-class ALM (5.0-9.0%, 95% CI [0.6-13.8%]). Project-based and online ALM showed negative effects (lower likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) with odds ratios of 15.7-20.9%, 95% CI [9.7-30.6%] and 16.1-20.4%, 95% CI [5.9-25.2%] respectively. A white paper was developed with recommendations for faculty development, computer skills assessment and training, and active research on writing-based ALM. Improving student grades and STEM course completion rates could lead to higher graduation rates and lower college costs for at-risk students by reducing course repetition and time to degree completion.

Impact of Interdisciplinary Undergraduate Research in mathematics and biology on the development of a new course integrating five STEM disciplines.

Science.gov (United States)

Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.

The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction Using Robotics in the Middle School Science Classroom

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Ntemngwa, Celestin; Oliver, J. Steve

2018-01-01

The research study reported here was conducted to investigate the implementation of integrated STEM lessons within courses that have a single subject science focus. The purpose also included development of a pedagogical theory. This technology-based teaching was conceptualized by school administrators and teachers in order to provide middle school…

Mathematical Practices and Arts Integration in an Activity-Based Projective Geometry Course

Science.gov (United States)

Ernest, Jessica Brooke

It is a general assumption that the mathematical activity of students in school should, at least to some degree, parallel the practices of professional mathematicians (Brown, Collins, Duguid, 1989; Moschkovich, 2013). This assumption is reflected in the Common Core State Standards (CCSSI, 2010) and National Council of Teachers of Mathematics (NCTM, 2000) standards documents. However, the practices included in these standards documents, while developed to reflect the practices of professional mathematicians, may be idealized versions of what mathematicians actually do (Moschkovich, 2013). This might lead us to question then: "What is it that mathematicians do, and what practices are not being represented in the standards documents?" In general, the creative work of mathematicians is absent from the standards and, in turn, from school mathematics curricula, much to the dismay of some mathematicians and researchers (Lockhart, 2009; Rogers, 1999). As a result, creativity is not typically being fostered in mathematics students. As a response to this lack of focus on fostering creativity (in each of the science, technology, engineering, and mathematics disciplines--the STEM disciplines), a movement to integrate the arts emerged. This movement, called the STEAM movement--introducing the letter A into the acronym STEM to signify incorporating the arts--has been gaining momentum, yet limited research has been carried out on the efficacy of integrating the arts into mathematics courses. My experiences as the co-instructor for an activity-based course focused on projective geometry led me to consider the course as a setting for investigating both mathematical practices and arts integration. In this work, I explored the mathematical practices in which students engaged while working to develop an understanding of projective geometry through group activities. Furthermore, I explored the way in which students' learning experiences were enriched through artistic engagement in the

Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

Science.gov (United States)

Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John

2018-04-01

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study ( N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses ( N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

Integrating Academic Integrity Education with the Business Law Course: Why and How?

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McGill, Shelley

2008-01-01

This article advocates integrating academic integrity education into the business law course. Many have suggested teaching business ethics this way but have ignored the natural overlap in legal content with the traditional business law course. This article focuses on why and how business law instructors should integrate the two. Rather than…

Estuarine Ecosystems: Using T & E Signature Approaches to Support STEM Integration

Science.gov (United States)

McCulloch, Allison W.; Ernst, Jeremy V.

2012-01-01

STEM-based understandings and experiences that prepare learners beyond the classroom are of imminent need, as today's STEM education students are tomorrow's leaders in science, technology, engineering, mathematics, and education (Prabhu, 2009). Integrative STEM education signifies the intentional integration of science and mathematics with the…

Why STEM?

Science.gov (United States)

Mitts, Charles R.

2016-01-01

The International Technology and Engineering Educators Association (ITEEA) defines STEM as a new transdisciplinary subject in schools that integrates the disciplines of science, technology, engineering, and mathematics into a single course of study. There are three major problems with this definition: There is no consensus in support of the ITEEA…

Documenting Instructional Practices in Large Introductory STEM Lecture Courses

Science.gov (United States)

Vu, Viet Quoc

STEM education reform in higher education is framed around the need to improve student learning outcomes, increase student retention, and increase the number of underrepresented minorities and female students in STEM fields, all of which would ultimately contribute to America's competitiveness and prosperity. To achieve these goals, education reformers call for an increase in the adoption of research-based "promising practices" in classrooms. Despite efforts to increase the adoption of more promising practices in classrooms, postsecondary instructors are still likely to lecture and use traditional teaching approaches. To shed light on this adoption dilemma, a mix-methods study was conducted. First, instructional practices in large introductory STEM courses were identified, followed by an analysis of factors that inhibit or contribute to the use of promising practices. Data were obtained from classroom observations (N = 259) of large gateway courses across STEM departments and from instructor interviews (N = 67). Results show that instructors are already aware of promising practices and that change strategies could move from focusing on the development and dissemination of promising practices to focusing on improving adoption rates. Teaching-track instructors such as lecturers with potential for security of employment (LPSOE) and lecturers with security of employment (LSOE) have adopted promising practices more than other instructors. Interview data show that LPSOEs are also effective at disseminating promising practices to their peers, but opinion leaders (influential faculty in a department) are necessary to promote adoption of promising practices by higher ranking instructors. However, hiring more LPSOEs or opinion leaders will not be enough to shift instructional practices. Variations in the adoption of promising practices by instructors and across departments show that any reform strategy needs to be systematic and take into consideration how information is

Gender equity in STEM: The role of dual enrollment science courses in selecting a college major

Science.gov (United States)

Persons, Christopher Andrew

A disproportionately low number of women, despite rigorous high school preparation and evidenced interest in STEM through voluntary participation in additional coursework, declare a STEM-related college major. The result of this drop in participation in STEM-related college majors is a job market flooded with men and the support of an incorrect stereotype: STEM is for men. This research seeks to assess the effects, if any, that Dual Enrollment (DE) science courses have on students' self-identified intent to declare a STEM-related college major as well as the respective perceptions of both male and female students. Self-Determination Theory and Gender Equity Framework were used respectively as the theoretical frames. High school students from six schools in two district participated in an online survey and focus groups in this mixed methods study. The results of the research identified the role the DE course played in their choice of college major, possible interventions to correct the underrepresentation, and societal causes for the stereotype.

STEM-21CS Module: Fostering 21st Century Skills through Integrated STEM

Directory of Open Access Journals (Sweden)

Norhaqikah Mohamad Khalil

2017-07-01

Full Text Available Malaysia calls for a society that is highly knowledgeable in the field of Science, Technology, Engineering, and Mathematics (STEM and equipped with 21st century skills to provide professional workforce that can compete globally. The application of a STEM interdisciplinary approach and teaching and learning (T&L strategies such as problem-based and inquiry-based learning are proposed in development of the STEM-21CS Module in order to foster 21st century skills in the existing science curricula. A majority of real-world issues today are interdisciplinary in which they require students to comprehend the need to integrate multiple disciplines to solve them. STEM-21CS Module allows students to master scientific knowledge and subsequently master other disciplinary skills. It is aimed at improving students’ abilities to enrich their knowledge through hands-on and minds-on activities. The field of engineering requires the knowledge of product design and inventive problem solving skills. The integration of information technology in T&L is recommended in meeting the current needs of the Net Generation. Besides that, mathematics plays a vital role in providing computational tools, especially in analysing data. The STEM-21CS Module is expected to nurture 21st century skills such as digital era literacy, inventive thinking, effective communication, high productivity, and spiritual and noble values among Malaysian students.

Teaching Resources and Instructor Professional Development for Integrating Laser Scanning, Structure from Motion, and GPS Surveying into Undergraduate Field Courses

Science.gov (United States)

Pratt-Sitaula, B.; Charlevoix, D. J.; Douglas, B. J.; Crosby, B. T.; Crosby, C. J.; Lauer, I. H.; Shervais, K.

2017-12-01

Field experiences have long been considered an integral part of geoscience learning. However, as data acquisition technologies evolve, undergraduate field courses need to keep pace so students gain exposure to new technologies relevant to the modern workforce. Maintaining expertise on new technologies is also challenging to established field education programs. Professional development and vetted curriculum present an opportunity to advance student exposure to new geoscience data acquisition technology. The GEodesy Tools for Societal Issues (GETSI) Field Collection, funded by NSF's Improving Undergraduate STEM Education program, addresses these needs in geodesy field education. Geodesy is the science of accurately measuring Earth's size, shape, orientation, mass distribution and the variations of these with time. Modern field geodesy methods include terrestrial laser scanning (TLS), kinematic and static GPS/GNSS surveying (global positioning system/global navigation satellite system), and structure from motion (SfM) photogrammetry. The GETSI Field Collection is a collaborative project between UNAVCO, Indiana University, and Idaho State University. The project is provides curriculum modules and instructor training (in the form of short courses) to facilitate the inclusion of SfM, TLS, and GPS surveying into geoscience courses with field components. The first module - Analyzing High Resolution Topography with TLS and SfM - is available via SERC; (serc.carleton.edu/getsi/teaching_materials/high-rez-topo) the second module - "High Precision Positioning with Static and Kinematic GPS/GNSS" - will be published in 2018. The module development and assessment follows the standards of the InTeGrate Project (an NSF STEP Center)previously tested on geodesy content in the GETSI classroom collection (serc.carleton.edu/getsi). This model emphasizes use of best practices in STEM education, including situating learning in the context of societal importance. Analysis of student work

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

Science.gov (United States)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

[Spatial variation in diurnal courses of stem temperature of Betula platyphylla and Fraxinus mandshurica and its influencing factors].

Science.gov (United States)

Li, Yu Ran; Wang, Xing Chang; Wang, Chuan Kuan; Liu, Fan; Zhang, Quan Zhi

2017-10-01

Plant temperature is an important parameter for estimating energy balance and vegetation respiration of forest ecosystem. To examine spatial variation in diurnal courses of stem temperatures (T s ) and its influencing factors, we measured the T s with copper constantan thermocouples at different depths, heights and azimuths within the stems of two broadleaved tree species with contrasting bark and wood properties, Betula platyphylla and Fraxinus mandshurica. The results showed that the monthly mean diurnal courses of the T s largely followed that of air temperature with a 'sinusoi dal' pattern, but the T s lagged behind the air temperature by 0 h at the stem surface to 4 h at 6 cm depth. The daily maximal values and ranges of the diurnal course of T s decreased gradually with increasing measuring depth across the stem and decreasing measuring height along the stem. The circumferential variation in T s was marginal, with slightly higher daily maximal values in the south and west directions during the daytime of the dormant season. Differences in thermal properties (i.e. , specific heat capacity and thermal conductivity) of both bark and wood tissue between the two species contributed to the inter specific variations in the radial variation in T s through influencing the heat exchange between the stem surface and ambient air as well as heat diffusion within the stem. The higher reflectance of the bark of B. platyphylla decreased the influence of solar radiation on T s . The stepwise regression showed that the diurnal courses of T s could be well predicted by the environmental factors (R 2 > 0.85) with an order of influence ranking as air temperature > water vapor pressure > net radiation > wind speed. It is necessary to take the radial, vertical and inter specific varia-tions in T s into account when estimating biomass heat storage and stem CO2 efflux.

Flood Rescue: A Gender-Inclusive Integrated STEM Curriculum Unit

Directory of Open Access Journals (Sweden)

Emily A. Dare

2017-04-01

Full Text Available As national reform documents and movements in the United States, such as Next Generation Science Standards (NGSS Lead States, 2013, push K-12 educators to begin to include engineering and integration of the STEM disciplines, there is a need to create curricula that meet a multitude of different standards. Additionally, there is a need to engage a more diverse population of students to pursue STEM careers. The 6th grade curriculum presented here focuses on an example of a teacher-created integrated STEM curriculum that combines girl-friendly instructional strategies (Häussler et al., 1998; Newbill & Cennamo, 2008 with an integrated STEM framework (Moore et al., 2014. An engineering design challenge that asks students to create a prototype of a watercraft used by the National Guard to rescue people during floods engages students in learning various physics concepts (forces, buoyancy, volume, and maximum capacity. In this article, we describe the lessons of the unit with respect to the frameworks, as well as key areas that particularly impacted 6th grade girls and boys.

An Integration of Math with Auto Technician Courses

Science.gov (United States)

Valenzuela, Hector

2012-01-01

This article describes the development of the contextualized math, the course design, student teaching and daily interaction with the students, and the implementation aspects of the research project designed to develop contextualized mathematics and integrate it into the Auto Technician courses. The applied math curriculum was integrated into…

Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM

Science.gov (United States)

Hübner, Nicolas; Wille, Eike; Cambria, Jenna; Oschatz, Kerstin; Nagengast, Benjamin; Trautwein, Ulrich

2017-01-01

Math achievement, math self-concept, and vocational interests are critical predictors of STEM careers and are closely linked to high school coursework. Young women are less likely to choose advanced math courses in high school, and encouraging young women to enroll in advanced math courses may therefore bring more women into STEM careers. We…

MOOC Integration into Secondary School Courses

Science.gov (United States)

Najafi, Hedieh; Evans, Rosemary; Federico, Christopher

2014-01-01

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials.…

Collaborative teaching of an integrated methods course

Directory of Open Access Journals (Sweden)

George Zhou

2011-03-01

Full Text Available With an increasing diversity in American schools, teachers need to be able to collaborate in teaching. University courses are widely considered as a stage to demonstrate or model the ways of collaboration. To respond to this call, three authors team taught an integrated methods course at an urban public university in the city of New York. Following a qualitative research design, this study explored both instructors‟ and pre-service teachers‟ experiences with this course. Study findings indicate that collaborative teaching of an integrated methods course is feasible and beneficial to both instructors and pre-service teachers. For instructors, this collaborative teaching was a reciprocal learning process where they were engaged in thinking about teaching in a broader and innovative way. For pre-service teachers, this collaborative course not only helped them understand how three different subjects could be related to each other, but also provided opportunities for them to actually see how collaboration could take place in teaching. Their understanding of collaborative teaching was enhanced after the course.

Guiding Design of University STEM Courses Based on Gifted Status and Strategies for Success

Science.gov (United States)

Hawthorne Allen, A. M.

2016-12-01

Starting from general population statistics and the self-selection of STEM majors by students, it can be concluded that science classes have a population of students trending towards the gifted, regardless of academic institution and admissions selectivity. On average, upper level and graduate STEM courses have an increasingly larger fraction of gifted students. I propose that the average level of giftedness of the students within a course serves as an overriding characteristic that is more significant than other demographic variables. Using this model when designing a STEM course can lead to more successful learning outcomes. In 1991, the Columbus Group defined giftedness as "asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness than are qualitatively different from the norm." These gifted characteristics are fundamentally innate lifelong traits that persist beyond K-12 designations and into our college classrooms. As this broader understanding of giftedness has emerged, myths and stereotypes in prior literature have also become clearer. Understanding and naming these myths can better impact our teaching effectiveness. While the diversity of gifted populations makes generalization difficult, gifted individuals can be described as having the following: asynchronous development, increased perceptivity, high sensitivity, perfectionism, and intensity. Several levels of giftedness have been identified on the basis of IQ scores or innate characteristics from birth. In addition, students who are twice-exceptional are yet another subpopulation present in our classes. If the average gifted level of STEM majors is higher than the norm population for a typical level of education, then understanding the characteristics of the subpopulations and the impact on classroom dynamics is essential. This directly impacts our STEM teaching pedagogy and style if productive learning outcomes are to be

Design-based online teacher professional development to introduce integration of STEM in Pakistan

Science.gov (United States)

Anwar, Tasneem

In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices.

Phase contrast STEM for thin samples: Integrated differential phase contrast

International Nuclear Information System (INIS)

Lazić, Ivan; Bosch, Eric G.T.; Lazar, Sorin

2016-01-01

It has been known since the 1970s that the movement of the center of mass (COM) of a convergent beam electron diffraction (CBED) pattern is linearly related to the (projected) electrical field in the sample. We re-derive a contrast transfer function (CTF) for a scanning transmission electron microscopy (STEM) imaging technique based on this movement from the point of view of image formation and continue by performing a two-dimensional integration on the two images based on the two components of the COM movement. The resulting integrated COM (iCOM) STEM technique yields a scalar image that is linear in the phase shift caused by the sample and therefore also in the local (projected) electrostatic potential field of a thin sample. We confirm that the differential phase contrast (DPC) STEM technique using a segmented detector with 4 quadrants (4Q) yields a good approximation for the COM movement. Performing a two-dimensional integration, just as for the COM, we obtain an integrated DPC (iDPC) image which is approximately linear in the phase of the sample. Beside deriving the CTFs of iCOM and iDPC, we clearly point out the objects of the two corresponding imaging techniques, and highlight the differences to objects corresponding to COM-, DPC-, and (HA) ADF-STEM. The theory is validated with simulations and we present first experimental results of the iDPC-STEM technique showing its capability for imaging both light and heavy elements with atomic resolution and a good signal to noise ratio (SNR). - Highlights: • First DPC-based atomic resolution images of potential and charge density are obtained. • This is enabled by integration and differentiation of 2D DPC signals, respectively. • Integrated DPC (iDPC) based on 4 quadrant imaging is compared to iCOM imaging. • Noise analysis and comparison with standard STEM imaging modes is provided. • iDPC allows direct imaging of light (C, N, O …) and heavy (Ga, Au …) atoms together.

Phase contrast STEM for thin samples: Integrated differential phase contrast

Energy Technology Data Exchange (ETDEWEB)

Lazić, Ivan, E-mail: ivan.lazic@fei.com; Bosch, Eric G.T.; Lazar, Sorin

2016-01-15

It has been known since the 1970s that the movement of the center of mass (COM) of a convergent beam electron diffraction (CBED) pattern is linearly related to the (projected) electrical field in the sample. We re-derive a contrast transfer function (CTF) for a scanning transmission electron microscopy (STEM) imaging technique based on this movement from the point of view of image formation and continue by performing a two-dimensional integration on the two images based on the two components of the COM movement. The resulting integrated COM (iCOM) STEM technique yields a scalar image that is linear in the phase shift caused by the sample and therefore also in the local (projected) electrostatic potential field of a thin sample. We confirm that the differential phase contrast (DPC) STEM technique using a segmented detector with 4 quadrants (4Q) yields a good approximation for the COM movement. Performing a two-dimensional integration, just as for the COM, we obtain an integrated DPC (iDPC) image which is approximately linear in the phase of the sample. Beside deriving the CTFs of iCOM and iDPC, we clearly point out the objects of the two corresponding imaging techniques, and highlight the differences to objects corresponding to COM-, DPC-, and (HA) ADF-STEM. The theory is validated with simulations and we present first experimental results of the iDPC-STEM technique showing its capability for imaging both light and heavy elements with atomic resolution and a good signal to noise ratio (SNR). - Highlights: • First DPC-based atomic resolution images of potential and charge density are obtained. • This is enabled by integration and differentiation of 2D DPC signals, respectively. • Integrated DPC (iDPC) based on 4 quadrant imaging is compared to iCOM imaging. • Noise analysis and comparison with standard STEM imaging modes is provided. • iDPC allows direct imaging of light (C, N, O …) and heavy (Ga, Au …) atoms together.

Performance on Interdisciplinary Topics in an Integrated Pharmacy Course

Directory of Open Access Journals (Sweden)

Joie Rowles

2017-01-01

Full Text Available Objectives: Many colleges and schools of Pharmacy combine interdisciplinary topics such as pathophysiology, pharmacology, medicinal chemistry and therapeutics into one integrated course. Our main aim for this study is to determine if students pass integrated courses and yet fail to pass interdisciplinary sections of those courses. Methods: Two representative integrated sequence courses were evaluated without any study-imposed intervention. Individual student examination scores (~140 students were evaluated for overall performance as well as for performance on the interdisciplinary topics of pathophysiology/pharmacology, medicinal chemistry, and therapeutics. The degree of difficulty of the examination questions, as well as the test item discrimination, were also measured. Results: There were students that passed the course but failed one, or more, of the interdisciplinary topics. Combining data from both courses, medicinal chemistry was the most frequently failed discipline (29 students, followed closely by pharmacology (22 students, and distantly by therapeutics (1 student. The examination questions for medicinal chemistry were not more difficult nor more discriminatory than the questions for the other disciplines. Conclusions: These data indicate that students pass integrated courses, but fail to pass interdisciplinary sections of those courses, especially the pharmaceutical sciences. It is not known if these results are consistent, nor what long-term adverse consequences may result. These results inform curricular and assessment aspects of the pharmacy academy as pertains to establishing the scientific foundation required by the CAPE 2013 Educational Outcomes.   Type: Original Research

Integrating Experimentation into Control Courses

NARCIS (Netherlands)

Molengraft, van de M.J.G.; Steinbuch, M.; Kraker, de A.

2005-01-01

The Department of Mechanical Engineering at the Technische Universiteit Eindhoven, the Netherlands, aims to provide a stimulating educational environment that emphasizes the role of hands-on experiments. To achieve this goal, the Department integrated an experimentation program with courses in the

Stem Cells and Society: An Undergraduate Course Exploring the Intersections among Science, Religion, and Law

Science.gov (United States)

Pierret, Chris; Friedrichsen, Patricia

2009-01-01

The intersection of science and our society has led to legal and ethical issues in which we all play a part. To support development of scientific literacy, college science courses need to engage students in difficult dialogues around ethical issues. We describe a new course, Stem Cells and Society, in which students explore the basic biology of…

Integrating Leadership Processes: Redefining the Principles Course.

Science.gov (United States)

Neff, Bonita Dostal

2002-01-01

Revamps the principles of a public relations course, the first professional course in the public relations sequence, by integrating a leadership process and a service-learning component. Finds that more students are reflecting the interpersonal and team skills desired in the 1998 national study on public relations. (SG)

Interdisciplinary Integrated Engineering Development Course in HITACHI

Science.gov (United States)

Ojima, Masahiro

As an example of interdisciplinary education for engineers in private companies, IED (Integrated Engineering Development) course at HITACHI Ltd. is presented. To help 30 years old or so promising engineers create a new product based on a new technology, one year term course is designed for four types of engineers; mechanical, electric & electronic, information software, and digital systems. Each course has core basic technologies plus related supplementary subjects to promote an interdisciplinary integrated engineer. Not only lectures given by university professors but heavy duty home work is also given by senior engineers of HITACHI to make them apply basic theory to practical problems. Furthermore, self development planning, leadership development program and technology-marketing project are introduced to promote human skills and business sense needed for technology leaders in company.

Reduced integrity of the uncinate fasciculus and cingulum in depression: A stem-by-stem analysis.

Science.gov (United States)

Bhatia, Kartik D; Henderson, Luke A; Hsu, Eugene; Yim, Mark

2018-04-07

The subgenual cingulate gyrus (Brodmann's Area 25: BA25) is hypermetabolic in depression and has been targeted successfully with deep brain stimulation. Two of the white matter tracts that play a role in treatment response are the uncinate fasciculus (UF) and the cingulum bundle. The UF has three prefrontal stems, the most medial of which extends from BA25 (which deals with mood regulation) and the most lateral of which extends from the dorso-lateral prefrontal cortex (concerned with executive function). The cingulum bundle has numerous fibers connecting the lobes of the cerebrum, with the longest fibers extending from BA25 to the amygdala. We hypothesize that there is reduced integrity in the UF, specific to the medial prefrontal stems, as well as in the subgenual and amygdaloid fibers of the cingulum bundle. Our secondary hypothesis is that these changes are present from the early stages of depression. Compare the white matter integrity of stems of the UF and components of the cingulum bundle in first-onset depressed, recurrent/chronic depressed, and non-depressed control subjects. Depressed patients (n = 103, first-onset = 57, chronic = 46) and non-depressed control subjects (n = 74) underwent MRI with 32-directional DTI sequences. The uncinate fasciculi and cingulum bundles were seeded, and the fractional anisotropy (FA) measured in each of the three prefrontal stems and the body of the UF, as well as the subgenual, body, and amygdaloid fiber components of the cingulum bundle. FA measurements were compared between groups using ANOVA testing with post-hoc Tukey analysis. There were significant reductions in FA in the subgenual and polar stems of the UF bilaterally, as well as the subgenual and amygdaloid fibers of the cingulum bundle, in depressed patients compared with controls (p lateral UF stem or the main body of the cingulum. No significant difference was demonstrated in any of the tracts between first-onset and chronic depression patients

Phase contrast STEM for thin samples: Integrated differential phase contrast.

Science.gov (United States)

Lazić, Ivan; Bosch, Eric G T; Lazar, Sorin

2016-01-01

It has been known since the 1970s that the movement of the center of mass (COM) of a convergent beam electron diffraction (CBED) pattern is linearly related to the (projected) electrical field in the sample. We re-derive a contrast transfer function (CTF) for a scanning transmission electron microscopy (STEM) imaging technique based on this movement from the point of view of image formation and continue by performing a two-dimensional integration on the two images based on the two components of the COM movement. The resulting integrated COM (iCOM) STEM technique yields a scalar image that is linear in the phase shift caused by the sample and therefore also in the local (projected) electrostatic potential field of a thin sample. We confirm that the differential phase contrast (DPC) STEM technique using a segmented detector with 4 quadrants (4Q) yields a good approximation for the COM movement. Performing a two-dimensional integration, just as for the COM, we obtain an integrated DPC (iDPC) image which is approximately linear in the phase of the sample. Beside deriving the CTFs of iCOM and iDPC, we clearly point out the objects of the two corresponding imaging techniques, and highlight the differences to objects corresponding to COM-, DPC-, and (HA) ADF-STEM. The theory is validated with simulations and we present first experimental results of the iDPC-STEM technique showing its capability for imaging both light and heavy elements with atomic resolution and a good signal to noise ratio (SNR). Copyright © 2015 Elsevier B.V. All rights reserved.

Integrating physiological regulation with stem cell and tissue homeostasis

Science.gov (United States)

Nakada, Daisuke; Levi, Boaz P.; Morrison, Sean J.

2015-01-01

Summary Stem cells are uniquely able to self-renew, to undergo multilineage differentiation, and to persist throughout life in a number of tissues. Stem cells are regulated by a combination of shared and tissue-specific mechanisms and are distinguished from restricted progenitors by differences in transcriptional and epigenetic regulation. Emerging evidence suggests that other aspects of cellular physiology, including mitosis, signal transduction, and metabolic regulation also differ between stem cells and their progeny. These differences may allow stem cells to be regulated independently of differentiated cells in response to circadian rhythms, changes in metabolism, diet, exercise, mating, aging, infection, and disease. This allows stem cells to sustain homeostasis or to remodel relevant tissues in response to physiological change. Stem cells are therefore not only regulated by short-range signals that maintain homeostasis within their tissue of origin, but also by long-range signals that integrate stem cell function with systemic physiology. PMID:21609826

Preparing STEM Teachers for Integration of NGSS: A Summer Workshop Development

Directory of Open Access Journals (Sweden)

Gonca Altuger-Genc

2015-11-01

Full Text Available The increasing emphasis on Science, Technology, Engineering and Mathematics (STEM education in United States and across the world created the demand for STEM education to start as early as elementary school. Especially in the past decade, the demand for middle schools and high schools to increase the involvement of the STEM components in their curriculum has been on the rise.  The Next Generation Science Standards (NGSS(http://www.nextgenscience.org/ are testimonial to this demand and need.  With the fast-pace the NGSS are being adopted by different states, the expectations from science, engineering, and technology teachers to develop and design their courses to reflect the new standards and meet the updated goals increased.  To support teachers with the necessary resources and training, a Summer STEM training program and a set of STEM training modules have been developed by a 4-year accredited State College.   This paper provides an overview of the STEM initiatives and a step-by-step approach of the design and development of the STEM modules to train K-12 teachers.

Integrating Precalculus Review with the First Course in Calculus.

Science.gov (United States)

Sevilla, Alicia; Somers, Kay

1993-01-01

Describes a course designed by Moravian College, Pennsylvania, to integrate precalculus topics as needed into a first calculus course. The textbook developed for the course covers the concepts of functions, Cartesian coordinates, limits, continuity, infinity, and the derivative. Examples are discussed. (MDH)

A Critical Discourse Analysis of Engineering Course Syllabi and Recommendations for Increasing Engagement among Women in STEM

Science.gov (United States)

Savaria, Michael; Monteiro, Kristina

2017-01-01

Men outnumber women in the enrollment of science, technology, engineering, and mathematics (STEM) undergraduate majors. Course syllabi are distributed to students during open enrollment and provide key insights into the courses. A critical discourse analysis of introductory engineering syllabi at a 4-year public university revealed limited to no…

Relationship between Active Learning Methodologies and Community College Students' STEM Course Grades

Science.gov (United States)

Lesk, Cherish Christina Clark

2017-01-01

Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use…

Snapshots of Authentic Scientific Inquiry and Teacher Preparation: Undergraduate STEM Courses, Preservice and Inservice Teachers' Experiences

Science.gov (United States)

French, Debbie Ann

In this dissertation, the researcher describes authentic scientific inquiry (ASI) within three stages of teacher preparation and development: a1) undergraduate STEM courses, b2) preservice secondary science education methods courses, and c3) inservice teacher professional development (PD). Incorporating (ASI)-- pedagogy closely modeling the research practices of scientists--is at the forefront of national science, technology, engineering, and mathematics (STEM) initiatives and the Next Generation Science Standards (NGSS). In the first of three research articles, 42 students participated in an introductory astronomy course which employed inquiry-based pedagogy. The researcher administered the Test Of Astronomy STandards (TOAST) pre/post instruction. In the second article, 56 preservice secondary science teachers completed ideal lesson plan scenarios before and after 80 hours of methods instruction. The researcher scored the scenarios using a rubrirubric developedc according to the NGSS Science and Engineering Practices, and analyzed the components from the scenarios. The third article surveyed 63 inservice STEM teachers with prior research and industry experience. The researcher highlights teacher ASI perspectives. Overall, teachers incorporated opportunities for K-20 students to use scientific instrumentation and technology to collect and analyze data, work collaboratively, and develop evidence-based conclusions. Few teachers provided opportunities for students to ask scientific questions or disseminate results, suggesting the need that teachers (at all levels) need scaffolded instruction in these areas. The researcher argues that while ASI and STEM PDs are effective for teachers, developing similar interest, on-going communities of practice may provide support for teacher to implement the ASI practices in their classrooms.

Undergraduate courses with an integral research year

International Nuclear Information System (INIS)

Clough, A S; Regan, P H

2003-01-01

We present the details of the four year MPhys undergraduate degree provided by the University of Surrey. Integral to this course is a full year spent on a research placement, which in most cases takes place external to the university at a North American or European research centre. This paper outlines the basic rationale underlying the course and, by including a number of research student profiles, we discuss the triple benefits of this course for the students, the University of Surrey and the host institutions where the students spend their research year

Integrating Sustainable Development into Operations Management Courses

Science.gov (United States)

Fredriksson, Peter; Persson, Magnus

2011-01-01

Purpose: It is widely acknowledged that aspects of sustainable development (SD) should be integrated into higher level operations management (OM) education. The aim of the paper is to outline the experiences gained at Chalmers University of Technology in Sweden from integrating aspects of SD into OM courses. Design/methodology/approach: The paper…

Practical study on the integrated course of general pathology and pathophysiology

Institute of Scientific and Technical Information of China (English)

Qian ZHAO; Guo-hui FU; Ying HUANG; Wei LIU

2015-01-01

This paper aims at summarizing the experience of offering the integrated course of general pathology and pathophysiology for eight-year clinical medicine program, providing references for further improving the teaching quality,and laying a foundation for expanding the course to five-year clinical medicine program. Teaching contents of the integrated course of general pathology and pathophysiology focus on the crossing and integration of relevant discipline knowledge and properly integrating the traditional pathological knowledge,which emphasizes morphological changes of human body,with the pathophysiological knowledge,which emphasizes functional and metabolic changes of human body. It is helpful for breaking the boundaries of disciplines and enabling students to understand the laws of occurrence and development of diseases as a whole.The teaching model has been improved by introducing new teaching methods such as PBL,so as to avoid the shortcomings of traditional teaching method. The innovation consciousness,spirit of active learning,and critical thinking of students are trained via discussions of clinical cases,so as to lay a solid foundation for the learning of subsequent clinical courses and academic research in the future. In summary,integrated course benefits the overall optimization of the structure of medical courses,promotes the improvement of teaching quality,and can be expanded to five-year clinical medicine program in the future.

Integrating Leadership Development throughout the Undergraduate Science Curriculum

Science.gov (United States)

Reed, Kelynne E.; Aiello, David P.; Barton, Lance F.; Gould, Stephanie L.; McCain, Karla S.; Richardson, John M.

2016-01-01

This article discusses the STEM (science, technology, engineering, and mathematics) Teaching and Research (STAR) Leadership Program, developed at Austin College, which engages students in activities integrated into undergraduate STEM courses that promote the development of leadership behaviors. Students focus on interpersonal communication,…

Integration of genomics, proteomics, and imaging for cardiac stem cell therapy

International Nuclear Information System (INIS)

Chun, Hyung J.; Wilson, Kitch O.; Huang, Mei; Wu, Joseph C.

2007-01-01

Cardiac stem cell therapy is beginning to mature as a valid treatment for heart disease. As more clinical trials utilizing stem cells emerge, it is imperative to establish the mechanisms by which stem cells confer benefit in cardiac diseases. In this paper, we review three methods - molecular cellular imaging, gene expression profiling, and proteomic analysis - that can be integrated to provide further insights into the role of this emerging therapy. (orig.)

A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

Science.gov (United States)

Wang, Hui-Hui

Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.

Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation

Directory of Open Access Journals (Sweden)

Ryan C. Svoboda

2016-08-01

Full Text Available High school students from lower–socioeconomic status (SES backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students’ and parents’ future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students.

Integrated lecturing within clerkship course, a new learning method in nurse-anesthesia teaching

Directory of Open Access Journals (Sweden)

Mahmood Akhlaghi

2015-06-01

Full Text Available Background and purpose: Traditional lecture-based teaching has been long used to transit theoretical knowledge to the participants. Due to some problems of this didactic approach, some believe that integration within an active method is more valuable in nursing education. In this study, we hypothesized that integrating lecture-based teaching within clerkship course would enhance nurse-anesthesia students’ knowledge.Methods: A prospective randomized study was conducted. Twenty four students of two-year nurse-anesthesia participated in the study. All of the students received either didactic lectures or integrated lectures within clerkship course during a four-month semester of their educational curriculum. Their knowledge of anesthesia course was assessed at the end of the course using Wilcoxon Rank test.Results: The integrated method improved students’ final scores at the end of the semester (p=0.004. Moreover, their scores was much better when taxonomy-2 questions were compared (p=0.001.Conclusion: Incorporating didactic lecture within anesthesia clerkship course improves participants’ knowledge of anesthesia course.Keywords:  Anesthesia, Lecture, Knowledge, Anesthesia course, Clerkship course

Integrating Computational Chemistry into a Course in Classical Thermodynamics

Science.gov (United States)

Martini, Sheridan R.; Hartzell, Cynthia J.

2015-01-01

Computational chemistry is commonly addressed in the quantum mechanics course of undergraduate physical chemistry curricula. Since quantum mechanics traditionally follows the thermodynamics course, there is a lack of curricula relating computational chemistry to thermodynamics. A method integrating molecular modeling software into a semester long…

Development of Integrative STEM Curriculum: A Multiple Case Study of Multi-Disciplinary Teams in Two Pennsylvania High Schools

Science.gov (United States)

Rider-Bertrand, Joey H.

At the start of the 21st century, STEM education was a new priority in many schools as the focus shifted from separate disciplines to integrative STEM education. Unfortunately, there was limited research to offer guidance to practitioners (Brown, 2012; Honey, Pearson & Schweingruber, 2014). This qualitative, multiple case study explored the experiences of two multi-disciplinary teams of secondary teachers from Pennsylvania who developed and implemented integrative STEM curriculum. Four teachers from a rural high school and four teachers from a suburban high school participated in the study. A document review of integrative STEM curriculum and semi-structured interviews were conducted to learn about the curriculum development process and teachers' perceptions regarding conditions that support or hinder success. Individual and cross-case analyses were performed to establish findings and themes. Although the individual case themes varied slightly, the cross-case themes and assertions that emerged provided highly sought after guidance to practitioners and added to the limited body of research on integrative STEM education. This study found that current curriculum models do not fit integrative STEM curriculum, the development process is fluid, and substantial administrative support and resources are necessary to develop, implement, and sustain integrative STEM education programs. The results offered implications for all educators, as well as two examples of how teachers navigated the terrain of integrative STEM curriculum.

Development and Implementation of an Integrated Science Course for Elementary Eduation Majors

Science.gov (United States)

Gunter, Mickey E.; Gammon, Steven D.; Kearney, Robert J.; Waller, Brenda E.; Oliver, David J.

1997-02-01

Currently the scientific community is trying to increase the general populationapos;s knowledge of science. These efforts stem from the fact that the citizenry needs a better understanding of scientific knowledge to make informed decisions on many issues of current concern. The problem of scientific illiteracy begins in grade school and can be traced to inadequate exposure to science and scientific thinking during the preparation of K - 8 teachers. Typically preservice elementary teachers are required to take only one or two disconnected science courses to obtain their teaching certificates. Also, introductory science courses are often large and impersonal, with the result that while students pass the courses, they may learn very little and retain even less.

How an Integrative STEM Curriculum Can Benefit Students in Engineering Design Practices

Science.gov (United States)

Fan, Szu-Chun; Yu, Kuang-Chao

2017-01-01

STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted…

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

Science.gov (United States)

Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate

The Water Turbine: An Integrative STEM Education Context

Science.gov (United States)

Grubbs, Michael E.; Deck, Anita

2015-01-01

Water turbines have long been used to make work easier for humans while minimizing energy consumption. They are not only used in small- and large-scale operations, but also provide a great context for Integrative STEM education. Students can begin to understand the technological processes available by designing, building, and testing different…

Stem cell migration after irradiation

International Nuclear Information System (INIS)

Nothdurft, W.; Fliedner, T.M.

1979-01-01

The survival rate of irradiated rodents could be significantly improved by shielding only the small parts of hemopoietic tissues during the course of irradiation. The populations of circulating stem cells in adult organisms are considered to be of some importance for the homeostasis between the many sites of blood cell formation and for the necessary flexibility of hemopoietic response in the face of fluctuating demands. Pluripotent stem cells are migrating through peripheral blood as has been shown for several mammalian species. Under steady state conditions, the exchange of stem cells between the different sites of blood cell formation appears to be restricted. Their presence in blood and the fact that they are in balance with the extravascular stem cell pool may well be of significance for the surveilance of the integrity of local stem cell populations. Any decrease of stem cell population in blood below a critical size results in the rapid immigration of circulating stem cells in order to restore local stem cell pool size. Blood stem cells are involved in the regeneration after whole-body irradiation if the stem cell population in bone marrows is reduced to less than 10% of the normal state. In the animals subjected to partial-body irradiation, the circulating stem cells appear to be the only source for the repopulation of the heavily irradiated, aplastic sites of hemopoietic organs. (Yamashita, S.)

Integrating STEM education through Project-Based Inquiry Learning (PIL) in topic space among year one pupils

Science.gov (United States)

Ng, Chee Hoe; Adnan, M.

2018-01-01

This research aims to investigate the effect of integrating STEM education through Project-based Inquiry Learning (PIL) and the users of the STEM modules which consists of five projects on topic Space in Year One Mathematics Syllabus in Kurikulum Standard Sekolah Rendah (KSSR) of Malaysia. STEM education in primary school focuses on the introduces and awareness of students about the importance of STEM education. The projects in STEM modules are covering the different ethnic cultures in Malaysia. The modules are designed using the four phases in PIL. Concepts and the explanation of STEM education on each project are emphasized and provided in the modules so the teachers able to carry out the projects by using the modules. By using the modules in primary Mathematics, the students and teachers will be more understanding on how to integrate the Mathematics’ concepts in STEM education.

Learning about the Weather through an Integrated STEM Approach

Science.gov (United States)

Serin, Gokhan

2014-01-01

Introducing concepts through an integrated science, technology, engineering and mathematics (STEM) approach can promote interest and motivation (Bennett, Lubben and Hogarth, 2007; Bybee, 2010). However, implementing such an approach effectively in a classroom setting, with relevant links, is a challenging task. Some concepts lend themselves more…

Integrating Occupational Safety and Health into TAFE Courses: Policy Guidelines.

Science.gov (United States)

Hill, Graham L.; Mageean, Pauline

Intended to help administrators, curriculum developers, and teachers integrate occupational health and safety into Australian vocational courses on bricklaying, metal fabrication, and horticulture, this document suggests specific policies and provides further amplification concerning three general policies for that integration. The three general…

Pressurizing the STEM Pipeline: an Expectancy-Value Theory Analysis of Youths' STEM Attitudes

Science.gov (United States)

Ball, Christopher; Huang, Kuo-Ting; Cotten, Shelia R.; Rikard, R. V.

2017-08-01

Over the past decade, there has been a strong national push to increase minority students' positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through our educational system and into STEM careers. Previous research has shown that expectancy-value theory (EVT) is useful for examining the short-term as well as long-term academic motivations and intentions of elementary age minority students. These findings provide insights into ways we may be able to potentially "patch" particular STEM pipeline leaks. In the current study, we advance this research by using EVT as a framework to examine the STEM attitudes of young students directly. We hypothesize that students' academic-related expectancies for success and subjective task values will be associated with an increase in STEM attitudes. Data for this study was gathered over the course of a large-scale computing intervention which sought to increase students' STEM interest. This computing intervention took place in an urban elementary school district located within the southeastern USA. Results from this study indicate that both intrinsic values and utility values predict students' STEM attitudes but they influence attitudes related to the various dimensions of STEM differently. These findings demonstrate that EVT provides a useful framework, which can be integrated into future computing interventions, to help encourage positive STEM attitudes in young children, thus increasing the internal pressure (or flow) within the STEM pipeline.

Cloning, Stem Cells, and the Current National Debate: Incorporating Ethics into a Large Introductory Biology Course

Science.gov (United States)

Fink, Rachel D.

2002-01-01

Discussing the ethical issues involved in topics such as cloning and stem cell research in a large introductory biology course is often difficult. Teachers may be wary of presenting material biased by personal beliefs, and students often feel inhibited speaking about moral issues in a large group. Yet, to ignore what is happening "out there"…

Ship Design and Construction. An Integrated University Course

DEFF Research Database (Denmark)

Andersen, Poul; Jensen, Jørgen Juncher

1996-01-01

This paper describes an integrated course in design and construction of merchant ships taught at the Department of Naval Architecture andOffshore Engineering, the Technical University of Denmark. During the course, the students make a preliminary design of a ship of selected type and also design...... its engine room. The teaching combines lectures with laboratory work at the drawing tables and computer terminals. During the summer holiday, sea time on board ships of the relevant types are offered. Experienced naval architects from shipyards and ship consultancies give lectures and instructions...

Integration of problem-based learning and innovative technology into a self-care course.

Science.gov (United States)

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

An Analysis of Secondary Integrated STEM Lesson Plans: Common Characteristics, Learning Expectations and the Impact from the Teacher's Definition of I-STEM

Science.gov (United States)

Hayward, Jacob B.

This qualitative study investigated teachers' understanding of their definition of I-STEM (Integrated STEM education), how those understandings manifested into lessons and associated lesson artifacts, how they assessed students in such lessons, and what factors or rationales supported their ability to conduct or not conduct I-STEM lessons. A survey was sent to the members of four professional organizations representing I-STEM disciplines to solicit their participation in this project. Ten teachers ranging from grades 9-12 participated in this study. Of those who responded, six teachers identified with National Science Teachers Association (NSTA), three teachers selected International Technology and Engineering Education Association (ITEEA), and one teacher claimed International STEM Education Association (ISEA). No teachers identified with National Council of Teachers of Mathematics. In addition to surveys, data were collected using interviews, email responses, and a review of lesson artifacts. Three distinct factors emerged from this study. First, there was a lack of consistency among I-STEM disciplines, then, assessments of students was predominately focused on soft-skills, and finally, several participants shared three characteristics that seemed to define experiences for conducting what they believed were I-STEM lessons. Additionally teachers emphasized factors effecting implementation of I-STEM describing rationales enabling participants' to implement I-STEM lessons. Responses provided insight and revealed how teachers understood I-STEM definition, how they interpreted integration of the disciplines, and "why" they conducted I-STEM lessons. The majority of participants implemented I-STEM in the absence of an official school/district definition. Assessments provided interesting results in this study. The majority of participants identified expected outcomes or products based on their I-STEM definition and in their responses. However, the rubrics submitted

Integration Of Innovative Technologies And Affective Teaching amp Learning In Programming Courses

Directory of Open Access Journals (Sweden)

Alvin Prasad

2015-08-01

Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.

Practical Integration-Free Episomal Methods for Generating Human Induced Pluripotent Stem Cells.

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Kime, Cody; Rand, Tim A; Ivey, Kathryn N; Srivastava, Deepak; Yamanaka, Shinya; Tomoda, Kiichiro

2015-10-06

The advent of induced pluripotent stem (iPS) cell technology has revolutionized biomedicine and basic research by yielding cells with embryonic stem (ES) cell-like properties. The use of iPS-derived cells for cell-based therapies and modeling of human disease holds great potential. While the initial description of iPS cells involved overexpression of four transcription factors via viral vectors that integrated within genomic DNA, advances in recent years by our group and others have led to safer and higher quality iPS cells with greater efficiency. Here, we describe commonly practiced methods for non-integrating induced pluripotent stem cell generation using nucleofection of episomal reprogramming plasmids. These methods are adapted from recent studies that demonstrate increased hiPS cell reprogramming efficacy with the application of three powerful episomal hiPS cell reprogramming factor vectors and the inclusion of an accessory vector expressing EBNA1. Copyright © 2015 John Wiley & Sons, Inc.

An integrated course in pain management and palliative care bridging the basic sciences and pharmacy practice.

Science.gov (United States)

Kullgren, Justin; Radhakrishnan, Rajan; Unni, Elizabeth; Hanson, Eric

2013-08-12

To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students' advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy.

Curriculum Integration = Course Disintegration: What Does This Mean for Anatomy?

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Bolender, David L.; Ettarh, Rajunor; Jerrett, David P.; Laherty, Richard F.

2013-01-01

Many basic scientists including anatomists are currently involved in decisions related to revisions of the undergraduate medical curriculum. Integration is a common theme in many of these decisions. As described by Harden, integration can occur along a multistep continuum from independent, discipline-based courses to a completely interdisciplinary…

Entering research: A course that creates community and structure for beginning undergraduate researchers in the STEM disciplines.

Science.gov (United States)

Balster, Nicholas; Pfund, Christine; Rediske, Raelyn; Branchaw, Janet

2010-01-01

Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called Entering Research that creates a learning community to support beginning undergraduate researchers and is designed to parallel the Entering Mentoring course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. The course serves as a model that can be easily adapted for use across the science, technology, engineering, and mathematics (STEM) disciplines using a readily available facilitator's manual. Course evaluations and rigorous assessment show that the Entering Research course helps students in many ways, including finding a mentor, understanding their place in a research community, and connecting their research to their course work in the biological and physical sciences. Students in the course reported statistically significant gains in their skills, knowledge, and confidence as researchers compared with a control group of students, who also were engaged in undergraduate research but not enrolled in this course. In addition, the faculty and staff members who served as facilitators of the Entering Research course described their experience as rewarding and one they would recommend to their colleagues.

Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices

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Fincher, Bridgette Ann

The purpose of this study was to describe the perceptions and approaches of 14 third-through-fifth grade Arkansan elementary teachers towards integrative engineering and engineering practices during 80 hours of integrated STEM professional development training in the summer and fall of 2014. This training was known as Project Flight. The purpose of the professional development was to learn integrated STEM content related to aviation and to write grade level curriculum units using Wiggins and McTighe's Understanding by Design curriculum framework. The current study builds upon on the original research. Using a mixed method exploratory, embedded QUAL[quan] case study design and a non-experimental convenience sample derived from original 20 participants of Project Flight, this research sought to answer the following question: Does professional development influence elementary teachers' perceptions of the curriculum and instruction of integrated STEM engineering and engineering practices in a 3-to-5 grade level setting? A series of six qualitative and one quantitative sub-questions informed the research of the mixed method question. Hermeneutic content analysis was applied to archival and current qualitative data sets while descriptive statistics, independent t-tests, and repeated measures ANOVA tests were performed on the quantitative data. Broad themes in the teachers' perceptions and understanding of the nature of integrated engineering and engineering practices emerged through triangulation. After the professional development and the teaching of the integrated STEM units, all 14 teachers sustained higher perceptions of personal self-efficacy in their understanding of Next Generation Science Standards (NGSS). The teachers gained understanding of engineering and engineering practices, excluding engineering habits of mind, throughout the professional development training and unit teaching. The research resulted in four major findings specific to elementary engineering

A Course Programme in Mobile Robotics with Integrated Hands-on Exercises and Competitions

DEFF Research Database (Denmark)

Ravn, Ole; Andersen, Nils Axel

2010-01-01

The paper describes the design of and the considerations for a course programme in mobile robotics at the Technical University of Denmark. An integrated approach was taken designing mobile robot hardware, software and course curricula in an interconnected way. The courses in the programme all...

Evaluation of Embedded System Component Utilized in Delivery Integrated Design Project Course

Science.gov (United States)

Junid, Syed Abdul Mutalib Al; Hussaini, Yusnira; Nazmie Osman, Fairul; Razak, Abdul Hadi Abdul; Idros, Mohd Faizul Md; Karimi Halim, Abdul

2018-03-01

This paper reports the evaluation of the embedded system component utilized in delivering the integrated electronic engineering design project course. The evaluation is conducted based on the report project submitted as to fulfil the assessment criteria for the integrated electronic engineering design project course named; engineering system design. Six projects were assessed in this evaluation. The evaluation covers the type of controller, programming language and the number of embedded component utilization as well. From the evaluation, the C-programming based language is the best solution preferred by the students which provide them flexibility in the programming. Moreover, the Analog to Digital converter is intensively used in the projects which include sensors in their proposed design. As a conclusion, in delivering the integrated design project course, the knowledge over the embedded system solution is very important since the high density of the knowledge acquired in accomplishing the project assigned.

Increasing student success in STEM through geosciences based GIS curriculum, interdisciplinary project based learning, and specialized STEM student services

Science.gov (United States)

Cheung, W.

2012-12-01

Under the auspices of the National Science Foundation's Advanced Technological Education Grant and the Department of Education's Title V/HSI Grant, Palomar College students from a variety of disciplines have not only been exposed to the high growth field of geospatial technologies, but have also been exposed to the geosciences and regional environmental issues in their GIS courses. By integrating introductory Physical Geography topics such as liquefaction, subsidence, ozone depletion, plate tectonics, and coastal processes in the introductory GIS curriculum, GIS students from fields ranging from Archaeology to Zoology were exposed to basic geosciences theories in a series of hands-on interactive exercises, while gaining competency in geospatial technologies. Additionally, as students undertake interdisciplinary service learning projects under the supervision of experts in the private, governmental, and nonprofit sectors, students were introduced to the STEM workplace, forged invaluable professional connections, applied their classroom knowledge to advance research (e.g. analyzing migration patterns of cephalopod), and analyzed regional environmental issues (e.g. distribution of invasive plants in state natural preserves). In order to further the retention and completion of students in GIS, Earth Science, and other STEM courses, a STEM Student Learning Center was constructed, whereby students can receive services such as supplemental instruction, walk-in tutoring, STEM counseling and transfer advising, as well as faculty and peer mentoring.

Students' network integration as a predictor of persistence in introductory physics courses

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Zwolak, Justyna P.; Dou, Remy; Williams, Eric A.; Brewe, Eric

2017-06-01

Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of interpersonal interactions is rare. We use network analysis as an approach to investigate academic and social experiences of students in the classroom. In particular, centrality measures identify patterns of interaction that contribute to integration into the university. Using these measures, we analyze how position within a social network in a Modeling Instruction (MI) course—an introductory physics course that strongly emphasizes interactive learning—predicts their persistence in taking a subsequent physics course. Students with higher centrality at the end of the first semester of MI are more likely to enroll in a second semester of MI. Moreover, we found that chances of successfully predicting individual student's persistence based on centrality measures are fairly high—up to 75%, making the centrality a good predictor of persistence. These findings suggest that increasing student social integration may help in improving persistence in science, technology, engineering, and mathematics fields.

Reactivity II: A Second Foundation-Level Course in Integrated Organic, Inorganic, and Biochemistry

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Schaller, Chris P.; Graham, Kate J.; McIntee, Edward J.; Jones, T. Nicholas; Johnson, Brian J.

2016-01-01

A foundation-level course is described that integrates material related to reactivity in organic, inorganic, and biochemistry. Designed for second-year students, the course serves majors in chemistry, biochemistry, and biology, as well as prehealth-professions students. Building on an earlier course that developed concepts of nucleophiles and…

Service-Learning and Integrated Course Redesign: Principles of Management and the Campus Kitchen Metaproject

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Flannery, Brenda L.; Pragman, Claudia H.

2010-01-01

This article describes the process of redesigning a Principles of Management course to integrate a service-learning metaproject. The metaproject was Campus Kitchen, a food recovery and delivery program operated on a handful of university campuses across the United States. We used L. Dee Fink's integrated course design approach as well as systems…

Natuculture Systems: Addressing Students' STEM and Agriculture Knowledge

Science.gov (United States)

Joyce, Alexander Augusto

The purpose of this study was to assess the inclusion of a Natuculture systems learning experience into selected high school STEM courses to determine high school students' interests in majoring in STEM and for pursuing careers in agricultural sciences. Natuculture is defined as "any human-made system that mimics nature in human-disturbed landscapes". The research occurred at an urban area high school located in the Piedmont region of North Carolina. Fifty-three students in grades 9-12 participated during an academic semester learning experience which included planting, maintenance, & harvesting for an oasissofa. Data was collected using a questionnaire and reflective journals to gather students' attitudes towards agriculture and science and knowledge towards agriculture. Results showed that while the experiences did not improve students' interest in pursuing careers in agricultural sciences, overall, they did increase their knowledge of concepts related to agriculture. It was concluded that students benefit from experiential learning experiences. Based on the study, it is recommended that future research follow up with students to learn of their educational and career choices in agriculture and future learning experiences include curricula that integrates agricultural topics with STEM courses.

STEM field courses that increase interest, opinions and confidence in conservation- related fields

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Christensen, B. A.; Freeman, A. S.; Donovan, C.; Cooperstein, D.; Foellmer, M.; Ward, A.

2016-12-01

Students in the Environmental Studies and Biology programs at Adelphi University, situated in the NYC metropolitan area, have had little exposure to the outdoors or nature and are often reluctant to engage in field activities. We developed three courses to provide outdoor experiences at different levels of intensity, financial and travel/ time commitments. Adelphi in Australia is a three-week field course taught mostly at a marine station that includes day and night hikes, snorkeling on the Great Barrier Reef (GBR) and independent research. Adelphi in the U.S. Virgin Islands is a one-week field `starter course' focusing on snorkeling and hiking. Observing Nature is an on-campus, once a week course with nature-based readings, weekend hikes and camping. It was developed after Hurricane Sandy revealed a lack of experience and confidence living without some modern infrastructure. We evaluated student opinions, interests and career goals in a survey administered at the start and at the end of the course that focused on knowledge, skills, opinion, and interest in STEM. Opinion questions addressed confidence, awareness of conservation issues, and interest in outdoor activities. The survey confirmed most of our students have a limited relationship with the outdoors when they start our field classes. More than half had never camped. Most had learned about nature through school trips and family. When asked to rank hiking against other activities, the majority regularly placed hiking below `going to the beach' and 'watching a movie'. The post-survey asked how students would apply what they had learned (interest in the environment; staying in the sciences). The generally positive results indicate the courses play an important role in connecting our students with the outdoors, and may have a lasting impact if they in turn connect others or get involved with local conservation programs.

Redesigning Introductory Science Courses to Teach Sustainability: Introducing the L(SC)2 Paradigm

Science.gov (United States)

Myers, J. D.; Campbell-Stone, E.; Massey, G.

2008-12-01

Modern societies consume vast quantities of Earth resources at unsustainable levels; at the same time, resource extraction, processing, production, use and disposal have resulted in environmental damage severe enough to threaten the life-support systems of our planet. These threats are produced by multiple, integrative and cumulative environmental stresses, i.e. syndromes, which result from human physical, ecological and social interactions with the environment in specific geographic places. In recent decades, recognition of this growing threat has lead to the concept of sustainability. The science needed to provide the knowledge and know-how for a successful sustainability transition differs markedly from the science that built our modern world. Sustainability science must balanced basic and applied research, promote integrative research focused on specific problems and devise a means of merging fundamental, general scientific principles with understanding of specific places. At the same time, it must use a variety of knowledge areas, i.e. biological systems, Earth systems, technological systems and social systems, to devise solutions to the many complex and difficult problems humankind faces. Clearly, sustainability science is far removed from the discipline-based science taught in most U.S. colleges. Many introductory science courses focus on content, lack context and do not integrate scientific disciplines. To prepare the citizens who will confront future sustainability issues as well as the scientists needed to devise future sustainability strategies, educators and scientists must redesign the typical college science course. A new course paradigm, Literacies and Scientific Content in Social Context (L(SC)2), is ideally suited to teach sustainability science. It offers an alternative approach to liberal science education by redefining and expanding the concept of the interdisciplinary course and merging it with the integrated science course. In addition to

Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.

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Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

2014-01-01

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students' apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students' understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students' inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students' biology learning.

Integrating Quantitative Thinking into an Introductory Biology Course Improves Students’ Mathematical Reasoning in Biological Contexts

Science.gov (United States)

Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

2014-01-01

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students’ apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students’ understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students’ inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students’ biology learning. PMID:24591504

Effect of nitrogen on the seasonal course of growth and maintenance respiration in stems of Norway spruce trees.

Science.gov (United States)

Stockfors, Jan; Linder, Sune

1998-03-01

To determine effects of stem nitrogen concentration ([N]) on the seasonal course of respiration, rates of stem respiration of ten control and ten irrigated-fertilized (IL), 30-year-old Norway spruce trees (Picea abies (L.) Karst.), growing in northern Sweden, were measured on seven occasions from June 1993 to April 1994. To explore sources of seasonal variation and mechanisms of fertilization effects on respiration, we separated total respiration into growth and maintenance respiration for both xylem and phloem bark. Stem respiration increased in response to the IL treatment and was positively correlated with growth rate, volume of living cells and stem nitrogen content. However, no significant effect of IL treatment or [N] in the living cells was found for respiration per unit volume of live cells. Total stem respiration during the growing season (June to September) was estimated to be 16.7 and 29.7 mol CO(2) m(-2) for control and IL-treated trees, respectively. Respiration during the growing season accounted for approximately 64% of total annual respiration. Depending on the method, estimated growth respiration varied between 40 and 60% of total respiration during the growing season. Between 75 and 80% of the live cell volume in the stems was in the phloem, and phloem maintenance accounted for about 70% of maintenance respiration. Because most of the living cells were found in the phloem, and the living xylem cells were concentrated in the outer growth rings, we concluded that the best base for expressing rates of stem growth and maintenance respiration in young Norway spruce trees is stem surface area.

A Look at Relationships (Part I: Supporting Theories of STEM Integrated Learning Environment in a Classroom - A Historical Approach

Directory of Open Access Journals (Sweden)

Tomoki Saito

2016-04-01

Full Text Available In this article, the authors address STEM pedagogies that relate to “integration” issues and to their implementation. Referring to past discussions on transdisciplinary teaching and learning (“transdisciplinarity”, the authors claim that STEM integration might lead to synergy between each of four disciplines, and the interaction of those learnings might have mutual benefits as well as disadvantages. Hence, although educators often find it difficult to leave discrete disciplines in which they studied, learning in an integrated environment that focuses on student-centered learning, could or should differ from teaching in traditional classes. Learning in the STEM Integrated Learning Environment has certain features: 1 learning is not necessarily included in and assessed by disciplines as in traditional classes; 2 learning within and across networks of learners has relationships beyond STEM disciplines; and 3 thus, the environment would be structured by vectors of those relationships. If so, teachers are expected to prepare for interactions among STEM areas of learning.

Students' Network Integration as a Predictor of Persistence in Introductory Physics Courses

Science.gov (United States)

Zwolak, Justyna P.; Dou, Remy; Williams, Eric A.; Brewe, Eric

2017-01-01

Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of…

A Hyaluronan-Based Injectable Hydrogel Improves the Survival and Integration of Stem Cell Progeny following Transplantation

Directory of Open Access Journals (Sweden)

Brian G. Ballios

2015-06-01

Full Text Available The utility of stem cells and their progeny in adult transplantation models has been limited by poor survival and integration. We designed an injectable and bioresorbable hydrogel blend of hyaluronan and methylcellulose (HAMC and tested it with two cell types in two animal models, thereby gaining an understanding of its general applicability for enhanced cell distribution, survival, integration, and functional repair relative to conventional cell delivery in saline. HAMC improves cell survival and integration of retinal stem cell (RSC-derived rods in the retina. The pro-survival mechanism of HAMC is ascribed to the interaction of the CD44 receptor with HA. Transient disruption of the retinal outer limiting membrane, combined with HAMC delivery, results in significantly improved rod survival and visual function. HAMC also improves the distribution, viability, and functional repair of neural stem and progenitor cells (NSCs. The HAMC delivery system improves cell transplantation efficacy in two CNS models, suggesting broad applicability.

Novel horizontal and vertical integrated bioethics curriculum for medical courses.

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D'Souza, Russell F; Mathew, Mary; D'Souza, Derek S J; Palatty, Princy

2018-02-28

Studies conducted by the University of Haifa, Israel in 2001, evaluating the effectiveness of bioethics being taught in medical colleges, suggested that there was a significant lack of translation in clinical care. Analysis also revealed, ineffectiveness with the teaching methodology used, lack of longitudinal integration of bioethics into the undergraduate medical curriculum, and the limited exposure to the technology in decision making when confronting ethical dilemmas. A modern novel bioethics curriculum and innovative methodology for teaching bioethics for the medical course was developed by the UNESCO Chair in Bioethics, Haifa. The horizontal (subject-wise) curriculum was vertically integrated seamlessly through the entire course. An innovative bioethics teaching methodology was employed to implement the curriculum. This new curriculum was piloted in a few medical colleges in India from 2011 to 2015 and the outcomes were evaluated. The evaluation confirmed gains over the earlier identified translation gap with added high student acceptability and satisfaction. This integrated curriculum is now formally implemented in the Indian program's Health Science Universities which is affiliated with over 200 medical schools in India. This article offers insights from the evaluated novel integrated bioethics curriculum and the innovative bioethics teaching methodology that was used in the pilot program.

Learner Behaviour in a MOOC Practice-Oriented Course: In Empirical Study Integrating TAM and TPB

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Yang, Hsi-Hsun; Su, Chung-Ho

2017-01-01

Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes…

From prejudice to reasonable judgement: integrating (moral) value discussions in university courses

NARCIS (Netherlands)

Aalberts, J.M.C.; Koster, E.; Boschhuizen, R.

2012-01-01

The central question addressed in this article is how (moral) values discussions in university courses can be integrated in a systematic way. Discussion of (moral) values is fundamental to the Dublin descriptor about judgement formation in use in European universities. To integrate this descriptor

Small-scale screening of anticancer drugs acting specifically on neural stem/progenitor cells derived from human-induced pluripotent stem cells using a time-course cytotoxicity test.

Science.gov (United States)

Fukusumi, Hayato; Handa, Yukako; Shofuda, Tomoko; Kanemura, Yonehiro

2018-01-01

Since the development of human-induced pluripotent stem cells (hiPSCs), various types of hiPSC-derived cells have been established for regenerative medicine and drug development. Neural stem/progenitor cells (NSPCs) derived from hiPSCs (hiPSC-NSPCs) have shown benefits for regenerative therapy of the central nervous system. However, owing to their intrinsic proliferative potential, therapies using transplanted hiPSC-NSPCs carry an inherent risk of undesired growth in vivo . Therefore, it is important to find cytotoxic drugs that can specifically target overproliferative transplanted hiPSC-NSPCs without damaging the intrinsic in vivo stem-cell system. Here, we examined the chemosensitivity of hiPSC-NSPCs and human neural tissue-derived NSPCs (hN-NSPCs) to the general anticancer drugs cisplatin, etoposide, mercaptopurine, and methotrexate. A time-course analysis of neurospheres in a microsphere array identified cisplatin and etoposide as fast-acting drugs, and mercaptopurine and methotrexate as slow-acting drugs. Notably, the slow-acting drugs were eventually cytotoxic to hiPSC-NSPCs but not to hN-NSPCs, a phenomenon not evident in the conventional endpoint assay on day 2 of treatment. Our results indicate that slow-acting drugs can distinguish hiPSC-NSPCs from hN-NSPCs and may provide an effective backup safety measure in stem-cell transplant therapies.

STEM Learning through Engineering Design: Impact on Middle Secondary Students' Interest towards STEM

Science.gov (United States)

Shahali, Edy Hafizan Mohd; Halim, Lilia; Rasul, Mohamad Sattar; Osman, Kamisah; Zulkifeli, Mohd Afendi

2017-01-01

The purpose of this study was to identify students' changes of (i) interest toward STEM subjects and (ii) interest to pursuing STEM career after participating in non-formal integrated STEM education programme. The programme exposed students with integrated STEM education through project based learning involving the application of five phases…

How In-Service Science Teachers Integrate History and Nature of Science in Elementary Science Courses

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Hacieminoglu, Esme

2014-01-01

The purpose of this study is to investigate how the in-service science teachers' (IST) perceptions and practices about curriculum and integration of the history of science (HOS) and the nature of science (NOS) affect their science courses. For this aim, how ISTs integrated the NOS and HOS in their elementary science courses for understanding of…

A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers

Science.gov (United States)

Estrada, Mica; Hernandez, Paul R.; Schultz, P. Wesley

2018-01-01

African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students.…

Integrating Climate Change Science and Sustainability in Environmental Science, Sociology, Philosophy and Business Courses.

Science.gov (United States)

Boudrias, M. A.; Cantzler, J.; Croom, S.; Huston, C.; Woods, M.

2015-12-01

Courses on sustainability can be taught from multiple perspectives with some focused on specific areas (environmental, socio-cultural, economic, ethics) and others taking a more integrated approach across areas of sustainability and academic disciplines. In conjunction with the Climate Change Education Program efforts to enhance climate change literacy with innovative approaches, resources and communication strategies developed by Climate Education Partners were used in two distinct ways to integrate climate change science and impacts into undergraduate and graduate level courses. At the graduate level, the first lecture in the MBA program in Sustainable Supply Chain Management is entirely dedicated to climate change science, local and global impacts and discussions about key messages to communicate to the business community. Basic science concepts are integrated with discussions about mitigation and adaptation focused on business leaders. The concepts learned are then applied to the semester-long business plan project for the students. At the undergraduate level, a new model of comprehensive integration across disciplines was implemented in Spring 2015 across three courses on Sustainability each with a specific lens: Natural Science, Sociology and Philosophy. All three courses used climate change as the 'big picture' framing concept and had similar learning objectives creating a framework where lens-specific topics, focusing on depth in a discipline, were balanced with integrated exercises across disciplines providing breadth and possibilities for integration. The comprehensive integration project was the creation of the climate action plan for the university with each team focused on key areas of action (water, energy, transportation, etc.) and each team built with at least one member from each class ensuring a natural science, sociological and philosophical perspective. The final project was presented orally to all three classes and an integrated paper included

Integration process of theoretical courses with design studios in undergraduate education: Case studies of architecture and interior design studios

Directory of Open Access Journals (Sweden)

Ozmehmet Ecehan

2016-01-01

Full Text Available The formulations of studios are the most critical problem of design studies, because the foundation of further architectural education is based on these design studios. This paper focuses on discussions of studiobased design learning systems and curriculum developments on integral design studios that aims significant and innovative frameworks. In this context, integrated design studios are the newest approaches of architectural education. In this education system every studio has its own integral course. Integral courses give support to the design studios. This support can be either theoretical or practical. Knowledge that is related with the context of the design studio can be explained in this integrated course in some cases, in some cases as simulation program can be explained in some parts of the course. The support of the integral courses to the studios must be evaluated deeply. This paper presents the positive parts and negative parts of the new integral studio approach in this context. By this way, strong and weak parts of this education system is put forward.

Integrating international relations and environmental science course concepts through an interactive world politics simulation

Science.gov (United States)

Straub, K. H.; Kesgin, B.

2012-12-01

During the fall 2012 semester, students in two introductory courses at Susquehanna University - EENV:101 Environmental Science and POLI:131 World Affairs - will participate together in an online international relations simulation called Statecraft (www.statecraftsim.com). In this strategy game, students are divided into teams representing independent countries, and choose their government type (democracy, constitutional monarchy, communist totalitarian, or military dictatorship) and two country attributes (industrial, green, militaristic, pacifist, or scientific), which determine a set of rules by which that country must abide. Countries interact over issues such as resource distribution, war, pollution, immigration, and global climate change, and must also keep domestic political unrest to a minimum in order to succeed in the game. This simulation has typically been run in political science courses, as the goal is to allow students to experience the balancing act necessary to maintain control of global and domestic issues in a dynamic, diverse world. This semester, environmental science students will be integrated into the simulation, both as environmental advisers to each country and as independent actors representing groups such as Greenpeace, ExxonMobil, and UNEP. The goal in integrating the two courses in the simulation is for the students in each course to gain both 1) content knowledge of certain fundamental material in the other course, and 2) a more thorough, applied understanding of the integrated nature of the two subjects. Students will gain an appreciation for the multiple tradeoffs that decision-makers must face in the real world (economy, resources, pollution, health, defense, etc.). Environmental science students will link these concepts to the traditional course material through a "systems thinking" approach to sustainability. Political science students will face the challenges of global climate change and gain an understanding of the nature of

Inspiring Careers in STEM and Healthcare Fields through Medical Simulation Embedded in High School Science Education

Science.gov (United States)

Berk, Louis J.; Muret-Wagstaff, Sharon L.; Goyal, Riya; Joyal, Julie A.; Gordon, James A.; Faux, Russell; Oriol, Nancy E.

2014-01-01

The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school…

A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers.

Science.gov (United States)

Estrada, Mica; Hernandez, Paul R; Schultz, P Wesley

2018-01-01

African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman's tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. In this paper, we longitudinally examine the integration of URMs into the STEM community by using growth-curve analyses to measure the development of TIMIS's key variables (science efficacy, identity, and values) from junior year through the postbaccalaureate year. Results showed that quality mentorship and research experience occurring in the junior and senior years were positively related to student science efficacy, identity, and values at that same time period. Longitudinal modeling of TIMSI further shows that, while efficacy is important, and perhaps a necessary predictor of moving toward a STEM career, past experiences of efficacy may not be sufficient for maintaining longer-term persistence. In contrast, science identity and values do continue to be predictive of STEM career pathway persistence up to 4 years after graduation. © 2018 M. Estrada et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Integrating Corporate Social Responsibility Awareness into a Retail Management Course

Science.gov (United States)

Beitelspacher, Lauren; Rodgers, Vikki L.

2018-01-01

Both students and industry are demanding that marketing instructors incorporate discussions of environmental and social responsibility into their courses. Marketing educators play a critical role in developing the knowledge and skills students need to effectively integrate corporate social responsibility (CSR) into their future business endeavors.…

A Simultaneous Density-Integral System for Estimating Stem Profile and Biomass: Slash Pine and Willow Oak

Science.gov (United States)

Bernard R. Parresol; Charles E. Thomas

1996-01-01

In the wood utilization industry, both stem profile and biomass are important quantities. The two have traditionally been estimated separately. The introduction of a density-integral method allows for coincident estimation of stem profile and biomass, based on the calculus of mass theory, and provides an alternative to weight-ratio methodology. In the initial...

Integrating Computational Science Tools into a Thermodynamics Course

Science.gov (United States)

Vieira, Camilo; Magana, Alejandra J.; García, R. Edwin; Jana, Aniruddha; Krafcik, Matthew

2018-01-01

Computational tools and methods have permeated multiple science and engineering disciplines, because they enable scientists and engineers to process large amounts of data, represent abstract phenomena, and to model and simulate complex concepts. In order to prepare future engineers with the ability to use computational tools in the context of their disciplines, some universities have started to integrate these tools within core courses. This paper evaluates the effect of introducing three computational modules within a thermodynamics course on student disciplinary learning and self-beliefs about computation. The results suggest that using worked examples paired to computer simulations to implement these modules have a positive effect on (1) student disciplinary learning, (2) student perceived ability to do scientific computing, and (3) student perceived ability to do computer programming. These effects were identified regardless of the students' prior experiences with computer programming.

Creating Interdisciplinary STEM Environments at the University of Nebraska at Omaha

Science.gov (United States)

Shuster, R. D.; Grandgenett, N. F.

2010-12-01

Effective, integrated and interdisciplinary STEM environments depend upon strong faculty collaboration. During the past decade, the University of Nebraska at Omaha (UNO) has put an emphasis on STEM faculty working together across departments, colleges, and the university system, as well as with local school systems. Supported by a University-wide Content and Pedagogy Committee and a new Office of STEM Education, faculty members have aggressively undertaken and evaluated various interdisciplinary STEM activities. This presentation will briefly describe three of these projects, including evaluation-related data and UNO support mechanisms. First, an interdisciplinary student research project has been developed involving our introductory geology and chemistry courses. The project includes collecting drinking water samples from around Omaha by geology students, the chemical analysis of drinking water by chemistry students, followed by water quality analysis of the chemical data by the geology students. Students learn about the scientific method, potential problems with project design, and limitations of interpretation of real data, while also applying knowledge learned in the class to this real world problem. This project reaches ~600 undergraduate students each year and requires close cooperation between faculty of the Chemistry and Geology programs. Evaluation data indicates that this project has had a positive impact on student attitude towards science in general and towards geology and chemistry in particular. The second project highlighted will be the Silicon Prairie Initiative for Robotics in Information Technology (SPIRIT). The SPIRIT project is a NSF funded collaboration between the UNO College of Education, the University of Nebraska at Lincoln College of Engineering, and local school systems. It strives to integrate the use of educational robotics and sensors in the teaching of STEM topics, particularly at the middle school and high school levels. The project

Small-scale screening of anticancer drugs acting specifically on neural stem/progenitor cells derived from human-induced pluripotent stem cells using a time-course cytotoxicity test

Directory of Open Access Journals (Sweden)

Hayato Fukusumi

2018-01-01

Full Text Available Since the development of human-induced pluripotent stem cells (hiPSCs, various types of hiPSC-derived cells have been established for regenerative medicine and drug development. Neural stem/progenitor cells (NSPCs derived from hiPSCs (hiPSC-NSPCs have shown benefits for regenerative therapy of the central nervous system. However, owing to their intrinsic proliferative potential, therapies using transplanted hiPSC-NSPCs carry an inherent risk of undesired growth in vivo. Therefore, it is important to find cytotoxic drugs that can specifically target overproliferative transplanted hiPSC-NSPCs without damaging the intrinsic in vivo stem-cell system. Here, we examined the chemosensitivity of hiPSC-NSPCs and human neural tissue—derived NSPCs (hN-NSPCs to the general anticancer drugs cisplatin, etoposide, mercaptopurine, and methotrexate. A time-course analysis of neurospheres in a microsphere array identified cisplatin and etoposide as fast-acting drugs, and mercaptopurine and methotrexate as slow-acting drugs. Notably, the slow-acting drugs were eventually cytotoxic to hiPSC-NSPCs but not to hN-NSPCs, a phenomenon not evident in the conventional endpoint assay on day 2 of treatment. Our results indicate that slow-acting drugs can distinguish hiPSC-NSPCs from hN-NSPCs and may provide an effective backup safety measure in stem-cell transplant therapies.

The Problem about Technology in STEM Education: Some Findings from Action Research on the Professional Development & Integrated STEM Lessons in Informal Fields

Directory of Open Access Journals (Sweden)

Tomoki Saito

2015-04-01

Full Text Available Since 2013, the authors’ Japanese team in the Department of Science Education at Shizuoka University has held trials of STEM Education in informal fields as participatory action research (e.g., Science museum in Shizuoka, Lifelong Learning Center in Fujieda City, and STEM Summer camp for the preparation for implementing STEM education in public schools and for proposing science education reform in a Japanese context. Problems in preparing STEM lessons include numerous new instructional materials and programs and emerging specialized schools. In addition, while most of these initiatives address one or more of the STEM subjects separately, there are increasing calls for emphasizing connections between and among the subjects (Honey, Pearson and Schweingruber, 2014. Unfamiliar problems for Japanese teachers are, What is Engineering? What is Design? and How can they be implemented in lessons? While gathering STEM learning materials to implement in their STEM Summer Camp, the authors noticed a pattern with which to develop a STEM lesson and developed a template “T-SM-E” in reference to prior STEM studies. After the STEM Summer Camp, the authors introduced the model in the pre-service teacher preparation program. As a result, the authors received suggestions about how teachers can develop integrated STEM lessons, how undergraduate (UG teachers can implement it in their lessons, and how teachers can assess student learning in their STEM lessons. From standard based student assessments and reflections written by the UG teachers, the authors found that it was difficult for the UG teachers to include technology in their lessons, and their assessment also indicated that the students did not show performance proficiency in technology. The authors discuss this existing problem in the Japanese education system.

Building a Course on Global Sustainability using the grand challenges of Energy-Water-Climate

Science.gov (United States)

Myers, J. D.

2012-12-01

GEOL1600: Global Sustainability: Managing the Earth's Resources is a lower division integrated science course at the University of Wyoming that fulfills the university's science requirement. Course content and context has been developed using the grand challenge nexus of energy-water-and climate (EWC). The interconnection of these issues, their social relevance and timeliness has provided a framework that gives students an opportunity to recognize why STEM is relevant to their lives regardless of their ultimate professional career choices. The EWC nexus provides the filter to sieve the course's STEM content. It also provides an ideal mechanism by which the non-STEM perspectives important in grand challenge solutions can be seamlessly incorporated in the course. Through a combination of content and context, the relevance of these issues engage students in their own learning. Development of the course followed the Grand Challenge Scientific Literacy (GCSL) model independently developed by the author and two colleagues at the University of Wyoming. This course model stresses science principles centered on the nature of science (e.g., fundamental premises, habits of mind, critical thinking) and unifying scientific concepts (e.g., methods and tools, experimentation, modeling). Grand challenge principles identify the STEM and non-STEM concepts needed to understand the grand challenges, drawing on multiple STEM and non-STEM disciplines and subjects (i.e., economics, politics, unintended consequences, roles of stakeholders). Using the EWC nexus filter and building on the Grand Challenge Principles, specific content included in the course is selected is that most relevant to understanding the Grand Challenges, thereby stressing content depth over breadth. Because quantitative data and reasoning is critical to effectively evaluating challenge solutions, QR is a component of nearly all class activities, while engineering and technology aspects of grand challenges are

The exploration and practice of integrated innovation teaching mode in the Applied Optics course

Science.gov (United States)

Liu, Dongmei; Zhao, Huifu; Fu, Xiuhua; Zhang, Jing

2017-08-01

In recent years, the Ministry of Education of China attaches great importance to the reform of higher education quality. As an important link in the reform of higher education, curriculum development is bound to promote the development of "quality-centered connotative education". Zhejiang University, Changchun University of Science and Technology, Southern Airlines University and other colleges and universities carried out a full range of close cooperation, proposed integrated innovation teaching mode of the course based on network technology. Based on this model, the course of "Applied Optics" has been practiced for two years. The results show that the integrated innovation teaching mode can fully realize the integration amplification effect among multiple colleges and universities and the depth sharing all types of resources. Based on the principle of co-building and sharing, mutual help, comprehensively improve the teaching quality of domestic related courses and promote the comprehensive development of the curriculum to meet the needs of learning society.

Integrating CALL into an Iranian EAP Course: Constraints and Affordances

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Mehran, Parisa; Alizadeh, Mehrasa

2015-01-01

Iranian universities have recently displayed a growing interest in integrating Computer-Assisted Language Learning (CALL) into teaching/learning English. The English for Academic Purposes (EAP) context, however, is not keeping pace with the current changes since EAP courses are strictly text-based and exam-oriented, and little research has thus…

Wnt6 maintains anterior escort cells as an integral component of the germline stem cell niche.

Science.gov (United States)

Wang, Xiaoxi; Page-McCaw, Andrea

2018-02-07

Stem cells reside in a niche, a local environment whose cellular and molecular complexity is still being elucidated. In Drosophila ovaries, germline stem cells depend on cap cells for self-renewing signals and physical attachment. Germline stem cells also contact the anterior escort cells, and here we report that anterior escort cells are absolutely required for germline stem cell maintenance. When escort cells die from impaired Wnt signaling or hid expression, the loss of anterior escort cells causes loss of germline stem cells. Anterior escort cells function as an integral niche component by promoting DE-cadherin anchorage and by transiently expressing the Dpp ligand to promote full-strength BMP signaling in germline stem cells. Anterior escort cells are maintained by Wnt6 ligands produced by cap cells; without Wnt6 signaling, anterior escort cells die leaving vacancies in the niche, leading to loss of germline stem cells. Our data identify anterior escort cells as constituents of the germline stem cell niche, maintained by a cap cell-produced Wnt6 survival signal. © 2018. Published by The Company of Biologists Ltd.

Advancing Integrated STEM Learning through Engineering Design: Sixth-Grade Students' Design and Construction of Earthquake Resistant Buildings

Science.gov (United States)

English, Lyn D.; King, Donna; Smeed, Joanna

2017-01-01

As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of…

Integrating Occupational Health and Safety into TAFE Courses: Curriculum Topics.

Science.gov (United States)

Hall, Bob; Mageean, Pauline

This guide is designed to help technical and further education (TAFE) curriculum writers in Australia integrate safety education into vocational education courses. It provides a general overview of occupational health and safety from the perspective of TAFE trade training and a brief summary of the major health and safety issues that might be…

Integrating Supplementary Application-Based Tutorials in the Multivariable Calculus Course

Science.gov (United States)

Verner, I. M.; Aroshas, S.; Berman, A.

2008-01-01

This article presents a study in which applications were integrated in the Multivariable Calculus course at the Technion in the framework of supplementary tutorials. The purpose of the study was to test the opportunity of extending the conventional curriculum by optional applied problem-solving activities and get initial evidence on the possible…

The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

Directory of Open Access Journals (Sweden)

Buket Turhan Turkkan

2018-04-01

Full Text Available The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a middle school mathematics teacher as an occupation was considered as a criterion for determining the participants. The participants of the research consist of 13 middle school mathematics teachers in Turkey. So as to collect the research data, the semi-structured interview form created by the researchers was used. The data analysis was performed according to the content analysis, and Nvivo 10 program was used for the analysis. As a result of this study, the themes of the situation and methods of the integration of mathematics course and social issues, the attainment of democratic values in mathematics course and the ways of its attainment, gaining awareness of social justice and equality in mathematics course and the ways of its gaining, the activities performed by teachers for social issues in mathematics course and the teachers’ suggestions for the integration of mathematics course and social issues were reached and the results were discussed within this frame.

Design and Assessment of a General Science STEM Course with a Blended Learning Approach

Science.gov (United States)

Courtier, A. M.; Liu, J. C.; St John, K. K.

2015-12-01

Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

Utility-value intervention with parents increases students' STEM preparation and career pursuit.

Science.gov (United States)

Rozek, Christopher S; Svoboda, Ryan C; Harackiewicz, Judith M; Hulleman, Chris S; Hyde, Janet S

2017-01-31

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States' continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school-aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students' attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

Integration and long distance axonal regeneration in the central nervous system from transplanted primitive neural stem cells.

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Zhao, Jiagang; Sun, Woong; Cho, Hyo Min; Ouyang, Hong; Li, Wenlin; Lin, Ying; Do, Jiun; Zhang, Liangfang; Ding, Sheng; Liu, Yizhi; Lu, Paul; Zhang, Kang

2013-01-04

Spinal cord injury (SCI) results in devastating motor and sensory deficits secondary to disrupted neuronal circuits and poor regenerative potential. Efforts to promote regeneration through cell extrinsic and intrinsic manipulations have met with limited success. Stem cells represent an as yet unrealized therapy in SCI. Recently, we identified novel culture methods to induce and maintain primitive neural stem cells (pNSCs) from human embryonic stem cells. We tested whether transplanted human pNSCs can integrate into the CNS of the developing chick neural tube and injured adult rat spinal cord. Following injection of pNSCs into the developing chick CNS, pNSCs integrated into the dorsal aspects of the neural tube, forming cell clusters that spontaneously differentiated into neurons. Furthermore, following transplantation of pNSCs into the lesioned rat spinal cord, grafted pNSCs survived, differentiated into neurons, and extended long distance axons through the scar tissue at the graft-host interface and into the host spinal cord to form terminal-like structures near host spinal neurons. Together, these findings suggest that pNSCs derived from human embryonic stem cells differentiate into neuronal cell types with the potential to extend axons that associate with circuits of the CNS and, more importantly, provide new insights into CNS integration and axonal regeneration, offering hope for repair in SCI.

A Bistable Circuit Involving SCARECROW-RETINOBLASTOMA Integrates Cues to Inform Asymmetric Stem Cell Division

Science.gov (United States)

Cruz-Ramírez, Alfredo; Díaz-Triviño, Sara; Blilou, Ikram; Grieneisen, Verônica A.; Sozzani, Rosangela; Zamioudis, Christos; Miskolczi, Pál; Nieuwland, Jeroen; Benjamins, René; Dhonukshe, Pankaj; Caballero-Pérez, Juan; Horvath, Beatrix; Long, Yuchen; Mähönen, Ari Pekka; Zhang, Hongtao; Xu, Jian; Murray, James A.H.; Benfey, Philip N.; Bako, Laszlo; Marée, Athanasius F.M.; Scheres, Ben

2012-01-01

SUMMARY In plants, where cells cannot migrate, asymmetric cell divisions (ACDs) must be confined to the appropriate spatial context. We investigate tissue-generating asymmetric divisions in a stem cell daughter within the Arabidopsis root. Spatial restriction of these divisions requires physical binding of the stem cell regulator SCARECROW (SCR) by the RETINOBLASTOMA-RELATED (RBR) protein. In the stem cell niche, SCR activity is counteracted by phosphorylation of RBR through a cyclinD6;1-CDK complex. This cyclin is itself under transcriptional control of SCR and its partner SHORT ROOT (SHR), creating a robust bistable circuit with either high or low SHR-SCR complex activity. Auxin biases this circuit by promoting CYCD6;1 transcription. Mathematical modeling shows that ACDs are only switched on after integration of radial and longitudinal information, determined by SHR and auxin distribution, respectively. Coupling of cell-cycle progression to protein degradation resets the circuit, resulting in a “flip flop” that constrains asymmetric cell division to the stem cell region. PMID:22921914

Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

Science.gov (United States)

Islam, Mohammed A; Schweiger, Teresa A

2015-04-01

To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

Integrated design course of applied optics focusing on operating and maintaining abilities

Science.gov (United States)

Xu, Zhongjie; Ning, Yu; Jiang, Tian; Cheng, Xiangai

2017-08-01

The abilities of operating and maintaining optical instruments are crucial in modern society. Besides the basic knowledge in optics, the optics courses in the National University of Defense Technology also focus on the training on handling typical optical equipment. As the link between classroom courses on applied optics and the field trips, the integrated design course of applied optics aims to give the students a better understanding on several instantly used optical equipment, such as hand-held telescope and periscope, etc. The basic concepts of optical system design are also emphasized as well. The course is arranged rightly after the classroom course of applied optics and composed of experimental and design tasks. The experimental tasks include the measurements of aberrations and major parameters of a primitive telescope, while in the design parts, the students are asked to design a Keplerian telescope. The whole course gives a deepened understandings on the concepts, assembling, and operating of telescopes. The students are also encouraged to extend their interests on other typical optical instruments.

A Novel Analog Integrated Circuit Design Course Covering Design, Layout, and Resulting Chip Measurement

Science.gov (United States)

Lin, Wei-Liang; Cheng, Wang-Chuan; Wu, Chen-Hao; Wu, Hai-Ming; Wu, Chang-Yu; Ho, Kuan-Hsuan; Chan, Chueh-An

2010-01-01

This work describes a novel, first-year graduate-level analog integrated circuit (IC) design course. The course teaches students analog circuit design; an external manufacturer then produces their designs in three different silicon chips. The students, working in pairs, then test these chips to verify their success. All work is completed within…

PIRPOSAL Model of Integrative STEM Education: Conceptual and Pedagogical Framework for Classroom Implementation

Science.gov (United States)

Wells, John G.

2016-01-01

The PIRPOSAL model is both a conceptual and pedagogical framework intended for use as a pragmatic guide to classroom implementation of Integrative STEM Education. Designerly questioning prompted by a "need to know" serves as the basis for transitioning student designers within and among multiple phases while they progress toward an…

Engaging learners in STEM education

Directory of Open Access Journals (Sweden)

Joseph Krajcik

2017-04-01

Full Text Available In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: “How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?” We also discuss criteria for evaluating STEM learning environments and the challenges teachers face in implementing STEM. We define STEM as the integration of science, engineering, technology, and mathematics to focus on solving pressing individual and societal problems. Engaging students in STEM also means engaging learners in the design process. Design is integral to student thinking in the STEM world. The design process is very non-linear and iterative in its nature but requires clearly articulating and identifying the design problem, researching what is known about the problem, generating potential solutions, developing prototype designs (artifacts that demonstrate solutions, and sharing and receiving feedback. With the integration of design, STEM education has the potential to support students in learning big ideas in science and engineering, as well as important scientific and engineering practices, and support students in developing important motivational outcomes such as ownership, agency and efficacy. Moreover, students who engage in STEM learning environments will also develop 21st century capabilities such as problem solving, communication, and collaboration skills.

Training courses on integrated safety assessment modelling for waste repositories

International Nuclear Information System (INIS)

Mallants, D.

2007-01-01

Near-surface or deep repositories of radioactive waste are being developed and evaluated all over the world. Also, existing repositories for low- and intermediate-level waste often need to be re-evaluated to extend their license or to obtain permission for final closure. The evaluation encompasses both a technical feasibility as well as a safety analysis. The long term safety is usually demonstrated by means of performance or safety assessment. For this purpose computer models are used that calculate the migration of radionuclides from the conditioned radioactive waste, through engineered barriers to the environment (groundwater, surface water, and biosphere). Integrated safety assessment modelling addresses all relevant radionuclide pathways from source to receptor (man), using in combination various computer codes in which the most relevant physical, chemical, mechanical, or even microbiological processes are mathematically described. SCK-CEN organizes training courses in Integrated safety assessment modelling that are intended for individuals who have either a controlling or supervising role within the national radwaste agencies or regulating authorities, or for technical experts that carry out the actual post-closure safety assessment for an existing or new repository. Courses are organised by the Department of Waste and Disposal

Using Course-Level Factors as Predictors of Online Course Outcomes: A Multi-Level Analysis at a US Urban Community College

Science.gov (United States)

Wladis, Claire; Conway, Katherine; Hachey, Alyse C.

2017-01-01

Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the…

Efficient generation of integration-free human induced pluripotent stem cells from keratinocytes by simple transfection of episomal vectors.

Science.gov (United States)

Piao, Yulan; Hung, Sandy Shen-Chi; Lim, Shiang Y; Wong, Raymond Ching-Bong; Ko, Minoru S H

2014-07-01

Keratinocytes represent an easily accessible cell source for derivation of human induced pluripotent stem (hiPS) cells, reportedly achieving higher reprogramming efficiency than fibroblasts. However, most studies utilized a retroviral or lentiviral method for reprogramming of keratinocytes, which introduces undesirable transgene integrations into the host genome. Moreover, current protocols of generating integration-free hiPS cells from keratinocytes are mostly inefficient. In this paper, we describe a more efficient, simple-to-use, and cost-effective method for generating integration-free hiPS cells from keratinocytes. Our improved method using lipid-mediated transfection achieved a reprogramming efficiency of ∼0.14% on average. Keratinocyte-derived hiPS cells showed no integration of episomal vectors, expressed stem cell-specific markers and possessed potentials to differentiate into all three germ layers by in vitro embryoid body formation as well as in vivo teratoma formation. To our knowledge, this represents the most efficient method to generate integration-free hiPS cells from keratinocytes. ©AlphaMed Press.

STEM contents in pre-service teacher curriculum: Case study at physics faculty

Science.gov (United States)

Linh, Nguyen Quang; Suong, Huynh Thi Hong; Khoa, Cao Tien

2018-01-01

STEM education; the encompassment of the four fields including science, technology, engineering, and mathematics; is introduced to provide students with chances to confront and solve real world problems and situations. Literature has evidence that this approach has positive impacts on students' learning motivation, learning engagement, learning achievements, and participation in STEM subjects and careers. This further lead to assurance of enough qualified STEM staffs for cross economic and mixed cultural working environment of the 21st century world. Our paper explores STEM factors underneath what is considered as traditional ways of teaching in a specific subject in pre-service teacher curriculum at Physics Faculty, Thai Nguyen University of Education, Vietnam. Data of the research were collected from a variety of sources including field notes, observation notes, analyzing of the course syllabus and students' final products. Data were analyzed based on the STS approach and SWOT analysis. The research reveals different kinds of STEM factors and manifestations that has been organized and introduced to the students. The research implications propose further research and directions to take the available advantages to benefit and ease the integration of STEM programs into specific educational context in Vietnam.

Integrating Varieties of Life Course Concepts

OpenAIRE

Duane F. Alwin

2012-01-01

A body of work referred to as the "life course" framework (also known as "life course theory," the "life course paradigm," and the "life course perspective") has been increasingly used to motivate and justify the examination of the relationships among variables in social and behavioral science, particularly in the study of population health and aging. Yet, there is very little agreement on what some of these concepts mean, and there is hardly any agreement on what the "life course" is. This a...

Integrating Global Learning into a Psychology Course Using an Online Platform

Science.gov (United States)

Forden, Carie L.; Carrillo, Amy M.

2014-01-01

There is a demand for the integration of global learning/diversity across the curriculum. A series of cross-cultural assignments was created to facilitate global learning in two social psychology classes, one in Egypt, and one in the USA. In these assignments, students collected data and applied course concepts to real-life problems, then…

Functional integration of grafted neural stem cell-derived dopaminergic neurons monitored by optogenetics in an in vitro Parkinson model

DEFF Research Database (Denmark)

Tønnesen, Jan; Parish, Clare L; Sørensen, Andreas T

2011-01-01

Intrastriatal grafts of stem cell-derived dopamine (DA) neurons induce behavioral recovery in animal models of Parkinson's disease (PD), but how they functionally integrate in host neural circuitries is poorly understood. Here, Wnt5a-overexpressing neural stem cells derived from embryonic ventral...... of post-synaptic currents, and functional expression of DA D₂ autoreceptors. These properties resembled those recorded from identical cells in acute slices of intrastriatal grafts in the 6-hydroxy-DA-induced mouse PD model and from DA neurons in intact substantia nigra. Optogenetic activation...... using optogenetics that ectopically grafted stem cell-derived DA neurons become functionally integrated in the DA-denervated striatum. Further optogenetic dissection of the synaptic wiring between grafted and host neurons will be crucial to clarify the cellular and synaptic mechanisms underlying...

Integrating 3D Printing into an Early Childhood Teacher Preparation Course: Reflections on Practice

Science.gov (United States)

Sullivan, Pamela; McCartney, Holly

2017-01-01

This reflection on practice describes a case study integrating 3D printing into a creativity course for preservice teachers. The theoretical rationale is discussed, and the steps for integration are outlined. Student responses and reflections on the experience provide the basis for our analysis. Examples and resources are provided, as well as a…

An Integrative Experiential Learning Project in the Undergraduate Branding Course: Creating a Marketing Department Brochure

Science.gov (United States)

Craciun, Georgiana; Corrigan, Hope Bober

2010-01-01

This article introduces a selective approach to curriculum integration that consists of linking the subject matter of a new course with knowledge and skills acquired in two or more completed courses to create a deeper and richer learning experience. Benefits and challenges of the selective approach and an example of implementing an integrative…

Reactivity I: A Foundation-Level Course for Both Majors and Nonmajors in Integrated Organic, Inorganic, and Biochemistry

Science.gov (United States)

Schaller, Chris P.; Graham, Kate J.; Johnson, Brian J.; Jones, T. Nicholas; McIntee, Edward J.

2015-01-01

A foundation level course is presented that integrates aspects of organic, inorganic and biochemistry in the context of reactivity. The course was designed to serve majors in chemistry and other sciences (biochemistry, biology, nutrition), as well as nursing and pre-health professions students. Themes of the course were designed to highlight a…

Broadening Awareness and Participation in the Geosciences Among Underrepresented Minorities in STEM

Science.gov (United States)

Blake, R.; Liou-Mark, J.

2012-12-01

An acute STEM crisis exists nationally, and the problem is even more dire among the geosciences. Since about the middle of the last century, fewer undergraduate and graduate degrees have been granted in the geosciences than in any other STEM fields. To help in ameliorating this geoscience plight, particularly from among members of racial and ethnic groups that are underrepresented in STEM fields, the New York City College of Technology (City Tech) launched a vibrant geoscience program and convened a community of STEM students who are interested in learning about the geosciences. This program creates and introduces geoscience knowledge and opportunities to a diverse undergraduate student population that was never before exposed to geoscience courses at City Tech. This geoscience project is funded by the NSF OEDG program, and it brings awareness, knowledge, and geoscience opportunities to City Tech's students in a variety of ways. Firstly, two new geoscience courses have been created and introduced. One course is on Environmental Remote Sensing, and the other course is an Introduction to the Physics of Natural Disasters. The Remote Sensing course highlights the physical and mathematical principles underlying remote sensing techniques. It covers the radiative transfer equation, atmospheric sounding techniques, interferometric and lidar systems, and an introduction to image processing. Guest lecturers are invited to present their expertise on various geoscience topics. These sessions are open to all City Tech students, not just to those students who enroll in the course. The Introduction to the Physics of Natural Disasters course is expected to be offered in Spring 2013. This highly relevant, fundamental course will be open to all students, especially to non-science majors. The course focuses on natural disasters, the processes that control them, and their devastating impacts to human life and structures. Students will be introduced to the nature, causes, risks

The Development and Course of Bipolar Spectrum Disorders: An Integrated Reward and Circadian Rhythm Dysregulation Model

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Alloy, Lauren B.; Nusslock, Robin; Boland, Elaine M.

2014-01-01

In this article, we present and review the evidence for two major biopsychosocial theories of the onset and course of bipolar spectrum disorders (BSDs) that integrate behavioral, environmental, and neurobiological mechanisms: the reward hypersensitivity and the social and circadian rhythm disruption models. We describe the clinical features, spectrum, age of onset, and course of BSDs. We then discuss research designs relevant to demonstrating whether a hypothesized mechanism represents a correlate, vulnerability, or predictor of the course of BSDs, as well as important methodological issues. We next present the reward hypersensitivity model of BSD, followed by the social/circadian rhythm disruption model of BSD. For each model, we review evidence regarding whether the proposed underlying mechanism is associated with BSDs, provides vulnerability to the onset of BSDs, and predicts the course of BSDs. We then present a new integrated reward/circadian rhythm (RCR) dysregulation model of BSD and discuss how the RCR model explains the symptoms, onset, and course of BSDs. We end with recommendations for future research directions. PMID:25581235

Integrating Real-time Earthquakes into Natural Hazard Courses

Science.gov (United States)

Furlong, K. P.; Benz, H. M.; Whitlock, J. S.; Bittenbinder, A. N.; Bogaert, B. B.

2001-12-01

Natural hazard courses are playing an increasingly important role in college and university earth science curricula. Students' intrinsic curiosity about the subject and the potential to make the course relevant to the interests of both science and non-science students make natural hazards courses popular additions to a department's offerings. However, one vital aspect of "real-life" natural hazard management that has not translated well into the classroom is the real-time nature of both events and response. The lack of a way to entrain students into the event/response mode has made implementing such real-time activities into classroom activities problematic. Although a variety of web sites provide near real-time postings of natural hazards, students essentially learn of the event after the fact. This is particularly true for earthquakes and other events with few precursors. As a result, the "time factor" and personal responsibility associated with natural hazard response is lost to the students. We have integrated the real-time aspects of earthquake response into two natural hazard courses at Penn State (a 'general education' course for non-science majors, and an upper-level course for science majors) by implementing a modification of the USGS Earthworm system. The Earthworm Database Management System (E-DBMS) catalogs current global seismic activity. It provides earthquake professionals with real-time email/cell phone alerts of global seismic activity and access to the data for review/revision purposes. We have modified this system so that real-time response can be used to address specific scientific, policy, and social questions in our classes. As a prototype of using the E-DBMS in courses, we have established an Earthworm server at Penn State. This server receives national and global seismic network data and, in turn, transmits the tailored alerts to "on-duty" students (e-mail, pager/cell phone notification). These students are responsible to react to the alarm

Integration-deficient lentivectors: an effective strategy to purify and differentiate human embryonic stem cell-derived hepatic progenitors.

Science.gov (United States)

Yang, Guanghua; Si-Tayeb, Karim; Corbineau, Sébastien; Vernet, Rémi; Gayon, Régis; Dianat, Noushin; Martinet, Clémence; Clay, Denis; Goulinet-Mainot, Sylvie; Tachdjian, Gérard; Tachdjian, Gérard; Burks, Deborah; Vallier, Ludovic; Bouillé, Pascale; Dubart-Kupperschmitt, Anne; Weber, Anne

2013-07-19

Human pluripotent stem cells (hPSCs) hold great promise for applications in regenerative medicine. However, the safety of cell therapy using differentiated hPSC derivatives must be improved through methods that will permit the transplantation of homogenous populations of a specific cell type. To date, purification of progenitors and mature cells generated from either embryonic or induced pluripotent stem cells remains challenging with use of conventional methods. We used lentivectors encoding green fluorescent protein (GFP) driven by the liver-specific apoliprotein A-II (APOA-II) promoter to purify human hepatic progenitors. We evaluated both integrating and integration-defective lentivectors in combination with an HIV integrase inhibitor. A human embryonic stem cell line was differentiated into hepatic progenitors using a chemically defined protocol. Subsequently, cells were transduced and sorted at day 16 of differentiation to obtain a cell population enriched in hepatic progenitor cells. After sorting, more than 99% of these APOA-II-GFP-positive cells expressed hepatoblast markers such as α-fetoprotein and cytokeratin 19. When further cultured for 16 days, these cells underwent differentiation into more mature cells and exhibited hepatocyte properties such as albumin secretion. Moreover, they were devoid of vector DNA integration. We have developed an effective strategy to purify human hepatic cells from cultures of differentiating hPSCs, producing a novel tool that could be used not only for cell therapy but also for in vitro applications such as drug screening. The present strategy should also be suitable for the purification of a broad range of cell types derived from either pluripotent or adult stem cells.

Elucidating dynamic metabolic physiology through network integration of quantitative time-course metabolomics

DEFF Research Database (Denmark)

Bordbar, Aarash; Yurkovich, James T.; Paglia, Giuseppe

2017-01-01

The increasing availability of metabolomics data necessitates novel methods for deeper data analysis and interpretation. We present a flux balance analysis method that allows for the computation of dynamic intracellular metabolic changes at the cellular scale through integration of time-course ab......The increasing availability of metabolomics data necessitates novel methods for deeper data analysis and interpretation. We present a flux balance analysis method that allows for the computation of dynamic intracellular metabolic changes at the cellular scale through integration of time...

Maintaining Pedagogical Integrity of a Computer Mediated Course Delivery in Social Foundations

Science.gov (United States)

Stewart, Shelley; Cobb-Roberts, Deirdre; Shircliffe, Barbara J.

2013-01-01

Transforming a face to face course to a computer mediated format in social foundations (interdisciplinary field in education), while maintaining pedagogical integrity, involves strategic collaboration between instructional technologists and content area experts. This type of planned partnership requires open dialogue and a mutual respect for prior…

Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

Science.gov (United States)

Madsen, J. A.; Allen, D. E.; Donham, R. S.; Fifield, S. J.; Shipman, H. L.; Ford, D. J.; Dagher, Z. R.

2004-12-01

With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome

A Web-based e-learning course: integration of pathophysiology into pharmacology.

Science.gov (United States)

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

Indexed Captioned Searchable Videos: A Learning Companion for STEM Coursework

Science.gov (United States)

Tuna, Tayfun; Subhlok, Jaspal; Barker, Lecia; Shah, Shishir; Johnson, Olin; Hovey, Christopher

2017-02-01

Videos of classroom lectures have proven to be a popular and versatile learning resource. A key shortcoming of the lecture video format is accessing the content of interest hidden in a video. This work meets this challenge with an advanced video framework featuring topical indexing, search, and captioning (ICS videos). Standard optical character recognition (OCR) technology was enhanced with image transformations for extraction of text from video frames to support indexing and search. The images and text on video frames is analyzed to divide lecture videos into topical segments. The ICS video player integrates indexing, search, and captioning in video playback providing instant access to the content of interest. This video framework has been used by more than 70 courses in a variety of STEM disciplines and assessed by more than 4000 students. Results presented from the surveys demonstrate the value of the videos as a learning resource and the role played by videos in a students learning process. Survey results also establish the value of indexing and search features in a video platform for education. This paper reports on the development and evaluation of ICS videos framework and over 5 years of usage experience in several STEM courses.

Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves

Science.gov (United States)

Fallahi, Carolyn R.; Levine, Laura E.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

2009-01-01

This article presents an interdisciplinary approach to course redesign that enhanced student learning across all six categories in Dee Fink's taxonomy. A meta-analysis of the results provides evidence that integrated course design produces significant learning. In this article, the authors tell four connected stories: (1) how Fink's book,…

Integration of Ethics across the Curriculum: From First Year through Senior Seminar†

Science.gov (United States)

Gasparich, Gail E.; Wimmers, Larry

2014-01-01

The Fisher College of Science and Mathematics (FCSM) at Towson University (TU) has integrated authentic research experiences throughout the curriculum from first year STEM courses through advanced upper-level classes and independent research. Our observation is that training in both responsible conduct of research (RCR) and bioethics throughout the curriculum was an effective strategy to advance the cognitive and psychosocial development of the students. As students enter TU they generally lack the experience and tools to assess their own competence, to apply ethical debates, to investigate scientific topics from an ethical perspective, or to integrate ethics into final conclusions. Student behavior and development follow cognitive models such as described in the theories put forth by Piaget, Kohlberg, and Erikson, both for initial learning and for how concepts are understood and adopted. Three examples of this ethics training integration are described, including a cohort-based course for first year students in the STEM Residential Learning Community, a cohort-based course for community college students that are involved in an NIH-funded Bridges to the Baccalaureate program, and a senior seminar in Bioethics in the Molecular Biology, Biochemistry and Bioinformatics Program. All three focus on different aspects of RCR and bioethics training, providing opportunities for students to learn about the principles of effective decision-making, critical and analytical thinking, problem solving, and communication with increasing degrees of complexity as they move through the curriculum. PMID:25574282

Integration of Ethics across the Curriculum: From First Year through Senior Seminar.

Science.gov (United States)

Gasparich, Gail E; Wimmers, Larry

2014-12-01

The Fisher College of Science and Mathematics (FCSM) at Towson University (TU) has integrated authentic research experiences throughout the curriculum from first year STEM courses through advanced upper-level classes and independent research. Our observation is that training in both responsible conduct of research (RCR) and bioethics throughout the curriculum was an effective strategy to advance the cognitive and psychosocial development of the students. As students enter TU they generally lack the experience and tools to assess their own competence, to apply ethical debates, to investigate scientific topics from an ethical perspective, or to integrate ethics into final conclusions. Student behavior and development follow cognitive models such as described in the theories put forth by Piaget, Kohlberg, and Erikson, both for initial learning and for how concepts are understood and adopted. Three examples of this ethics training integration are described, including a cohort-based course for first year students in the STEM Residential Learning Community, a cohort-based course for community college students that are involved in an NIH-funded Bridges to the Baccalaureate program, and a senior seminar in Bioethics in the Molecular Biology, Biochemistry and Bioinformatics Program. All three focus on different aspects of RCR and bioethics training, providing opportunities for students to learn about the principles of effective decision-making, critical and analytical thinking, problem solving, and communication with increasing degrees of complexity as they move through the curriculum.

Integration of Ethics across the Curriculum: From First Year through Senior Seminar

Directory of Open Access Journals (Sweden)

Gail E. Gasparich

2014-10-01

Full Text Available The Fisher College of Science and Mathematics (FCSM at Towson University (TU has integrated authentic research experiences throughout the curriculum from first year STEM courses through advanced upper-level classes and independent research. Our observation is that training in both responsible conduct in research (RCR and bioethics throughout the curriculum was an effective strategy to advance the cognitive and psychosocial development of the students. As students enter TU they generally lack the experience and tools to assess their own competence, to apply ethical debates, to investigate scientific topics from an ethical perspective, or to integrate ethics into final conclusions. Student behavior and development follow cognitive models such as described in the theories put forth by Piaget, Kohlberg, and Erikson, both for initial learning and for how concepts are understood and adopted. Three examples of this ethics training integration are described, including a cohort-based course for first year students in the STEM Residential Learning Community, a cohort-based course for community college students that are involved in an NIH-funded Bridges to the Baccalaureate program, and a senior seminar in Bioethics in the Molecular Biology, Biochemistry and Bioinformatics Program. All three focus on different aspects of RCR and bioethics training, providing opportunities for students to learn about the principles of effective decision-making, critical and analytical thinking, problem solving, and communication with increasing degrees of complexity as they move through the curriculum.

"RMP Evaluations, Course Easiness, and Grades: Are They Related?"

Directory of Open Access Journals (Sweden)

Syed A. Rizvi

2015-10-01

Full Text Available This paper investigates the relationship between the student evaluations of the instructors at the RateMyProfessors.com (RMP website and the average grades awarded by those instructors. As of Spring 2012, the RMP site included evaluations of 538 full-and part-time instructors at the College of Staten Island (CSI. We selected the evaluations of the 419 instructors who taught at CSI for at least two semesters from Fall 2009 to Spring 2011 and had at least ten evaluations. This research indicates that there is a strong correlation between RMP's overall evaluation and easiness scores. However, the perceived easiness of an instructor/course does not always result in higher grades for students. Furthermore, we found that the instructors who received high overall evaluation and easiness scores (4.0 to 5.0 at the RMP site do not necessarily award high grades. This is a very important finding as it disputes the argument that instructors receive high evaluations because they are easy or award high grades. On the other hand, instructors of the courses that are perceived to be difficult (RMP easiness score of 3.0 or less are likely to be tough graders. However, instructors who received moderate overall evaluation and easiness scores (between 3.0 and 4.0 the RMP site had a high correlation between these scores and average grade awarded by those instructors. Finally, our research shows that the instructors in non-STEM disciplines award higher grades than the instructors in STEM disciplines. Non-STEM instructors also received higher overall evaluations than their STEM counterparts and non-STEM courses were perceived easier by the students than STEM courses.

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

Science.gov (United States)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

Green Action through Education: A Model for Fostering Positive Attitudes about STEM

Science.gov (United States)

Wheland, Ethel R.; Donovan, William J.; Dukes, J. Thomas; Qammar, Helen K.; Smith, Gregory A.; Williams, Bonnie L.

2013-01-01

This paper describes an innovative collaboration between instructors of non-STEM (science, technology, engineering, and mathematics) courses and scientists who teach STEM courses in the GATE (Green Action Through Education) learning community. The scientists in this project presented engaging science--in such diverse locations as a sewage…

Actively Encouraging Learning and Degree Persistence in Advanced Astrophysics Courses

Science.gov (United States)

McIntosh, Daniel H.

2018-01-01

The need to grow and diversify the STEM workforce remains a critical national challenge. Less than 40% of college students interested in STEM achieve a bachelor's degree. These numbers are even more dire for women and URMs, underscoring a serious concern about the country's ability to remain competitive in science and tech. A major factor is persistent performance gaps in rigorous 'gateway' and advanced STEM courses for majors from diverse backgrounds leading to discouragement, a sense of exclusion, and high dropout rates. Education research has clearly demonstrated that interactive-engagement (`active learning') strategies increase performance, boost confidence, and help build positive 'identity' in STEM. Likewise, the evidence shows that traditional science education practices do not help most students gain a genuine understanding of concepts nor the necessary skill set to succeed in their disciplines. Yet, lecture-heavy courses continue to dominate the higher-ed curriculum, thus, reinforcing the tired notion that only a small percentage of 'special' students have the inherent ability to achieve a STEM degree. In short, very capable students with less experience and confidence in science, who belong to groups that traditionally are less identified with STEM careers, are effectively and efficiently 'weeded out' by traditional education practices. I will share specific examples for how I successfully incorporate active learning in advanced astrophysics courses to encourage students from all backgrounds to synthesize complex ideas, build bedrock conceptual frameworks, gain technical communication skills, and achieve mastery learning outcomes all necessary to successfully complete rigorous degrees like astrophysics. By creating an inclusive and active learning experience in junior-level extragalactic and stellar interiors/atmospheres courses, I am helping students gain fluency in their chosen major and the ability to 'think like a scientist', both critical to

Anatomy as the Backbone of an Integrated First Year Medical Curriculum: Design and Implementation

Science.gov (United States)

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E

2011-01-01

Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other first year basic science courses (Biochemistry, Physiology, and Neurobiology) as we progressed toward an integrated curriculum. A team, consisting of the course directors, a curriculum coordinator and the Associate Dean for Educational and Faculty Affairs, was assembled to build the new curriculum. For the initial phase, the original course titles were retained but the lecture order was reorganized around the Human Morphology topic sequence. The material from all four courses was organized into four sequential units. Other curricular changes included placing laboratories and lectures more consistently in the daily routine, reducing lecture time from 120 to 90 minute blocks, eliminating unnecessary duplication of content, and increasing the amount of independent study time. Examinations were constructed to include questions from all courses on a single test, reducing the number of examination days in each block from three to one. The entire restructuring process took two years to complete, and the revised curriculum was implemented for the students entering in 2007. The outcomes of the restructured curriculum include a reduction in the number of contact hours by 28%, higher or equivalent subject examination average scores, enhanced student satisfaction, and a first year curriculum team better prepared to move forward with future integration. PMID:21538939

Integrating psychoeducation in a basic computer skills course for people suffering from social anxiety: participants' experiences

Directory of Open Access Journals (Sweden)

Löhr HD

2011-08-01

Full Text Available Hildegard D Löhr1,2, Jan H Rosenvinge1,3, Rolf Wynn2,41Division of General Psychiatry, University Hospital of North Norway, 2Telemedicine Research Group, Department of Clinical Medicine, Faculty of Health Sciences, 3Department of Psychology, Faculty of Health Sciences, University of Tromsø, 4Division of Addiction and Specialized Psychiatry, University Hospital of North Norway, Tromsø, NorwayAbstract: We describe a psychoeducational program integrated in a basic computer skills course for participants suffering from social anxiety. The two main aims of the course were: that the participants learn basic computer skills, and that the participants learn to cope better with social anxiety. Computer skills were taught by a qualified teacher. Psychoeducation and cognitive therapy skills, including topics such as anxiety coping, self-accept, and self-regulation, were taught by a clinical psychologist. Thirteen of 16 participants completed the course, which lasted 11 weeks. A qualitative analysis was performed, drawing on observations during the course and on interviews with the participants. The participants were positive about the integration of psychoeducation sessions in the computer course, and described positive outcomes for both elements, including improved computer skills, improved self-esteem, and reduced social anxiety. Most participants were motivated to undertake further occupational rehabilitation after the course.Keywords: cognitive therapy, information technology, occupational rehabilitation, psychoeducation, self-help, social anxiety

Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

Science.gov (United States)

Miller, Brianna M.

Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math

Visualizing Volume to Help Students Understand the Disk Method on Calculus Integral Course

Science.gov (United States)

Tasman, F.; Ahmad, D.

2018-04-01

Many research shown that students have difficulty in understanding the concepts of integral calculus. Therefore this research is interested in designing a classroom activity integrated with design research method to assist students in understanding the integrals concept especially in calculating the volume of rotary objects using disc method. In order to support student development in understanding integral concepts, this research tries to use realistic mathematical approach by integrating geogebra software. First year university student who takes a calculus course (approximately 30 people) was chosen to implement the classroom activity that has been designed. The results of retrospective analysis show that visualizing volume of rotary objects using geogebra software can assist the student in understanding the disc method as one way of calculating the volume of a rotary object.

The effectiveness of a clinically integrated e-learning course in evidence-based medicine: A cluster randomised controlled trial

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Arvanitis Theodoros N

2009-05-01

Full Text Available Abstract Background To evaluate the educational effects of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM among postgraduates compared to a traditional lecture-based course of equivalent content. Methods We conducted a cluster randomised controlled trial in the Netherlands and the UK involving postgraduate trainees in six obstetrics and gynaecology departments. Outcomes (knowledge gain and change in attitude towards EBM were compared between the clinically integrated e-learning course (intervention and the traditional lecture based course (control. We measured change from pre- to post-intervention scores using a validated questionnaire assessing knowledge (primary outcome and attitudes (secondary outcome. Results There were six clusters involving teaching of 61 postgraduate trainees (28 in the intervention and 33 in the control group. The intervention group achieved slightly higher scores for knowledge gain compared to the control, but these results were not statistically significant (difference in knowledge gain: 3.5 points, 95% CI -2.7 to 9.8, p = 0.27. The attitudinal changes were similar for both groups. Conclusion A clinically integrated e-learning course was at least as effective as a traditional lecture based course and was well accepted. Being less costly than traditional teaching and allowing for more independent learning through materials that can be easily updated, there is a place for incorporating e-learning into postgraduate EBM curricula that offer on-the-job training for just-in-time learning. Trial registration Trial registration number: ACTRN12609000022268.

Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course

Directory of Open Access Journals (Sweden)

Keshavarzi Z.

2016-02-01

Full Text Available Aims: Different education methods play crucial roles to improve education quality and students’ satisfaction. In the recent years, medical education highly changes through new education methods. The aim of this study was to compare medical students’ satisfaction in traditional and integrated methods of teaching physiology course. Instrument and Methods: In the descriptive analysis study, fifty 4th semester medical students of Bojnourd University of Medical Sciences were studied in 2015. The subjects were randomly selected based on availability. Data was collected by two researcher-made questionnaires; their validity and reliability were confirmed. Questionnaure 1 was completed by the students after presenting renal and endocrinology topics via traditional and integrated methods. Questionnaire 2 was only completed by the students after presenting the course via integrated method. Data was analyzed by SPSS 16 software using dependent T test. Findings: Mean score of the students’ satisfaction in traditional method (24.80±3.48 was higher than integrated method (22.30±4.03; p<0.0001. In the integrated method, most of the students were agreed and completely agreed on telling stories from daily life (76%, sitting mode in the classroom (48%, an attribution of cell roles to the students (60%, showing movies and animations (76%, using models (84%, and using real animal parts (72% during teaching, as well as expressing clinical items to enhance learning motivations (76%. Conclusion: Favorable satisfaction of the students in traditional lecture method to understand the issues, as well as their acceptance of new and active methods of learning, show effectiveness and efficiency of traditional method and the requirement of its enhancement by the integrated methods. 

Teaching writing of scientific abstracts in English: CLIL methodology in an integrated English and Medicine course

Directory of Open Access Journals (Sweden)

Philippa Mungra

2010-10-01

Full Text Available In the I Faculty at the University of Rome “La Sapienza” Medical School, one of the several methodology courses aims at developing approaches by physicians to patient queries. One such course comprises several disciplines: Pathology, Immunology, Medical Statistics, Internal Medicine and English, with the specific aim of furnishing students, all Italian speakers, with skills for searching and evaluating the medical literature for answers to patient queries regarding risks and effectiveness of therapy. This paper describes the integration of English into a Methodology Course and delineates how the language component uses a Content and Language Integrated Learning (CLIL approach to train students to write the highly specific genre of journal abstracts for medical experimental research articles. A corpus of student writing is presented and discussed with the aim of furnishing one didactic model for language teaching within the Italian Medical Curriculum.

The effectiveness of a clinically integrated e-learning course in evidence-based medicine: A cluster randomised controlled trial

NARCIS (Netherlands)

Kulier, Regina; Coppus, Sjors F. P. J.; Zamora, Javier; Hadley, Julie; Malick, Sadia; Das, Kausik; Weinbrenner, Susanne; Meyerrose, Berrit; Decsi, Tamas; Horvath, Andrea R.; Nagy, Eva; Emparanza, Jose I.; Arvanitis, Theodoros N.; Burls, Amanda; Cabello, Juan B.; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karen; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben W. J.; Khan, Khalid S.

2009-01-01

ABSTRACT: BACKGROUND: To evaluate the educational effects of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduates compared to a traditional lecture-based course of equivalent content. METHODS: We conducted a cluster randomised controlled

A bit of both science and economics: a non-traditional STEM identity narrative

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Mark, Sheron L.

2017-10-01

Black males, as one non-dominant population, remain underrepresented and less successful in science, technology, engineering, and mathematics (STEM). Researchers focused on non-dominant populations are advised against generalizations and to examine cultural intersections (i.e. race, ethnicity, gender, and more) and also to explore cases of success, in addition to cases of under-achievement and underrepresentation. This study has focused on one African American male, Randy, who expressed high-achieving STEM career goals in computer science and engineering. Furthermore, recognizing that culture and identity development underlie STEM engagement and persistence, this long-term case study focused on how Randy developed a STEM identity during the course of the study and the implications of that process for his STEM career exploration. Étienne Wenger's (1999) communities-of-practice (CoP) was employed as a theoretical framework and, in doing so, (1) the informal STEM program in which Randy participated was characterized as a STEM-for-social-justice CoP and (2) Randy participated in ways that consistently utilized an "economics" lens from beyond the boundaries of the CoP. In doing so, Randy functioned as a broker within the CoP and developed a non-traditional STEM identity-in-practice which integrated STEM, "economics", and community engagement. Randy's STEM identity-in-practice is discussed in terms of the contextual factors that support scientific identity development (Hazari et al. in J Res Sci Teach 47:978-1003, 2010), the importance of recognizing and supporting the development of holistic and non-traditional STEM identities, especially for diverse populations in STEM, and the implications of this new understanding of Randy's STEM identity for his long-term STEM career exploration.

Integrating Algorithm Visualization Video into a First-Year Algorithm and Data Structure Course

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Crescenzi, Pilu; Malizia, Alessio; Verri, M. Cecilia; Diaz, Paloma; Aedo, Ignacio

2012-01-01

In this paper we describe the results that we have obtained while integrating algorithm visualization (AV) movies (strongly tightened with the other teaching material), within a first-year undergraduate course on algorithms and data structures. Our experimental results seem to support the hypothesis that making these movies available significantly…

Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

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Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

2017-12-01

As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we

Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement

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Whelan, Michael

2017-01-01

Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor…

Enhancing an Integrative Course in Industrial Engineering and Management via Realistic Socio-technical Problems and Serious Game Development

NARCIS (Netherlands)

Szirbik, Nicolae; Pelletier, Christine; Velthuizen, Vincent; Umeda, Shigeki

2015-01-01

This paper discusses specific educational issues encountered during the Systems Engineering Design course at the Industrial Engineering and Management master program at the University of Groningen. It explains first the concept of an integrative course, an innovation that was applied first in this

The integral biologically effective dose to predict brain stem toxicity of hypofractionated stereotactic radiotherapy

International Nuclear Information System (INIS)

Clark, Brenda G.; Souhami, Luis; Pla, Conrado; Al-Amro, Abdullah S.; Bahary, Jean-Paul; Villemure, Jean-Guy; Caron, Jean-Louis; Olivier, Andre; Podgorsak, Ervin B.

1998-01-01

Purpose: The aim of this work was to develop a parameter for use during fractionated stereotactic radiotherapy treatment planning to aid in the determination of the appropriate treatment volume and fractionation regimen that will minimize risk of late damage to normal tissue. Materials and Methods: We have used the linear quadratic model to assess the biologically effective dose at the periphery of stereotactic radiotherapy treatment volumes that impinge on the brain stem. This paper reports a retrospective study of 77 patients with malignant and benign intracranial lesions, treated between 1987 and 1995, with the dynamic rotation technique in 6 fractions over a period of 2 weeks, to a total dose of 42 Gy prescribed at the 90% isodose surface. From differential dose-volume histograms, we evaluated biologically effective dose-volume histograms and obtained an integral biologically-effective dose (IBED) in each case. Results: Of the 77 patients in the study, 36 had target volumes positioned so that the brain stem received more than 1% of the prescribed dose, and 4 of these, all treated for meningioma, developed serious late damage involving the brain stem. Other than type of lesion, the only significant variable was the volume of brain stem exposed. An analysis of the IBEDs received by these 36 patients shows evidence of a threshold value for late damage to the brain stem consistent with similar thresholds that have been determined for external beam radiotherapy. Conclusions: We have introduced a new parameter, the IBED, that may be used to represent the fractional effective dose to structures such as the brain stem that are partially irradiated with stereotactic dose distributions. The IBED is easily calculated prior to treatment and may be used to determine appropriate treatment volumes and fractionation regimens minimizing possible toxicity to normal tissue

Assessing the quantified impact of a hybrid POGIL methodology on student averages in a forensic science survey course

Science.gov (United States)

Meeks, Tyna L.

A causal-comparative/quasi experimental study examined the effect of incorporating a hybrid teaching methodology that blended lecture with Process Oriented Guided Inquiry Lessons (POGILs) on the overall academic achievement of a diverse student body in a large lecture setting. Additional considerations included student gender, ethnicity, declared major (STEM or non-STEM), and SAT scores. An evaluation of the effect that these characteristics had on student achievement due to differentiating import placed on the use of POGILs as a learning tool was included. This study used data obtained from a longitudinal examination of eight years of student data from an introductory forensic science survey course offered in a R1 northeastern university. This study addressed the effectiveness of applying a proscribed active learning methodology, one proposed effective in collegiate education, to a new environment, forensic science. The methodology employed combined fourteen POGILs, created specifically for the chosen course, with didactic lecture during the entire semester of a forensic science survey course. This quasi-experimental design used the manipulation of the independent variable, the use of a hybrid lecture instead of exclusive use of traditional didactic lectures, on the students' academic achievement on exams given during the course. Participants in this study (N=1436) were undergraduate students enrolled in the single semester introductory science course. A longitudinal study that incorporated eight years of data was completed, 4 years pre-intervention (2007-2010) and 4 years post-intervention (2011-2014). The forensic science survey course, taught by only one professor during the eight-year period, was a science discipline that had yet to integrate an active learning educational model. Findings indicate four variables significantly contributed to explaining nearly 28% of the variation seen in the student class averages earned during the eight-year period: the

The openness of pluripotent epigenome - Defining the genomic integrity of stemness for regenerative medicine

Directory of Open Access Journals (Sweden)

Xuejun H Parsons

2014-02-01

Full Text Available This article is an editorial, and it doesn't include an abstract. Full text of this article is available in HTML and PDF.Cite this article as: Parsons XH. The openness of pluripotent epigenome - Defining the genomic Integrity of stemness for regenerative medicine. Int J Cancer Ther Oncol 2014; 2(1:020114.DOI: http://dx.doi.org/10.14319/ijcto.0201.14

Pathways in STEM: Factors affecting the retention and attrition of talented men and women from the STEM pipeline

Science.gov (United States)

Heilbronner, Nancy N.

Many men and women who are talented in science, technology, engineering, and/or mathematics (STEM) choose not to pursue undergraduate majors or careers in these fields. To develop talents in STEM, educators must understand the factors that contribute to an individual's retention in STEM domains, as well as the factors that act as barriers to success, such as the role that gender plays in the underrepresentation of women in certain STEM fields (e.g., computer science and engineering) and changes in recent decades in the process of selecting STEM majors and careers. The purpose of this study was to explore the influences that guide decisions related to the selection of majors and occupations during high school, post-secondary education, and early careers. Survey methodology was used to explore the perceptions of 360 Science Talent Search (STS) semifinalists and finalists during the years 1987-1989 and 1997-1999, and quantitative procedures were used to analyze the data. A majority (74.2%) of STS participants majored in a STEM field in college, and most (68.6%) currently work in a STEM field. A greater percentage of men selected computer science, engineering, physics, and mathematics majors, and a greater percentage of women selected biological science and chemistry. Belief in one's ability to achieve in STEM was a predictor of STEM majors in college and STEM concentrations in graduate school, but differences were found between men's and women's self-efficacy in STEM during high school and in college, as women had lower self-efficacy. Sex was a predictor of STEM majors in college, but perceived quality of academic courses was not. STEM majors also reported more satisfaction with their STEM courses in high school and college than non-STEM majors. In a departure from the results of previous research, the reasons that men and women selected occupations were similar, as were the reasons they chose to leave or not to enter STEM. The most frequently cited reason for

Classroom sound can be used to classify teaching practices in college science courses.

Science.gov (United States)

Owens, Melinda T; Seidel, Shannon B; Wong, Mike; Bejines, Travis E; Lietz, Susanne; Perez, Joseph R; Sit, Shangheng; Subedar, Zahur-Saleh; Acker, Gigi N; Akana, Susan F; Balukjian, Brad; Benton, Hilary P; Blair, J R; Boaz, Segal M; Boyer, Katharyn E; Bram, Jason B; Burrus, Laura W; Byrd, Dana T; Caporale, Natalia; Carpenter, Edward J; Chan, Yee-Hung Mark; Chen, Lily; Chovnick, Amy; Chu, Diana S; Clarkson, Bryan K; Cooper, Sara E; Creech, Catherine; Crow, Karen D; de la Torre, José R; Denetclaw, Wilfred F; Duncan, Kathleen E; Edwards, Amy S; Erickson, Karen L; Fuse, Megumi; Gorga, Joseph J; Govindan, Brinda; Green, L Jeanette; Hankamp, Paul Z; Harris, Holly E; He, Zheng-Hui; Ingalls, Stephen; Ingmire, Peter D; Jacobs, J Rebecca; Kamakea, Mark; Kimpo, Rhea R; Knight, Jonathan D; Krause, Sara K; Krueger, Lori E; Light, Terrye L; Lund, Lance; Márquez-Magaña, Leticia M; McCarthy, Briana K; McPheron, Linda J; Miller-Sims, Vanessa C; Moffatt, Christopher A; Muick, Pamela C; Nagami, Paul H; Nusse, Gloria L; Okimura, Kristine M; Pasion, Sally G; Patterson, Robert; Pennings, Pleuni S; Riggs, Blake; Romeo, Joseph; Roy, Scott W; Russo-Tait, Tatiane; Schultheis, Lisa M; Sengupta, Lakshmikanta; Small, Rachel; Spicer, Greg S; Stillman, Jonathon H; Swei, Andrea; Wade, Jennifer M; Waters, Steven B; Weinstein, Steven L; Willsie, Julia K; Wright, Diana W; Harrison, Colin D; Kelley, Loretta A; Trujillo, Gloriana; Domingo, Carmen R; Schinske, Jeffrey N; Tanner, Kimberly D

2017-03-21

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning-derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.

Classroom sound can be used to classify teaching practices in college science courses

Science.gov (United States)

Seidel, Shannon B.; Wong, Mike; Bejines, Travis E.; Lietz, Susanne; Perez, Joseph R.; Sit, Shangheng; Subedar, Zahur-Saleh; Acker, Gigi N.; Akana, Susan F.; Balukjian, Brad; Benton, Hilary P.; Blair, J. R.; Boaz, Segal M.; Boyer, Katharyn E.; Bram, Jason B.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung Mark; Chen, Lily; Chovnick, Amy; Chu, Diana S.; Clarkson, Bryan K.; Cooper, Sara E.; Creech, Catherine; Crow, Karen D.; de la Torre, José R.; Denetclaw, Wilfred F.; Duncan, Kathleen E.; Edwards, Amy S.; Erickson, Karen L.; Fuse, Megumi; Gorga, Joseph J.; Govindan, Brinda; Green, L. Jeanette; Hankamp, Paul Z.; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen; Ingmire, Peter D.; Jacobs, J. Rebecca; Kamakea, Mark; Kimpo, Rhea R.; Knight, Jonathan D.; Krause, Sara K.; Krueger, Lori E.; Light, Terrye L.; Lund, Lance; Márquez-Magaña, Leticia M.; McCarthy, Briana K.; McPheron, Linda J.; Miller-Sims, Vanessa C.; Moffatt, Christopher A.; Muick, Pamela C.; Nagami, Paul H.; Nusse, Gloria L.; Okimura, Kristine M.; Pasion, Sally G.; Patterson, Robert; Riggs, Blake; Romeo, Joseph; Roy, Scott W.; Russo-Tait, Tatiane; Schultheis, Lisa M.; Sengupta, Lakshmikanta; Small, Rachel; Spicer, Greg S.; Stillman, Jonathon H.; Swei, Andrea; Wade, Jennifer M.; Waters, Steven B.; Weinstein, Steven L.; Willsie, Julia K.; Wright, Diana W.; Harrison, Colin D.; Kelley, Loretta A.; Trujillo, Gloriana; Domingo, Carmen R.; Schinske, Jeffrey N.; Tanner, Kimberly D.

2017-01-01

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning–derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort. PMID:28265087

Perceptions of Plagiarism by STEM Graduate Students: A Case Study.

Science.gov (United States)

Leonard, Michelle; Schwieder, David; Buhler, Amy; Bennett, Denise Beaubien; Royster, Melody

2015-12-01

Issues of academic integrity, specifically knowledge of, perceptions and attitudes toward plagiarism, are well documented in post-secondary settings using case studies for specific courses, recording discourse with focus groups, analyzing cross-cultural education philosophies, and reviewing the current literature. In this paper, the authors examine the perceptions of graduate students in science, technology, engineering, and mathematics (STEM) disciplines at the University of Florida regarding misconduct and integrity issues. Results revealed students' perceptions of the definition and seriousness of potential academic misconduct, knowledge of institutional procedures, and views on faculty actions, all with a focus on divergences between U.S. and internationally-educated students. The open-ended questions provide anecdotal evidence to highlight personal experiences, positive and negative, aimed at the faculty, international students and undergraduates. Combined, these findings outline an important part of the campus academic integrity culture at a major American university. Recommendations for local actions also are discussed.

A broadly implementable research course in phage discovery and genomics for first-year undergraduate students.

Science.gov (United States)

Jordan, Tuajuanda C; Burnett, Sandra H; Carson, Susan; Caruso, Steven M; Clase, Kari; DeJong, Randall J; Dennehy, John J; Denver, Dee R; Dunbar, David; Elgin, Sarah C R; Findley, Ann M; Gissendanner, Chris R; Golebiewska, Urszula P; Guild, Nancy; Hartzog, Grant A; Grillo, Wendy H; Hollowell, Gail P; Hughes, Lee E; Johnson, Allison; King, Rodney A; Lewis, Lynn O; Li, Wei; Rosenzweig, Frank; Rubin, Michael R; Saha, Margaret S; Sandoz, James; Shaffer, Christopher D; Taylor, Barbara; Temple, Louise; Vazquez, Edwin; Ware, Vassie C; Barker, Lucia P; Bradley, Kevin W; Jacobs-Sera, Deborah; Pope, Welkin H; Russell, Daniel A; Cresawn, Steven G; Lopatto, David; Bailey, Cheryl P; Hatfull, Graham F

2014-02-04

Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students' interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training. Engagement of undergraduate students in scientific research at early stages in their careers presents an opportunity to excite students about science, technology, engineering, and mathematics (STEM) disciplines and promote continued interests in these areas. Many excellent course-based undergraduate research experiences have been developed, but scaling these to a broader impact with larger numbers of students is challenging. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunting Advancing Genomics and Evolutionary Science (SEA-PHAGES) program takes advantage of the huge size and diversity of the bacteriophage population to engage students in discovery of new viruses, genome

Effect of Makerspace Professional Development Activities on Elementary and Middle School Educator Perceptions of Integrating Technologies with STEM (Science, Technology, Engineering, Mathematics)

Science.gov (United States)

Miller, Jennifer Renea

2016-01-01

This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically…

Considerations on the practice and future reform of integrated course of the digestive system

Institute of Scientific and Technical Information of China (English)

Li DONG; Xin LU; Wei-fang RONG

2015-01-01

Shanghai Jiao Tong University School of Medicine has comprehensively implemented the systembased integrated teaching for clinical medicine programs.According to the review and summarization of teaching the digestive system course for several years,we deem that compared with discipline-based traditional teaching model,the integrated teaching can efficiently improve students’interest and passion for learning basic medicine knowledge and facilitate students’ability to establish the connection between basic medicine and clinical medicine.In the future,the knowledge integration among different disciplines should be enhanced,such as the integration of histology with pathology,morphology with function,and physiology with pharmacology,etc.It is necessary to adjust teaching contents and methods accordingly,so as to achieve better teaching outcomes.

Enhancing Concept Comprehension in a Web-Based Course Using a Framework Integrating the Learning Cycle with Variation Theory

Science.gov (United States)

Hsu, Chih-Chao; Wang, Tzone-I

2014-01-01

Concept comprehension is an important foundation for more complex thoughts. To enhance concept comprehension, teachers of traditional classrooms have been using instructional strategies and specific course designs, which have been proven effective. It initiates a hypothesis that integrating instructional strategies in the course designs of an…

Experience in the modular teaching of the integrated course of metabolism and energy

Institute of Scientific and Technical Information of China (English)

Jian HUANG; Qian LI; Xue-mei TONG; Rong YANG; Ping ZHANG

2015-01-01

The teaching of eight-year clinical medicine program of Shanghai Jiao Tong University School of Medicine was reformed since 2009 to replace the traditional teaching model with modular teaching. As one of reformed courses,the metabolism and energy course combines biochemistry and physiology related knowledge points and endeavors to overcome shortcomings of traditional basic medical knowledge education,such as simple learning contents,isolation between basic medicine and clinical medicine,simple teaching methods of teachers,and passive learning methods of students. After 6 years of teaching practice,the new teaching model has been recognized by both teachers and students and the teaching quality improves comprehensively,but there are still some shortcomings that need to be overcome. This paper summarizes the gain and loss of the modular teaching of integrated course of metabolism and energy,so as to provide reference for extending the reform of modular teaching and further improving the teaching quality.

STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

Science.gov (United States)

Jin, Guang; Bierma, Tom

2013-01-01

This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

Pre-Service Science Teachers Views on STEM Materials and STEM Competition in Instructional Technologies and Material Development Course

Science.gov (United States)

Cetin, Ali; Balta, Nuri

2017-01-01

This qualitative study was designed to introduce STEM (Science, Technology, Engineering, Mathematics) activities to preservice science teachers and identify their views about STEM materials. In this context, a competition was organized with 42 preservice science teachers (13 male- 29 female) who took Instructional Technologies and Material…

Effects of irradiation on stem cell response to differentiation inhibitors in the Planarian Dugesia etrusca

Energy Technology Data Exchange (ETDEWEB)

Steele, V.E.; Lange, C.S.

1976-07-01

The planarian owes its extensive powers of regeneration to the possession of a totipotential stem cell system. The survival of the animal after irradiation depends mainly upon this system. In this respect the planarian is analogous to mammalian organ systems such as bone marrow or gut epithelium. The differentiated cells control the course of stem cell mediated tissue renewal by the secretion of differentiator and/or inhibitor substances. One such inhibitor substance, present in extracts prepared from homogenized whole planarians, specifically inhibits brain formation. This substance is organ specific, but not species specific. The differentiative integrity of the stem cells after irradiation is measured by comparing the regenerated brain volumes resulting from the presence or absence of the brain inhibitory extract during the regeneration period. Our data suggest that increasing doses of x irradiation decreases the ability of the stem cells to respond to differentiative substances. The data presented also explore the possibility of altering the postirradiation recovery pattern by shifting the differentiative demands placed on the stem cells. The final proportions of animals (one-half regenerated with, and one-half without, the extract) surviving after 60 days were not significantly different.

Engineering the path to higher-order thinking in elementary education: A problem-based learning approach for STEM integration

Science.gov (United States)

Rehmat, Abeera Parvaiz

As we progress into the 21st century, higher-order thinking skills and achievement in science and math are essential to meet the educational requirement of STEM careers. Educators need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. An instructional pedagogy that can capture students' attention, support interdisciplinary STEM practices, and foster higher-order thinking skills is problem-based learning. Problem-based learning embedded in the social constructivist view of teaching and learning (Savery & Duffy, 1995) promotes self-regulated learning that is enhanced through exploration, cooperative social activity, and discourse (Fosnot, 1996). This quasi-experimental mixed methods study was conducted with 98 fourth grade students. The study utilized STEM content assessments, a standardized critical thinking test, STEM attitude survey, PBL questionnaire, and field notes from classroom observations to investigate the impact of problem-based learning on students' content knowledge, critical thinking, and their attitude towards STEM. Subsequently, it explored students' experiences of STEM integration in a PBL environment. The quantitative results revealed a significant difference between groups in regards to their content knowledge, critical thinking skills, and STEM attitude. From the qualitative results, three themes emerged: learning approaches, increased interaction, and design and engineering implementation. From the overall data set, students described the PBL environment to be highly interactive that prompted them to employ multiple approaches, including design and engineering to solve the problem.

Integration of Signaling Pathways with the Epigenetic Machinery in the Maintenance of Stem Cells

Directory of Open Access Journals (Sweden)

Luca Fagnocchi

2016-01-01

Full Text Available Stem cells balance their self-renewal and differentiation potential by integrating environmental signals with the transcriptional regulatory network. The maintenance of cell identity and/or cell lineage commitment relies on the interplay of multiple factors including signaling pathways, transcription factors, and the epigenetic machinery. These regulatory modules are strongly interconnected and they influence the pattern of gene expression of stem cells, thus guiding their cellular fate. Embryonic stem cells (ESCs represent an invaluable tool to study this interplay, being able to indefinitely self-renew and to differentiate towards all three embryonic germ layers in response to developmental cues. In this review, we highlight those mechanisms of signaling to chromatin, which regulate chromatin modifying enzymes, histone modifications, and nucleosome occupancy. In addition, we report the molecular mechanisms through which signaling pathways affect both the epigenetic and the transcriptional state of ESCs, thereby influencing their cell identity. We propose that the dynamic nature of oscillating signaling and the different regulatory network topologies through which those signals are encoded determine specific gene expression programs, leading to the fluctuation of ESCs among multiple pluripotent states or to the establishment of the necessary conditions to exit pluripotency.

Tests and Analysis of the Compressive Performance of an Integrated Masonry Structure of a Brick-Stem-Insulating Layer

Directory of Open Access Journals (Sweden)

Suizi Jia

2016-05-01

Full Text Available This paper proposes, for low buildings, an integrated wall structure of a brick-stem-insulating layer, which plays a major part in both heat preservation and force bearing. The research team has tested the thermal performance of the structure, the results of which are satisfying. To further study the force-bearing performance, the paper carries out compressive tests of specimens of different structural design, with two types of bricks, i.e., clay and recycled concrete bricks; three types of stems, i.e., square-shaped wood, square-shaped steel pipe and circular steel pipe; and one type of insulating layer, i.e., fly ash masonry blocks. Afterward, the force bearing performance, damage that occurred, compressive deformation and ductility of all of the specimens are compared. On the sideline, the structure is applied in the construction of a pilot residence project, yielding favorable outcomes. The results indicate that in comparison with a brick wall with an insulating layer sandwiched in between, the integrated wall structure of bricks and fly ash blocks is a more preferable choice in terms of compressive performance and ductility. The integrated wall structure of brick-stem-fly ash blocks delivers much better performance to this end. Note that regarding the stem’s contribution to compressive strength, circular steel pipe is highest, followed by square-shaped steel pipe and then square-shaped wood. The compressive performance of the sandwiched blocks surpasses that of the two brick wall pieces combined by a large margin.

Comprehensive Mapping of Pluripotent Stem Cell Metabolism Using Dynamic Genome-Scale Network Modeling

Directory of Open Access Journals (Sweden)

Sriram Chandrasekaran

2017-12-01

Full Text Available Summary: Metabolism is an emerging stem cell hallmark tied to cell fate, pluripotency, and self-renewal, yet systems-level understanding of stem cell metabolism has been limited by the lack of genome-scale network models. Here, we develop a systems approach to integrate time-course metabolomics data with a computational model of metabolism to analyze the metabolic state of naive and primed murine pluripotent stem cells. Using this approach, we find that one-carbon metabolism involving phosphoglycerate dehydrogenase, folate synthesis, and nucleotide synthesis is a key pathway that differs between the two states, resulting in differential sensitivity to anti-folates. The model also predicts that the pluripotency factor Lin28 regulates this one-carbon metabolic pathway, which we validate using metabolomics data from Lin28-deficient cells. Moreover, we identify and validate metabolic reactions related to S-adenosyl-methionine production that can differentially impact histone methylation in naive and primed cells. Our network-based approach provides a framework for characterizing metabolic changes influencing pluripotency and cell fate. : Chandrasekaran et al. use computational modeling, metabolomics, and metabolic inhibitors to discover metabolic differences between various pluripotent stem cell states and infer their impact on stem cell fate decisions. Keywords: systems biology, stem cell biology, metabolism, genome-scale modeling, pluripotency, histone methylation, naive (ground state, primed state, cell fate, metabolic network

Water as Life, Death, and Power: Building an Integrated Interdisciplinary Course Combining Perspectives from Anthropology, Biology, and Chemistry

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Willermet, Cathy; Mueller, Anja; Juris, Stephen J.; Drake, Eron; Upadhaya, Samik; Chhetri, Pratik

2013-01-01

In response to a request from a campus student organization, faculty from three fields came together to develop and teach an integrated interdisciplinary course on water issues and social activism. This course, "Water as Life, Death, and Power", brought together topics from the fields of anthropology, biology and chemistry to explore…

Induced Neural Stem Cells Achieve Long-Term Survival and Functional Integration in the Adult Mouse Brain

Directory of Open Access Journals (Sweden)

Kathrin Hemmer

2014-09-01

Full Text Available Differentiated cells can be converted directly into multipotent neural stem cells (i.e., induced neural stem cells [iNSCs]. iNSCs offer an attractive alternative to induced pluripotent stem cell (iPSC technology with regard to regenerative therapies. Here, we show an in vivo long-term analysis of transplanted iNSCs in the adult mouse brain. iNSCs showed sound in vivo long-term survival rates without graft overgrowths. The cells displayed a neural multilineage potential with a clear bias toward astrocytes and a permanent downregulation of progenitor and cell-cycle markers, indicating that iNSCs are not predisposed to tumor formation. Furthermore, the formation of synaptic connections as well as neuronal and glial electrophysiological properties demonstrated that differentiated iNSCs migrated, functionally integrated, and interacted with the existing neuronal circuitry. We conclude that iNSC long-term transplantation is a safe procedure; moreover, it might represent an interesting tool for future personalized regenerative applications.

Interest in STEM is contagious for students in biology, chemistry, and physics classes.

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Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D; Godwin, Allison; Scott, Tyler D; Klotz, Leidy

2017-08-01

We report on a study of the effect of peers' interest in high school biology, chemistry, and physics classes on students' STEM (science, technology, engineering, and mathematics)-related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students' experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students' STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students' intentions toward STEM careers while enhancing or maintaining course performance.

Interest in STEM is contagious for students in biology, chemistry, and physics classes

Science.gov (United States)

Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D.; Godwin, Allison; Scott, Tyler D.; Klotz, Leidy

2017-01-01

We report on a study of the effect of peers’ interest in high school biology, chemistry, and physics classes on students’ STEM (science, technology, engineering, and mathematics)–related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students‘ experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students‘ STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students’ intentions toward STEM careers while enhancing or maintaining course performance. PMID:28808678

Integrating Brain Science into Health Studies: An Interdisciplinary Course in Contemplative Neuroscience and Yoga

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Wolfe, Uta; Moran, Amy

2017-01-01

As neuroscience knowledge grows in its scope of societal applications so does the need to educate a wider audience on how to critically evaluate its research findings. Efforts at finding teaching approaches that are interdisciplinary, accessible and highly applicable to student experience are thus ongoing. The article describes an interdisciplinary undergraduate health course that combines the academic study of contemplative neuroscience with contemplative practice, specifically yoga. The class aims to reach a diverse mix of students by teaching applicable, health-relevant neuroscience material while directly connecting it to first-hand experience. Outcomes indicate success on these goals: The course attracted a wide range of students, including nearly 50% non-science majors. On a pre/post test, students showed large increases in their knowledge of neuroscience. Students’ ratings of the course overall, of increases in positive feelings about its field, and of their progress on specific course objectives were highly positive. Finally, students in their written work applied neuroscience course content to their personal and professional lives. Such results indicate that this approach could serve as a model for the interdisciplinary, accessible and applied integration of relevant neuroscience material into the undergraduate health curriculum. PMID:29371845

Use of Multimedia in an Introductory College Biology Course to Improve Comprehension of Complex Material

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Rhodes, Ashley; Rozell, Tim; Shroyer, Gail

2014-01-01

Many students who have the ability to succeed in science, technology, engineering and math (STEM) disciplines are often alienated by the traditional instructional methods encountered within introductory courses; as a result, attrition from STEM fields is highest after completion of these courses. This is especially true for females. The present…

Generation of integration-free induced pluripotent stem cell line (NJMUi001-A) from a phenylketonuria patient.

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Xu, Tianhui; Liang, Dong; Zhang, Jingjing; Ji, Xiuqing; Hu, Huanran; Sun, Yun; Jiang, Tao; Wang, Xia; Hu, Ping; Xu, Zhengfeng

2017-12-01

PKU is a prevalent type of inherited metabolic disease, caused by the defective phenylalanine metabolism. In most PKU cases, mutations in the PAH gene could be found. Dysfunction of this hepatic enzyme will lead to diverse clinical symptoms due to a failure in converting phenylalanine into tyrosine. Here, we report an integration-free human induced pluripotent stem cell line (NJMUi001-A) generated from peripheral blood mononuclear cells of a PKU patient by using Sendai virus. This iPS cell line has characteristics of pluripotent stem cells and can be used as a useful tool for the investigation of this inherited metabolic disease. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Development, implementation, and effects of an integrated web-based teaching model in a nursing ethics course.

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Chao, S-Y; Chang, Y-C; Yang, S C; Clark, M J

2017-08-01

Ethical competence, which is reflected in the ability to detect ethical challenges in clinical situations and engage in deliberate thinking on ethical actions, is one of the core competencies of nursing practice. The purpose of this study was to develop and implement an interactive situational e-learning system, integrating nursing ethical decisions into a nursing ethics course, and to evaluate the effects of this course on student nurses' ethical decision-making competence. The project was designed to be carried out in two phases. In the first phase, an interactive situated e-learning system was developed and integrated into the nursing ethics course. The second phase involved implementing the course and evaluating its effects in a quasi-experimental study. The course intervention was designed for 2h per week over one semester (18weeks). A total of 100 two-year technical college nursing students in their second year of the program participated in the study, with 51 in the experimental group and 49 in the control group. After completing the course, the students in the experimental group showed significant improvement in nursing ethical decision-making competence, including skills in "raising questions," "recognizing differences," "comparing differences," "self-dialogue," "taking action," and "identifying the implications of decisions made," compared to their performance prior to the class. After controlling for factors influencing learning effects, students in the experimental group showed superiority to those in the control group in the competency of "recognizing differences." The students in the experimental group reported that the course pushed them to search for and collect information needed to resolve the ethical dilemma. The interactive situational e-learning system developed by our project was helpful in developing the students' competence in ethical reasoning. The e-learning system and the situational teaching materials used in this study may be applicable

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

OpenAIRE

Smith, Michelle K.; Jones, Francis H. M.; Gilbert, Sarah L.; Wieman, Carl E.

2013-01-01

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or C...

Examining Thai high school students' developing STEM projects

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Teenoi, Kultida; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

Like others, Thailand education strongly focused on STEM education. This paper aimed to examine existing Thai high school students' integrated knowledge about science, technology, engineering, and mathematics (STEM) in their developing science project. The participants included 49 high school students were studying the subject of individual study (IS) in Khon Kaen wittayayon school, Khon Kaen, Thailand. The IS was provided to gradually enhance students to know how to do science project starting from getting start to do science projects, They enrolled to study the individual study of science project for three year in roll. Methodology was qualitative research. Views of students' integrated knowledge about STEM were interpreted through participant observation, interview, and students' science projects. The first author as participant observation has taught this group of students for 3 years. It found that 16 science projects were developed. Views of students' integrated knowledge about STEM could be categorized into three categories. These included (1) completely indicated integration of knowledge about science, technology, engineering, and mathematics, (2) partial indicated integration of knowledge about science, technology, engineering, and mathematics, and (3) no integration. The findings revealed that majority of science projects could be categorized as completely indicated integration of knowledge about science, technology, engineering, and mathematics. The paper suggested some ideas of enhancing students to applying STEM for developing science projects.

Assessing the impact of Native American elders as co-educators for university students in STEM

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Alkholy, Sarah Omar

Introduction: Minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce, post-secondary STEM education, and show high academic attrition rates. Academic performance and retention improve when culturally relevant support is provided. The interface of Western Science and Indigenous Science provides an opportunity for bridging this divide. This three parts project is an example of Community-based participatory research (CBPR) that aims to support academic institutions that serve minority students in STEM, and implement educational components (pedagogy) to serve the needs of the underserved community. Method: Part 1: was a cross-sectional used a survey given to participants designed to assess prevalence of natural health products use by students, and to determine how students learn about NHPs. Part 2: was a longitudinal survey pilot study based upon an online STEM course offer at four universities to determine the differences between U.S. vs. Canadian and minority vs. non-minority university students regarding their perceptions of traditional Elders as STEM co-educators, interest in STEM, and science identity by using a pre-and post- course survey. Part 3: was a longitudinal quasi-experiment based upon an online STEM course offered at four universities show what Indigenous science claims regarding: Elders are viewed as valuable STEM co-educators; Elders increase student interest in STEM; students exposed to Indigenous science improve their identity as a scientist; students exposed to Indigenous Science/Elders show improved learning outcomes. Result: We found that Native/Aboriginal students learn information about natural health products from traditional Elders significantly more so than non-Native/Aboriginal students. There were no statistically significant results from the pilot study. Findings from the quasi-experiment show that students taught with Indigenous science Elder co-educators have significantly greater

Pre-service teachers' competencies for technology integration: Insights from a mathematics-specific instructional technology course

NARCIS (Netherlands)

Agyei, D.D.; Voogt, Joke; Resta, P.

2012-01-01

A combination of various measures (self-report, learning outcomes and written reports) was employed to investigate 104 pre-service teachers’ competencies in spreadsheet integration after enrolling in an Instructional Technology course. The pre-service teachers engaged in a “learning technology by

Office Hours as You Like Them: Integrating Real-Time Chats into the Course Media Mix.

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McKeage, Kim

2001-01-01

Reports on one professor's use of integrated synchronous electronic office hours (i.e., a "chat room") with asynchronous course conferencing (i.e., email) in a class on introductory marketing. Describes its uses, limitations, benefits, potential problems, and results from a student survey. (EV)

Stem cell signaling. An integral program for tissue renewal and regeneration : Wnt signaling and stem cell control

NARCIS (Netherlands)

Clevers, Hans; Loh, Kyle M; Nusse, Roel

2014-01-01

Stem cells fuel tissue development, renewal, and regeneration, and these activities are controlled by the local stem cell microenvironment, the "niche." Wnt signals emanating from the niche can act as self-renewal factors for stem cells in multiple mammalian tissues. Wnt proteins are lipid-modified,

Demonstrating the Effectiveness of an Integrated and Intensive Research Methods and Statistics Course Sequence

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Pliske, Rebecca M.; Caldwell, Tracy L.; Calin-Jageman, Robert J.; Taylor-Ritzler, Tina

2015-01-01

We developed a two-semester series of intensive (six-contact hours per week) behavioral research methods courses with an integrated statistics curriculum. Our approach includes the use of team-based learning, authentic projects, and Excel and SPSS. We assessed the effectiveness of our approach by examining our students' content area scores on the…

Determination of the pipe stemming load

International Nuclear Information System (INIS)

Cowin, S.C.

1979-01-01

A mechanical model for the emplacement pipe system is developed. The model is then employed to determine the force applied to the surface collar of the emplacement pipe, the pipe-stemming load, and the stress along the emplacement pipe as a function of stemming height. These results are presented as integrals and a method for their numerical integration is given

Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses

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Shell, Duane F.; Soh, Leen-Kiat

2013-12-01

The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings.

Functional integration of grafted neural stem cell-derived dopaminergic neurons monitored by optogenetics in an in vitro Parkinson model.

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Jan Tønnesen

Full Text Available Intrastriatal grafts of stem cell-derived dopamine (DA neurons induce behavioral recovery in animal models of Parkinson's disease (PD, but how they functionally integrate in host neural circuitries is poorly understood. Here, Wnt5a-overexpressing neural stem cells derived from embryonic ventral mesencephalon of tyrosine hydroxylase-GFP transgenic mice were expanded as neurospheres and transplanted into organotypic cultures of wild type mouse striatum. Differentiated GFP-labeled DA neurons in the grafts exhibited mature neuronal properties, including spontaneous firing of action potentials, presence of post-synaptic currents, and functional expression of DA D₂ autoreceptors. These properties resembled those recorded from identical cells in acute slices of intrastriatal grafts in the 6-hydroxy-DA-induced mouse PD model and from DA neurons in intact substantia nigra. Optogenetic activation or inhibition of grafted cells and host neurons using channelrhodopsin-2 (ChR2 and halorhodopsin (NpHR, respectively, revealed complex, bi-directional synaptic interactions between grafted cells and host neurons and extensive synaptic connectivity within the graft. Our data demonstrate for the first time using optogenetics that ectopically grafted stem cell-derived DA neurons become functionally integrated in the DA-denervated striatum. Further optogenetic dissection of the synaptic wiring between grafted and host neurons will be crucial to clarify the cellular and synaptic mechanisms underlying behavioral recovery as well as adverse effects following stem cell-based DA cell replacement strategies in PD.

Analysis of the Experience of a Virtual Learning Environment Integration Into a Biochemistry Course Offered to Undergraduate Students

Directory of Open Access Journals (Sweden)

M.B. Espíndola

2009-05-01

Full Text Available As Information and Communication Technology (ICT becomes available in educational contexts, it is important that educators experiment different ways to deal with ICT tools in the teaching -learning process at the University basic sciences level. The challenge is to integrate ICT throughout the learning subjects in order to improve the quality of the learning process to students. This paper presents the results of an experience using a Virtual Learning Management System (VLMS, named Constructore, applied in the Biochemistry discipline at the Federal University of Rio de Janeiro (UFRJ for undergraduate medical students. Using Constructore, we developed a learning environment intended for integrating online activities and traditional course content. The course was focused on the integration of energy-yielding metabolism, exploring  metabolic adaptations in different physiological or pathological states such as starvation, diabetes and exercise. The course environment was structured with three modules, each of them presenting problem-based exercises to be answered after retrieving rele vant information in original scientific articles. Based on the analysis of  a semi-open questionnaire, the results provided evidence that the virtual environment stimulated students to critically read relevant scientific articles and to acquire skills to build and to integrate their knowledge through content association.

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Science.gov (United States)

Pierce, Kristin B.; Hernandez, Victor M.

2015-01-01

A quasi experimental study tested a contextual teaching and learning model for integrating reading and mathematics competencies through 13 introductory career and technical education (CTE) courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE teachers who designed the units and the control group…

Technology Student Characteristics: Course Taking Patterns as a Pathway to STEM Disciplines

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Asunda, Paul A.; Kim, Eun Sook; Westberry, Richard

2015-01-01

Rising concern about America's ability to maintain its competitive position in the global economy has renewed interest in STEM education. The power and the promise of STEM education is based on the need for technological literacy. Technology education is a discipline devoted to the delivery of technological literacy for all. Nevertheless, a…

Induced neural stem cells achieve long-term survival and functional integration in the adult mouse brain.

Science.gov (United States)

Hemmer, Kathrin; Zhang, Mingyue; van Wüllen, Thea; Sakalem, Marna; Tapia, Natalia; Baumuratov, Aidos; Kaltschmidt, Christian; Kaltschmidt, Barbara; Schöler, Hans R; Zhang, Weiqi; Schwamborn, Jens C

2014-09-09

Differentiated cells can be converted directly into multipotent neural stem cells (i.e., induced neural stem cells [iNSCs]). iNSCs offer an attractive alternative to induced pluripotent stem cell (iPSC) technology with regard to regenerative therapies. Here, we show an in vivo long-term analysis of transplanted iNSCs in the adult mouse brain. iNSCs showed sound in vivo long-term survival rates without graft overgrowths. The cells displayed a neural multilineage potential with a clear bias toward astrocytes and a permanent downregulation of progenitor and cell-cycle markers, indicating that iNSCs are not predisposed to tumor formation. Furthermore, the formation of synaptic connections as well as neuronal and glial electrophysiological properties demonstrated that differentiated iNSCs migrated, functionally integrated, and interacted with the existing neuronal circuitry. We conclude that iNSC long-term transplantation is a safe procedure; moreover, it might represent an interesting tool for future personalized regenerative applications. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Generation of Induced Pluripotent Stem Cells from Frozen Buffy Coats using Non-integrating Episomal Plasmids.

Science.gov (United States)

Meraviglia, Viviana; Zanon, Alessandra; Lavdas, Alexandros A; Schwienbacher, Christine; Silipigni, Rosamaria; Di Segni, Marina; Chen, Huei-Sheng Vincent; Pramstaller, Peter P; Hicks, Andrew A; Rossini, Alessandra

2015-06-05

Somatic cells can be reprogrammed into induced pluripotent stem cells (iPSCs) by forcing the expression of four transcription factors (Oct-4, Sox-2, Klf-4, and c-Myc), typically expressed by human embryonic stem cells (hESCs). Due to their similarity with hESCs, iPSCs have become an important tool for potential patient-specific regenerative medicine, avoiding ethical issues associated with hESCs. In order to obtain cells suitable for clinical application, transgene-free iPSCs need to be generated to avoid transgene reactivation, altered gene expression and misguided differentiation. Moreover, a highly efficient and inexpensive reprogramming method is necessary to derive sufficient iPSCs for therapeutic purposes. Given this need, an efficient non-integrating episomal plasmid approach is the preferable choice for iPSC derivation. Currently the most common cell type used for reprogramming purposes are fibroblasts, the isolation of which requires tissue biopsy, an invasive surgical procedure for the patient. Therefore, human peripheral blood represents the most accessible and least invasive tissue for iPSC generation. In this study, a cost-effective and viral-free protocol using non-integrating episomal plasmids is reported for the generation of iPSCs from human peripheral blood mononuclear cells (PBMNCs) obtained from frozen buffy coats after whole blood centrifugation and without density gradient separation.

Integrated Specialized Early-Course Psychosis Treatment Services - University Psychiatric Hospital Vrapce Model.

Science.gov (United States)

Ostojić, DraŽenka; Čulo, Ilaria; Silić, Ante; Kos, Suzana; Savić, Aleksandar

2018-06-01

First episode of psychosis presents a critical period in terms of numerous associated risks, but also possibilities for effective therapeutic interventions. There is a continued focus on early interventions in prodromal states and early course of frank psychosis, aimed at ensuring faster remission, reducing relapses, achieving better long-term functioning, and preventing adverse outcomes linked to untreated psychosis and chronic psychotic disorders. A number of different specialized treatment models and services exist trying to close knowledge gaps and provide clinical interventions to first-episode psychosis (FEP) patients, but there is still no generally accepted standard of care informing our every-day practice. FEP and early-course psychosis specialized treatment model developed in 2004 in University Psychiatric Hospital Vrapce rests on integration of care across different organization units and clinical presentation acuity levels and patient needs (intensive care, FEP inpatient unit, FEP outpatient services including day hospital). Such integration of FEP services allows for flexible entry point on multiple levels, earlier structuring of therapeutic alliance for those requiring inpatient care, reduction of risks associated with FEP, quicker formation of long-term treatment plans, reduction of delay in accessing specialized services, and a more coordinated diagnostic process and recruitment of FEP patient population. Detailed evaluations of outcomes and comparisons with different treatment models are necessary in order to assess strengths and weaknesses of each specific model and inform modifications to current practice models.

Integrating Student-Centered Learning in Finance Courses: The Case of a Malaysian Research University

Science.gov (United States)

Janor, Hawati; Rahim, Ruzita Abdul; Rahman, Aisyah Abdul; Auzairy, Noor Azryani; Hashim, Noor Azuan; Yusof, Muhamad Zain

2013-01-01

The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia.…

NASA GISS Climate Change Research Initiative: A Multidisciplinary Vertical Team Model for Improving STEM Education by Using NASA's Unique Capabilities.

Science.gov (United States)

Pearce, M. D.

2017-12-01

CCRI is a year-long STEM education program designed to bring together teams of NASA scientists, graduate, undergraduate and high school interns and high school STEM educators to become immersed in NASA research focused on atmospheric and climate changes in the 21st century. GISS climate research combines analysis of global datasets with global models of atmospheric, land surface, and oceanic processes to study climate change on Earth and other planetary atmospheres as a useful tool in assessing our general understanding of climate change. CCRI interns conduct research, gain knowledge in assigned research discipline, develop and present scientific presentations summarizing their research experience. Specifically, CCRI interns write a scientific research paper explaining basic ideas, research protocols, abstract, results, conclusion and experimental design. Prepare and present a professional presentation of their research project at NASA GISS, prepare and present a scientific poster of their research project at local and national research symposiums along with other federal agencies. CCRI Educators lead research teams under the direction of a NASA GISS scientist, conduct research, develop research based learning units and assist NASA scientists with the mentoring of interns. Educators create an Applied Research STEM Curriculum Unit Portfolio based on their research experience integrating NASA unique resources, tools and content into a teacher developed unit plan aligned with the State and NGSS standards. STEM Educators also Integrate and implement NASA unique units and content into their STEM courses during academic year, perform community education STEM engagement events, mentor interns in writing a research paper, oral research reporting, power point design and scientific poster design for presentation to local and national audiences. The CCRI program contributes to the Federal STEM Co-STEM initiatives by providing opportunities, NASA education resources and

Crossing the Atlantic: Integrating Cross-Cultural Experiences into Undergraduate Business Courses Using Virtual Communities Technology

Science.gov (United States)

Luethge, Denise J.; Raska, David; Greer, Bertie M.; O'Connor, Christina

2016-01-01

Today's business school academics are tasked with pedagogy that offers students an understanding of the globalization of markets and the cross-cultural communication skills needed in today's business environment. The authors describe how a virtual cross-cultural experience was integrated into an undergraduate business course and used as an…

Development of an Integrated GIS and Land Use Planning Course: Impacts of Hybrid Instructional Methods

Science.gov (United States)

Kamruzzaman, M.

2014-01-01

This study reports an action research undertaken at Queensland University of Technology. It evaluates the effectiveness of the integration of geographic information systems (GIS) within the substantive domains of an existing land use planning course in 2011. Using student performance, learning experience survey, and questionnaire survey data, it…

The Power Dynamics and Politics of Survey Design: Measuring Workload Associated with Teaching, Administering and Supporting Work-Integrated Learning Courses

Science.gov (United States)

Clark, Lindie; Rowe, Anna; Cantori, Alex; Bilgin, Ayse; Mukuria, Valentine

2016-01-01

Work-integrated learning (WIL) courses can be more time consuming and resource intensive to design, teach, administer and support than classroom-based courses, as they generally require different curricula and pedagogical approaches as well as additional administrative and pastoral responsibilities. Workload and resourcing issues are reported as…

Growth Factor-Activated Stem Cell Circuits and Stromal Signals Cooperatively Accelerate Non-Integrated iPSC Reprogramming of Human Myeloid Progenitors

Science.gov (United States)

Park, Tea Soon; Huo, Jeffrey S.; Peters, Ann; Talbot, C. Conover; Verma, Karan; Zimmerlin, Ludovic; Kaplan, Ian M.; Zambidis, Elias T.

2012-01-01

Nonviral conversion of skin or blood cells into clinically useful human induced pluripotent stem cells (hiPSC) occurs in only rare fractions (∼0.001%–0.5%) of donor cells transfected with non-integrating reprogramming factors. Pluripotency induction of developmentally immature stem-progenitors is generally more efficient than differentiated somatic cell targets. However, the nature of augmented progenitor reprogramming remains obscure, and its potential has not been fully explored for improving the extremely slow pace of non-integrated reprogramming. Here, we report highly optimized four-factor reprogramming of lineage-committed cord blood (CB) myeloid progenitors with bulk efficiencies of ∼50% in purified episome-expressing cells. Lineage-committed CD33+CD45+CD34− myeloid cells and not primitive hematopoietic stem-progenitors were the main targets of a rapid and nearly complete non-integrated reprogramming. The efficient conversion of mature myeloid populations into NANOG+TRA-1-81+ hiPSC was mediated by synergies between hematopoietic growth factor (GF), stromal activation signals, and episomal Yamanaka factor expression. Using a modular bioinformatics approach, we demonstrated that efficient myeloid reprogramming correlated not to increased proliferation or endogenous Core factor expressions, but to poised expression of GF-activated transcriptional circuits that commonly regulate plasticity in both hematopoietic progenitors and embryonic stem cells (ESC). Factor-driven conversion of myeloid progenitors to a high-fidelity pluripotent state was further accelerated by soluble and contact-dependent stromal signals that included an implied and unexpected role for Toll receptor-NFκB signaling. These data provide a paradigm for understanding the augmented reprogramming capacity of somatic progenitors, and reveal that efficient induced pluripotency in other cell types may also require extrinsic activation of a molecular framework that commonly regulates self

The use of "vertical integration groups" to help define and update course/clerkship content.

Science.gov (United States)

Nierenberg, D W

1998-10-01

Faculty at many medical schools are working hard to improve the quality of their curricula. While the world "curriculum" means different things to different people, curricular change often includes improving the structure of the teaching/learning environment (e.g., seminars or problem-based learning groups vs lectures), the content of courses and clerkships (the core set of knowledge, skills, and attitudes that should be learned), and the manner in which student learning of knowledge and skills is evaluated (the sense that evaluation can help "drive" the curriculum). The author describes how "vertical integration groups" have been used over four years at Dartmouth Medical School to improve and modernize the content of courses and clerkships. In this approach, students and faculty work together to address and improve content areas that normally are not associated with traditional, discipline-centered courses or clerkships. The author discusses the advantages of this approach, the challenges encountered during implementation, and examples of how the approach has been put into action.

Generation of human-induced pluripotent stem cells from burn patient-derived skin fibroblasts using a non-integrative method.

Science.gov (United States)

Fu, Shangfeng; Ding, Jianwu; Liu, Dewu; Huang, Heping; Li, Min; Liu, Yang; Tu, Longxiang; Liu, Deming

2018-01-01

Patient specific induced pluripotent stem cells (iPSCs) have been recognized as a possible source of cells for skin tissue engineering. They have the potential to greatly benefit patients with large areas of burned skin or skin defects. However, the integration virus-based reprogramming method is associated with a high risk of genetic mutation and mouse embryonic fibroblast feeder-cells may be a pollutant. In the present study, human skin fibroblasts (HSFs) were successfully harvested from patients with burns and patient-specific iPSCs were generated using a non-integration method with a feeder-free approach. The octamer-binding transcription factor 4 (OCT4), sex-determining region Y box 2 (SOX2) and NANOG transcription factors were delivered using Sendai virus vectors. iPSCs exhibited representative human embryonic stem cell-like morphology and proliferation characteristics. They also expressed pluripotent markers, including OCT4, NANOG, SOX2, TRA181, stage-specific embryonic antigen 4 and TRA-160, and exhibited a normal karyotype. Teratoma and embryoid body formation revealed that iPSCs were able to differentiate into cells of all three germ layers in vitro and in vivo. The results of the present study demonstrate that HSFs derived from patients with burns, may be reprogrammed into stem cells with pluripotency, which provides a basis for cell‑based skin tissue engineering in the future.

Application of Gamification in a College STEM Introductory Course: A Case Study

Science.gov (United States)

Machajewski, Szymon Tomasz

2017-01-01

Between 2000 and 2016, the STEM industry reportedly added jobs at the rate of 28% while all jobs were growing at only 6%. However, 48% of bachelor's degree students and 69% of associate's degree students in STEM majors left their program of study between 2003 and 2009. The high attrition rate is often attributed to low student engagement, boredom,…

Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.

Science.gov (United States)

Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

2016-01-01

Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning. © 2016 K. Hoffman, S. Leupen, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Cell kinetics, DNA integrity, differentiation, and lipid fingerprinting analysis of rabbit adipose-derived stem cells.

Science.gov (United States)

Barretto, Letícia Siqueira de Sá; Lessio, Camila; Sawaki e Nakamura, Ahy Natally; Lo Turco, Edson Guimarães; da Silva, Camila Gonzaga; Zambon, João Paulo; Gozzo, Fábio César; Pilau, Eduardo Jorge; de Almeida, Fernando Gonçalves

2014-10-01

Human adipose tissue has been described as a potential alternative reservoir for stem cells. Although studies have been performed in rabbits using autologous adipose-derived stem cells (ADSC), these cells have not been well characterized. The primary objectives of this study were to demonstrate the presence of adipose-derived stem cells isolated from rabbit inguinal fat pads and to characterize them through osteogenic and adipogenic in vitro differentiation and lipid fingerprinting analysis. The secondary objective was to evaluate cell behavior through growth kinetics, cell viability, and DNA integrity. Rabbit ADSCs were isolated to determine the in vitro growth kinetics and cell viability. DNA integrity was assessed by an alkaline Comet assay in passages 0 and 5. The osteogenic differentiation was evaluated by Von Kossa, and Alizarin Red S staining and adipogenic differentiation were assessed by Oil Red O staining. Lipid fingerprinting analyses of control, adipogenic, and osteogenic differentiated cells were performed by MALDI-TOF/MS. We demonstrate that rabbit ADSC have a constant growth rate at the early passages, with increased DNA fragmentation at or after passage 5. Rabbit ADSC viability was similar in passages 2 and 5 (90.7% and 86.6%, respectively), but there was a tendency to decreased cellular growth rate after passage 3. The ADSC were characterized by the expression of surface markers such as CD29 (67.4%) and CD44 (89.4%), using CD 45 (0.77%) as a negative control. ADSC from rabbits were successfully isolated form the inguinal region. These cells were capable to differentiate into osteogenic and adipogenic tissue when they were placed in inductive media. After each passage, there was a trend towards decreased cell growth. On the other hand, DNA fragmentation increased at each passage. ADSC had a different lipid profile when placed in control, adipogenic, or osteogenic media.

Preservice Teachers' Reconciliation of an Epistemological Issue in an Integrated Mathematics/Science Methods Course

Science.gov (United States)

Cormas, Peter C.

2017-01-01

Preservice teachers in six sections (n = 87) of a sequenced, methodological and process-integrated elementary mathematics/science methods course were able to reconcile an issue centered on a similar area of epistemology. Preservice teachers participated in a science inquiry lesson on biological classification and a mathematics problem-solving…

Cell surface glycan engineering of neural stem cells augments neurotropism and improves recovery in a murine model of multiple sclerosis

KAUST Repository

Merzaban, Jasmeen S.

2015-09-13

Neural stem cell (NSC)-based therapies offer potential for neural repair in central nervous system (CNS) inflammatory and degenerative disorders. Typically, these conditions present with multifocal CNS lesions making it impractical to inject NSCs locally, thus mandating optimization of vascular delivery of the cells to involved sites. Here, we analyzed NSCs for expression of molecular effectors of cell migration and found that these cells are natively devoid of E-selectin ligands. Using glycosyltransferase-programmed stereosubstitution (GPS), we glycan engineered the cell surface of NSCs ("GPS-NSCs") with resultant enforced expression of the potent E-selectin ligand HCELL (hematopoietic cell E-/L-selectin ligand) and of an E-selectin-binding glycoform of neural cell adhesion molecule ("NCAM-E"). Following intravenous (i.v.) injection, short-term homing studies demonstrated that, compared with buffer-treated (control) NSCs, GPS-NSCs showed greater neurotropism. Administration of GPS-NSC significantly attenuated the clinical course of experimental autoimmune encephalomyelitis (EAE), with markedly decreased inflammation and improved oligodendroglial and axonal integrity, but without evidence of long-term stem cell engraftment. Notably, this effect of NSC is not a universal property of adult stem cells, as administration of GPS-engineered mouse hematopoietic stem/progenitor cells did not improve EAE clinical course. These findings highlight the utility of cell surface glycan engineering to boost stem cell delivery in neuroinflammatory conditions and indicate that, despite the use of a neural tissue-specific progenitor cell population, neural repair in EAE results from endogenous repair and not from direct, NSC-derived cell replacement.

Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course

NARCIS (Netherlands)

Agyei, D.D.; Voogt, J.M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training

Using data to help increase STEM retention rates for at-risk students; Student expectations and skill building

Science.gov (United States)

Reed, D. E.; Jones, G.; Heaney, A.

2013-12-01

Retention in the STEM fields is often a focus for higher education due to a shortage of trained workforce members. In particular, much effort has been spent on first year retention rates and introductory level courses under the assumption that students are more likely to drop out of STEM majors early in their higher education degree progress. While the retention rates of women, minorities, and low income students have been a priority by both the National Science Foundation and the private sector, we are interested in at-risk first year students for this study. The University of Wyoming Synergy Program's goal is to promote academic success and retention for underprepared and at-risk students by creating a series of first semester curricula as theme-based college transition skills courses that are paired with English courses. This creates a cohort group of courses for the students with increased communication between instructors at the same time allowing greater development of student social networks. In this study we are highlighting the results of the STEM students as compared with other at-risk participants in the program. The Synergy Program enrolls approximately 144 students each year with pre- and post-course surveys that directly measure which college skills students select as important as well as student expectations of the amount of time required for STEM courses. Follow-up surveys track the same queries for students who persist to their junior and senior year. In addition, instructors complete a summative survey about skills they find important to student success and individual student's challenges and successes with a variety of skills. Our results show a large gap in skills between those identified as important by students and those identified by their instructors. Expectations for the amount of time required to complete work for STEM courses and the reported time spent on course work are not constant when progressing throughout college. This analysis

Integrated Design

DEFF Research Database (Denmark)

Lenau, Torben Anker

1999-01-01

A homepage on the internet with course material, lecture plan, student exercises, etc. Continuesly updated during the course Integrated Design (80402, 80403)......A homepage on the internet with course material, lecture plan, student exercises, etc. Continuesly updated during the course Integrated Design (80402, 80403)...

Using Self-Efficacy Beliefs to Understand How Students in a General Chemistry Course Approach the Exam Process

Science.gov (United States)

Willson-Conrad, Angela; Kowalske, Megan Grunert

2018-01-01

Retention of students who major in STEM continues to be a major concern for universities. Many students cite poor teaching and disappointing grades as reasons for dropping out of STEM courses. Current college chemistry courses often assess what a student has learned through summative exams. To understand students' experiences of the exam process,…

beta1 integrin maintains integrity of the embryonic neocortical stem cell niche.

Directory of Open Access Journals (Sweden)

Karine Loulier

2009-08-01

Full Text Available During embryogenesis, the neural stem cells (NSC of the developing cerebral cortex are located in the ventricular zone (VZ lining the cerebral ventricles. They exhibit apical and basal processes that contact the ventricular surface and the pial basement membrane, respectively. This unique architecture is important for VZ physical integrity and fate determination of NSC daughter cells. In addition, the shorter apical process is critical for interkinetic nuclear migration (INM, which enables VZ cell mitoses at the ventricular surface. Despite their importance, the mechanisms required for NSC adhesion to the ventricle are poorly understood. We have shown previously that one class of candidate adhesion molecules, laminins, are present in the ventricular region and that their integrin receptors are expressed by NSC. However, prior studies only demonstrate a role for their interaction in the attachment of the basal process to the overlying pial basement membrane. Here we use antibody-blocking and genetic experiments to reveal an additional and novel requirement for laminin/integrin interactions in apical process adhesion and NSC regulation. Transient abrogation of integrin binding and signalling using blocking antibodies to specifically target the ventricular region in utero results in abnormal INM and alterations in the orientation of NSC divisions. We found that these defects were also observed in laminin alpha2 deficient mice. More detailed analyses using a multidisciplinary approach to analyse stem cell behaviour by expression of fluorescent transgenes and multiphoton time-lapse imaging revealed that the transient embryonic disruption of laminin/integrin signalling at the VZ surface resulted in apical process detachment from the ventricular surface, dystrophic radial glia fibers, and substantial layering defects in the postnatal neocortex. Collectively, these data reveal novel roles for the laminin/integrin interaction in anchoring embryonic NSCs

Integrating Web-Based Teaching Tools into Large University Physics Courses

Science.gov (United States)

Toback, David; Mershin, Andreas; Novikova, Irina

2005-12-01

Teaching students in our large, introductory, calculus-based physics courses to be good problem-solvers is a difficult task. Not only must students be taught to understand and use the physics concepts in a problem, they must become adept at turning the physical quantities into symbolic variables, translating the problem into equations, and "turning the crank" on the mathematics to find both a closed-form solution and a numerical answer. Physics education research has shown that students' poor math skills and instructors' lack of pen-and-paper homework grading resources, two problems we face at our institution, can have a significant impact on problem-solving skill development.2-4 While Interactive Engagement methods appear to be the preferred mode of instruction,5 for practical reasons we have not been able to widely implement them. In this paper, we describe three Internet-based "teaching-while-quizzing" tools we have developed and how they have been integrated into our traditional lecture course in powerful but easy to incorporate ways.6 These are designed to remediate students' math deficiencies, automate homework grading, and guide study time toward problem solving. Our intent is for instructors who face similar obstacles to adopt these tools, which are available upon request.7

Teaching Introductory Life Science Courses in Colleges of Agriculture: Faculty Experiences

Science.gov (United States)

Balschweid, Mark; Knobloch, Neil A.; Hains, Bryan J.

2014-01-01

Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food…

A Balanced Approach to Building STEM College and Career Readiness in High School: Combining STEM Intervention and Enrichment Programs

Science.gov (United States)

Rakich, Sladjana S.; Tran, Vinh

2016-01-01

Often STEM schools and STEM enrichment programs attract primarily high achieving students or those with strong motivation or interest. However, to ensure that more students pursue interest in STEM, steps must be taken to provide access for all students. For a balanced and integrated career development focus, schools must provide learning…

Integrating iPad Technology in Earth Science K-12 Outreach Courses: Field and Classroom Applications

Science.gov (United States)

Wallace, Davin J.; Witus, Alexandra E.

2013-01-01

Incorporating technology into courses is becoming a common practice in universities. However, in the geosciences, it is difficult to find technology that can easily be transferred between classroom- and field-based settings. The iPad is ideally suited to bridge this gap. Here, we fully integrate the iPad as an educational tool into two…

DNA double-strand break response in stem cells: mechanisms to maintain genomic integrity.

Science.gov (United States)

Nagaria, Pratik; Robert, Carine; Rassool, Feyruz V

2013-02-01

Embryonic stem cells (ESCs) represent the point of origin of all cells in a given organism and must protect their genomes from both endogenous and exogenous genotoxic stress. DNA double-strand breaks (DSBs) are one of the most lethal forms of damage, and failure to adequately repair DSBs would not only compromise the ability of SCs to self-renew and differentiate, but will also lead to genomic instability and disease. Herein, we describe the mechanisms by which ESCs respond to DSB-inducing agents such as reactive oxygen species (ROS) and ionizing radiation, compared to somatic cells. We will also discuss whether the DSB response is fully reprogrammed in induced pluripotent stem cells (iPSCs) and the role of the DNA damage response (DDR) in the reprogramming of these cells. ESCs have distinct mechanisms to protect themselves against DSBs and oxidative stress compared to somatic cells. The response to damage and stress is crucial for the maintenance of self-renewal and differentiation capacity in SCs. iPSCs appear to reprogram some of the responses to genotoxic stress. However, it remains to be determined if iPSCs also retain some DDR characteristics of the somatic cells of origin. The mechanisms regulating the genomic integrity in ESCs and iPSCs are critical for its safe use in regenerative medicine and may shed light on the pathways and factors that maintain genomic stability, preventing diseases such as cancer. This article is part of a Special Issue entitled Biochemistry of Stem Cells. Copyright © 2012 Elsevier B.V. All rights reserved.

Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course

OpenAIRE

Amanda Nichols Hess; Katie Greer

2016-01-01

In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, four-credit information literacy course. In this redesign process, the Association of American Colleges and Universities’ high-impact practices and e-learning best practices were integrated as scaffolds for course content. The authors' experience with this systematic process and the concepts of instructional design suggest...

Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration

Science.gov (United States)

Kalchman, Mindy; Kozoll, Richard H.

2017-01-01

Methods for teaching early childhood mathematics and science are often addressed in a single, dual-content course. Approaches to teaching this type of course include integrating the content and the pedagogy of both subjects, or keeping the subject areas distinct. In this article, the authors discuss and illustrate their approach to such a combined…

Lenses for Framing Decisions: Undergraduates' Decision Making about Stem Cell Research

Science.gov (United States)

Halverson, Kristy Lynn; Siegel, Marcelle A.; Freyermuth, Sharyn K.

2009-01-01

Decision making is influenced by multiple factors, especially when approaching controversial socio-scientific issues, such as stem cell research. In the present study, we used qualitative data from 132 college student papers in a biotechnology course to investigate how students made decisions about stem cell research issues. Students indicated…

Integrated learning in practical machine element design course: a case study of V-pulley design

Science.gov (United States)

Tantrabandit, Manop

2014-06-01

To achieve an effective integrated learning in Machine Element Design course, it is of importance to bridge the basic knowledge and skills of element designs. The multiple core learning leads the pathway which consists of two main parts. The first part involves teaching documents of which the contents are number of V-groove formulae, standard of V-grooved pulleys, and parallel key dimension's formulae. The second part relates to the subjects that the students have studied prior to participating in this integrated learning course, namely Material Selection, Manufacturing Process, Applied Engineering Drawing, CAD (Computer Aided Design) animation software. Moreover, an intensive cooperation between a lecturer and students is another key factor to fulfill the success of integrated learning. Last but not least, the students need to share their knowledge within the group and among the other groups aiming to gain knowledge of and skills in 1) the application of CAD-software to build up manufacture part drawings, 2) assembly drawing, 3) simulation to verify the strength of loaded pulley by method of Finite Element Analysis (FEA), 4) the software to create animation of mounting and dismounting of a pulley to a shaft, and 5) an instruction manual. The end product of this integrated learning, as a result of the above 1 to 5 knowledge and skills obtained, the participating students can create an assembly derived from manufacture part drawings and a video presentation with bilingual (English-Thai) audio description of Vpulley with datum diameter of 250 mm, 4 grooves, and type of groove: SPA.

Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder

Directory of Open Access Journals (Sweden)

Teresa L Larkin

2017-02-01

Full Text Available Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.

Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

Science.gov (United States)

Draper, Alison J.

2004-02-01

In an advanced environmental chemistry course, the inclusion of semester-long scientific service projects successfully integrated the research process with course content. Each project involved a unique community-based environmental analysis in which students assessed an aspect of environmental health. The projects were due in small pieces at even intervals, and students worked independently or in pairs. Initially, students wrote a project proposal in which they chose and justified a project. Following a literature review of their topic, they drafted sampling and analysis plans using methods in the literature. Samples were collected and analyzed, and all students assembled scientific posters describing the results of their study. In the last week of the semester, the class traveled to a regional professional meeting to present the posters. In all, students found the experience valuable. They learned to be professional environmental chemists and learned the value of the discipline to community health. Students not only learned about their own project in depth, but they were inspired to learn textbook material, not for an exam, but because it helped them understand their own project. Finally, having a community to answer to at the end of the project motivated students to do careful work.

Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

Science.gov (United States)

Agyei, Douglas D.; Voogt, Joke M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…

Computational integration of homolog and pathway gene module expression reveals general stemness signatures.

Directory of Open Access Journals (Sweden)

Martina Koeva

Full Text Available The stemness hypothesis states that all stem cells use common mechanisms to regulate self-renewal and multi-lineage potential. However, gene expression meta-analyses at the single gene level have failed to identify a significant number of genes selectively expressed by a broad range of stem cell types. We hypothesized that stemness may be regulated by modules of homologs. While the expression of any single gene within a module may vary from one stem cell type to the next, it is possible that the expression of the module as a whole is required so that the expression of different, yet functionally-synonymous, homologs is needed in different stem cells. Thus, we developed a computational method to test for stem cell-specific gene expression patterns from a comprehensive collection of 49 murine datasets covering 12 different stem cell types. We identified 40 individual genes and 224 stemness modules with reproducible and specific up-regulation across multiple stem cell types. The stemness modules included families regulating chromatin remodeling, DNA repair, and Wnt signaling. Strikingly, the majority of modules represent evolutionarily related homologs. Moreover, a score based on the discovered modules could accurately distinguish stem cell-like populations from other cell types in both normal and cancer tissues. This scoring system revealed that both mouse and human metastatic populations exhibit higher stemness indices than non-metastatic populations, providing further evidence for a stem cell-driven component underlying the transformation to metastatic disease.

Vertical and Horizontal Integration of Laboratory Curricula and Course Projects across the Electronic Engineering Technology Program

Science.gov (United States)

Zhan, Wei; Goulart, Ana; Morgan, Joseph A.; Porter, Jay R.

2011-01-01

This paper discusses the details of the curricular development effort with a focus on the vertical and horizontal integration of laboratory curricula and course projects within the Electronic Engineering Technology (EET) program at Texas A&M University. Both software and hardware aspects are addressed. A common set of software tools are…

Systems Biology and Stem Cell Pluripotency

DEFF Research Database (Denmark)

Mashayekhi, Kaveh; Hall, Vanessa Jane; Freude, Kristine

2016-01-01

Recent breakthroughs in stem cell biology have accelerated research in the area of regenerative medicine. Over the past years, it has become possible to derive patient-specific stem cells which can be used to generate different cell populations for potential cell therapy. Systems biological...... modeling of stem cell pluripotency and differentiation have largely been based on prior knowledge of signaling pathways, gene regulatory networks, and epigenetic factors. However, there is a great need to extend the complexity of the modeling and to integrate different types of data, which would further...... improve systems biology and its uses in the field. In this chapter, we first give a general background on stem cell biology and regenerative medicine. Stem cell potency is introduced together with the hierarchy of stem cells ranging from pluripotent embryonic stem cells (ESCs) and induced pluripotent stem...

Course programme: Mapping Food and its Structures

DEFF Research Database (Denmark)

Tvedebrink, Tenna Doktor Olsen

DCE Lecture notes for Food Design course at the Masters program Integrated Food Studies, Aalborg University......DCE Lecture notes for Food Design course at the Masters program Integrated Food Studies, Aalborg University...

Don't Believe the Gripe! Increasing Course Structure in a Large Non-majors Neuroscience Course.

Science.gov (United States)

Nagel, Anastasia; Nicholas, Andrea

2017-01-01

Active teaching is increasingly accepted as a better option for higher education STEM courses than traditional lecture-based instruction. However, concerns remain regarding student preferences and the impact of increased course structure on teaching evaluations. Undergraduates in a non-majors neuropharmacology course were enrolled in an enriched blended course format, providing online case-based learning opportunities in a large lecture hall setting. Students working in small assigned groups solved weekly case studies developed to teach basic neuropharmacology concepts. All case study assignments were peer reviewed and content was further reinforced with a weekly online quiz. A comparison of scores on equivalent midterm and final exam questions revealed that students enrolled in the High-Structure course scored better than students from the previous year that took a more traditional Low-Structure lecture-based course. Student performance increased significantly for exam questions that required Bloom's level understanding. When surveyed, students in the High-Structure course reported some regret for the lack of traditional lecture and revealed some disapproval towards the extra work required for active teaching and peer review. Yet, we saw no change in quantitative instructor evaluation between sections, challenging the idea that student resistance towards increased work lowers course evaluation scores. Future instructors using active learning strategies may benefit from revealing to students the value of increased course structure on performance outcomes compared with traditional lecture courses.

Contextualizing the Intermediate Financial Accounting Courses in the Global Financial Crisis

Science.gov (United States)

Bloom, Robert; Webinger, Mariah

2011-01-01

This paper represents an attempt to incorporate concepts and issues stemming from the global financial crisis (GFC) into the typical Intermediate Accounting, two-course sequence as taught in North American colleges and universities. The teaching approach which the authors advocate embeds the GFC throughout these courses. The main expected outcome…

Predicting College Readiness in STEM: A Longitudinal Study of Iowa Students

Science.gov (United States)

Rickels, Heather Anne

The demand for STEM college graduates is increasing. However, recent studies show there are not enough STEM majors to fulfill this need. This deficiency can be partially attributed to a gender discrepancy in the number of female STEM graduates and to the high rate of attrition of STEM majors. As STEM attrition has been associated with students being unprepared for STEM coursework, it is important to understand how STEM graduates change in achievement levels from middle school through high school and to have accurate readiness indicators for first-year STEM coursework. This study aimed to address these issues by comparing the achievement growth of STEM majors to non-STEM majors by gender in Science, Math, and Reading from Grade 6 to Grade 11 through latent growth models (LGMs). Then STEM Readiness Benchmarks were established in Science and Math on the Iowas (IAs) for typical first-year STEM courses and validity evidence was provided for the benchmarks. Results from the LGM analyses indicated that STEM graduates start at higher achievement levels in Grade 6 and maintain higher achievement levels through Grade 11 in all subjects. In addition, gender differences were examined. The findings indicate that students with high achievement levels self-select as STEM majors, regardless of gender. In addition, they suggest that students who are not on-track for a STEM degree may need to begin remediation prior to high school. Results from the benchmark analyses indicate that STEM coursework is more demanding and that students need to be better prepared academically in science and math if planning to pursue a STEM degree. In addition, the STEM Readiness Benchmarks were more accurate in predicting success in STEM courses than if general college readiness benchmarks were utilized. Also, students who met the STEM Readiness Benchmarks were more likely to graduate with a STEM degree. This study provides valuable information on STEM readiness to students, educators, and college

The Role of Residential Communities for the Academic and Social Success of Undergraduate Women in STEM Majors: The Case of a Public University in Ethiopia

Science.gov (United States)

Wuhib, Frehiwot Wondimu

This study is an exploratory case study which explored the residential environment of an Ethiopian public university on its role for the social and academic integration of undergraduate women in Science, Technology, Engineering, and Mathematics (STEM) fields. It also explained how the social and academic integration of the women contributed for their overall college success. There were three groups of participants; undergraduate women in STEM, female resident proctors, and relevant officials from the university and the Ministry of Education of the Ethiopian government. Each of the participants were interviewed on a one-on-one basis and the interviews were transcribed and coded for the analysis. Supportive quantitative data about the enrollment, performance and retention of students were also gathered from the university's registrar office and analyzed quantitatively to support the qualitative data obtained through interviews. The study was framed by Tinto's Integration Model and data were interpreted using Third World feminist theory. The findings showed that due to the fact that all same-sex, same-major women living in the same rooms, and all who live in one dorm take similar courses throughout their program, and dormitories serving multiple roles, including being collaboration spaces, played a big role for better social and academic integration of the women. It is also found that their social and academic integration helped them to better perform in their majors by enhancing their sense of belonging in the male-dominated STEM majors, enhancing their commitment, and promoting peer encouragement. On the other hand, the findings also showed that there were some factors which have negative influence in the integration process such as negative stereotypes against the presence and good performance of women in STEM, lack of support system, and limited interaction with faculty. So, the study recommends that working on improving the negatively influencing factors will

Generation and periodontal differentiation of human gingival fibroblasts-derived integration-free induced pluripotent stem cells

Energy Technology Data Exchange (ETDEWEB)

Yin, Xiaohui [Department of Periodontology, School and Hospital of Stomatology, Peking University, 22 South Avenue Zhong-Guan-Cun, Beijing 100081 (China); Peking University Stem Cell Research Center and Department of Cell Biology, School of Basic Medical Sciences, Peking University, 38 Xueyuan Road, Beijing 100191 (China); Li, Yang [Peking University Stem Cell Research Center and Department of Cell Biology, School of Basic Medical Sciences, Peking University, 38 Xueyuan Road, Beijing 100191 (China); Li, Jingwen [Department of Periodontology, School and Hospital of Stomatology, Peking University, 22 South Avenue Zhong-Guan-Cun, Beijing 100081 (China); Li, Peng [Faculty of Dentistry, The University of Hong Kong, 34 Hospital Road, Hong Kong SAR (China); Liu, Yinan [Peking University Stem Cell Research Center and Department of Cell Biology, School of Basic Medical Sciences, Peking University, 38 Xueyuan Road, Beijing 100191 (China); Wen, Jinhua, E-mail: jhwen@bjmu.edu.cn [Peking University Stem Cell Research Center and Department of Cell Biology, School of Basic Medical Sciences, Peking University, 38 Xueyuan Road, Beijing 100191 (China); Luan, Qingxian, E-mail: kqluanqx@126.com [Department of Periodontology, School and Hospital of Stomatology, Peking University, 22 South Avenue Zhong-Guan-Cun, Beijing 100081 (China)

2016-05-06

Induced pluripotent stem cells (iPSCs) have been recognized as a promising cell source for periodontal tissue regeneration. However, the conventional virus-based reprogramming approach is associated with a high risk of genetic mutation and limits their therapeutic utility. Here, we successfully generated iPSCs from readily accessible human gingival fibroblasts (hGFs) through an integration-free and feeder-free approach via delivery of reprogramming factors of Oct4, Sox2, Klf4, L-myc, Lin28 and TP53 shRNA with episomal plasmid vectors. The iPSCs presented similar morphology and proliferation characteristics as embryonic stem cells (ESCs), and expressed pluripotent markers including Oct4, Tra181, Nanog and SSEA-4. Additionally, these cells maintained a normal karyotype and showed decreased CpG methylation ratio in the promoter regions of Oct4 and Nanog. In vivo teratoma formation assay revealed the development of tissues representative of three germ layers, confirming the acquisition of pluripotency. Furthermore, treatment of the iPSCs in vitro with enamel matrix derivative (EMD) or growth/differentiation factor-5 (GDF-5) significantly up-regulated the expression of periodontal tissue markers associated with bone, periodontal ligament and cementum respectively. Taken together, our data demonstrate that hGFs are a valuable cell source for generating integration-free iPSCs, which could be sequentially induced toward periodontal cells under the treatment of EMD and GDF-5. - Highlights: • Integration-free iPSCs are successfully generated from hGFs via an episomal approach. • EMD promotes differentiation of the hGFs-derived iPSCs toward periodontal cells. • GDF-5 promotes differentiation of the hGFs-derived iPSCs toward periodontal cells. • hGFs-derived iPSCs could be a promising cell source for periodontal regeneration.

Generation and periodontal differentiation of human gingival fibroblasts-derived integration-free induced pluripotent stem cells

International Nuclear Information System (INIS)

Yin, Xiaohui; Li, Yang; Li, Jingwen; Li, Peng; Liu, Yinan; Wen, Jinhua; Luan, Qingxian

2016-01-01

Induced pluripotent stem cells (iPSCs) have been recognized as a promising cell source for periodontal tissue regeneration. However, the conventional virus-based reprogramming approach is associated with a high risk of genetic mutation and limits their therapeutic utility. Here, we successfully generated iPSCs from readily accessible human gingival fibroblasts (hGFs) through an integration-free and feeder-free approach via delivery of reprogramming factors of Oct4, Sox2, Klf4, L-myc, Lin28 and TP53 shRNA with episomal plasmid vectors. The iPSCs presented similar morphology and proliferation characteristics as embryonic stem cells (ESCs), and expressed pluripotent markers including Oct4, Tra181, Nanog and SSEA-4. Additionally, these cells maintained a normal karyotype and showed decreased CpG methylation ratio in the promoter regions of Oct4 and Nanog. In vivo teratoma formation assay revealed the development of tissues representative of three germ layers, confirming the acquisition of pluripotency. Furthermore, treatment of the iPSCs in vitro with enamel matrix derivative (EMD) or growth/differentiation factor-5 (GDF-5) significantly up-regulated the expression of periodontal tissue markers associated with bone, periodontal ligament and cementum respectively. Taken together, our data demonstrate that hGFs are a valuable cell source for generating integration-free iPSCs, which could be sequentially induced toward periodontal cells under the treatment of EMD and GDF-5. - Highlights: • Integration-free iPSCs are successfully generated from hGFs via an episomal approach. • EMD promotes differentiation of the hGFs-derived iPSCs toward periodontal cells. • GDF-5 promotes differentiation of the hGFs-derived iPSCs toward periodontal cells. • hGFs-derived iPSCs could be a promising cell source for periodontal regeneration.

The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

Science.gov (United States)

Turhan Turkkan, Buket; Karakus, Memet

2018-01-01

The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a…

Materials as stem cell regulators

Science.gov (United States)

Murphy, William L.; McDevitt, Todd C.; Engler, Adam J.

2014-01-01

The stem cell/material interface is a complex, dynamic microenvironment in which the cell and the material cooperatively dictate one another's fate: the cell by remodelling its surroundings, and the material through its inherent properties (such as adhesivity, stiffness, nanostructure or degradability). Stem cells in contact with materials are able to sense their properties, integrate cues via signal propagation and ultimately translate parallel signalling information into cell fate decisions. However, discovering the mechanisms by which stem cells respond to inherent material characteristics is challenging because of the highly complex, multicomponent signalling milieu present in the stem cell environment. In this Review, we discuss recent evidence that shows that inherent material properties may be engineered to dictate stem cell fate decisions, and overview a subset of the operative signal transduction mechanisms that have begun to emerge. Further developments in stem cell engineering and mechanotransduction are poised to have substantial implications for stem cell biology and regenerative medicine. PMID:24845994

Therapeutic application of multipotent stem cells

DEFF Research Database (Denmark)

Mirzaei, Hamed; Sahebkar, Amirhossein; Sichani, Laleh Shiri

2018-01-01

Cell therapy is an emerging fields in the treatment of various diseases such as cardiovascular, pulmonary, hepatic, and neoplastic diseases. Stem cells are an integral tool for cell therapy. Multipotent stem cells are an important class of stem cells which have the ability to self-renew through...... been showed that multipotent stem cells exert their therapeutic effects via inhibition/activation of a sequence of cellular and molecular pathways. Although the advantages of multipotent stem cells are numerous, further investigation is still necessary to clarify the biology and safety of these cells...... before they could be considered as a potential treatment for different types of diseases. This review summarizes different features of multipotent stem cells including isolation, differentiation, and therapeutic applications....

Combining different Technologies in a Funerary Archaeology content and language integrated Learning (CLIL) Course

OpenAIRE

Cignoni, Laura; Fornaciari, Gino

2009-01-01

The aim of this paper is to describe a project in which Italian undergraduate students at the Palaeopathology Division of Pisa University will attend a two-year Content and Language Integrated Learning (CLIL) course combining the study of funerary archaeology with English as vehicular language. At the presence of a subject and language teacher working together, the trainees will use different types of technology including devices such as electronic blackboards and Word applications with user-...

Leveraging Global Geo-Data and Information Technologies to Bring Authentic Research Experiences to Students in Introductory Geosciences Courses

Science.gov (United States)

Ryan, J. G.

2014-12-01

The 2012 PCAST report identified the improvement of "gateway" science courses as critical to increasing the number of STEM graduates to levels commensurate with national needs. The urgent need to recruit/ retain more STEM graduates is particularly acute in the geosciences, where growth in employment opportunities, an aging workforce and flat graduation rates are leading to substantial unmet demand for geoscience-trained STEM graduates. The need to increase the number of Bachelors-level geoscience graduates was an identified priority at the Summit on the Future of Undergraduate Geoscience Education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduateeducation/), as was the necessity of focusing on 2-year colleges, where a growing number of students are being introduced to geosciences. Undergraduate research as an instructional tool can help engage and retain students, but has largely not been part of introductory geoscience courses because of the challenge of scaling such activities for large student numbers. However, burgeoning information technology resources, including publicly available earth and planetary data repositories and freely available, intuitive data visualization platforms makes structured, in-classroom investigations of geoscience questions tractable, and open-ended student inquiry possible. Examples include "MARGINS Mini-Lessons", instructional resources developed with the support of two NSF-DUE grant awards that involve investigations of marine geosciences data resources (overseen by the Integrated Earth Data Applications (IEDA) portal: www.iedadata.org) and data visualization using GeoMapApp (www.geomapapp.org); and the growing suite of Google-Earth based data visualization and exploration activities overseen by the Google Earth in Onsite and Distance Education project (geode.net). Sample-based investigations are also viable in introductory courses, thanks to remote instrument operations technologies that allow real student

Evaluation of the Cultural Elements in the Textbook "Genki I: an Integrated Course in Elementary Japanese"

Science.gov (United States)

Er, Onur

2017-01-01

This study aims to examine the textbook "Genki I: An Integrated Course in Elementary Japanese" in terms of cultural elements. The data of this qualitative research were collected by means of the document review method. Content analysis, one of the qualitative analysis techniques, was used in the evaluation of the research data. A second…

A neonatal mouse spinal cord injury model for assessing post-injury adaptive plasticity and human stem cell integration.

Directory of Open Access Journals (Sweden)

Jean-Luc Boulland

Full Text Available Despite limited regeneration capacity, partial injuries to the adult mammalian spinal cord can elicit variable degrees of functional recovery, mediated at least in part by reorganization of neuronal circuitry. Underlying mechanisms are believed to include synaptic plasticity and collateral sprouting of spared axons. Because plasticity is higher in young animals, we developed a spinal cord compression (SCC injury model in the neonatal mouse to gain insight into the potential for reorganization during early life. The model provides a platform for high-throughput assessment of functional synaptic connectivity that is also suitable for testing the functional integration of human stem and progenitor cell-derived neurons being considered for clinical cell replacement strategies. SCC was generated at T9-T11 and functional recovery was assessed using an integrated approach including video kinematics, histology, tract tracing, electrophysiology, and high-throughput optical recording of descending inputs to identified spinal neurons. Dramatic degeneration of axons and synaptic contacts was evident within 24 hours of SCC, and loss of neurons in the injured segment was evident for at least a month thereafter. Initial hindlimb paralysis was paralleled by a loss of descending inputs to lumbar motoneurons. Within 4 days of SCC and progressively thereafter, hindlimb motility began to be restored and descending inputs reappeared, but with examples of atypical synaptic connections indicating a reorganization of circuitry. One to two weeks after SCC, hindlimb motility approached sham control levels, and weight-bearing locomotion was virtually indistinguishable in SCC and sham control mice. Genetically labeled human fetal neural progenitor cells injected into the injured spinal cord survived for at least a month, integrated into the host tissue and began to differentiate morphologically. This integrative neonatal mouse model provides opportunities to explore early

Embedding Multiple Literacies into STEM Curricula

Science.gov (United States)

Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff

2014-01-01

In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and…

Heterogeneity and plasticity of epidermal stem cells

DEFF Research Database (Denmark)

Schepeler, Troels; Page, Mahalia E; Jensen, Kim Bak

2014-01-01

The epidermis is an integral part of our largest organ, the skin, and protects us against the hostile environment. It is a highly dynamic tissue that, during normal steady-state conditions, undergoes constant turnover. Multiple stem cell populations residing in autonomously maintained compartments...... facilitate this task. In this Review, we discuss stem cell behaviour during normal tissue homeostasis, regeneration and disease within the pilosebaceous unit, an integral structure of the epidermis that is responsible for hair growth and lubrication of the epithelium. We provide an up-to-date view...... of the pilosebaceous unit, encompassing the heterogeneity and plasticity of multiple discrete stem cell populations that are strongly influenced by external cues to maintain their identity and function....

Students' Attitude towards STEM Education

Science.gov (United States)

Popa, Roxana-Alexandra; Ciascai, Liliana

2017-01-01

STEM is the acronym of Science, Technology, Engineering, and Mathematics fields. STEM education refers both to teaching and learning in the above-mentioned disciplines, but especially to teaching and learning a new discipline based on the integration of Science, Technology, Engineering, and Mathematics. The present survey aims to investigate the…

Preparing STEM Teachers for Integration of NGSS: a Summer Workshop Development

OpenAIRE

Altuger-Genc, Gonca; Issapour, Marjaneh

2015-01-01

The increasing emphasis on Science, Technology, Engineering and Mathematics (STEM) education in United States and across the world created the demand for STEM education to start as early as elementary school. Especially in the past decade, the demand for middle schools and high schools to increase the involvement of the STEM components in their curriculum has been on the rise.  The Next Generation Science Standards (NGSS)(http://www.nextgenscience.org/) are testimonial to this demand and need...

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

Science.gov (United States)

Smith, Michelle K.; Jones, Francis H. M.; Gilbert, Sarah L.; Wieman, Carl E.

2013-01-01

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To…

Stem secondary growth of tundra shrubs

DEFF Research Database (Denmark)

Campioli, Matteo; Leblans, Niki; Michelsen, Anders

2012-01-01

Our knowledge of stem secondary growth of arctic shrubs (a key component of tundra net primary production, NPP) is very limited. Here, we investigated the impact of the physical elements of the environment on shrub secondary growth by comparing annual growth rates of model species from similar...... growth (stem apical growth, stem length, and apical growth of stem plus leaves), in some cases even with opposite responses. Thus caution should be taken when estimating the impact of the environment on shrub growth from apical growth only. Integration of our data set with the (very limited) previously...

The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses

Science.gov (United States)

Kaleli-Yilmaz, Gül

2015-01-01

The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At…

Staying in STEM or changing course: Do natives and immigrants pursue the path of least resistance?

Science.gov (United States)

Han, Siqi

2016-07-01

This paper examines why Science, Technology, Engineering and Math (STEM) fields are becoming "immigrant" fields of study as native students shift from STEM fields to law, medicine and business. Using data from the 2010 National Survey of College Graduates, the analyses find that foreign college-educated immigrants with STEM degrees tend to remain in STEM fields, while natives are more likely to shift from STEM fields to law, medicine and business in graduate school. Among those who moved into law, medicine and business, the gains in earnings are larger for natives than for foreign educated immigrants. These results have important implications for the social mobility of highly educated natives and immigrants. Copyright © 2016 Elsevier Inc. All rights reserved.

The General Philosophy Behind the New Integrated and Co-ordinated Science Courses in N.S.W. and the Science Foundation for Physics Textbook Series.

Science.gov (United States)

Messel, H.; Barker, E. N.

Described are the science syllabuses and texts for the science courses written to fulfill the aims of the new system of education in the state of New South Wales, Australia. The science course was developed in two stages: (1) A four year integrated science syllabus for grades 7-10, and (2) separate courses in physics, chemistry, and biology with…

Using the Mountain Pine Beetle Infestation of the Rocky Mountain West to Develop a Collaborative, Experiential Course on Science Communication

Science.gov (United States)

Gallagher, L.; Morse, M.; Maxwell, R. M.; Cottrell, S.; Mattor, K.

2016-12-01

An ongoing NSF-WSC project was used as a launchpad for implementing a collaborative honors course at the Colorado School of Mines (CSM) and Colorado State University (CSU). The course examined current physical and social science research on the effects of the Mountain Pine Beetle (MPB) on regional social and hydro-ecological systems in the Rocky Mountain West. In addition to general classroom content delivery, community outreach experience and development for the participating undergraduate students was integrated into the course. Upon learning about ongoing MPB research from project PIs and researchers, students were guided to develop their own methodology to educate students and the community about the main project findings. Participants at CSM and CSU worked together to this end in a synchronous remote classroom environment. Students at both universities practiced their methods and activities with various audiences, including local elementary students, other undergraduate and graduate peers, and delivered their activities to sixth-grade students at a local outdoor lab program (Windy Peak Outdoor Lab, Jefferson County, CO). Windy Peak Outdoor Lab has integrated the student-developed content into their curriculum, which reaches approximately 6,000 students in the Jefferson County, CO school district each year. This experiential learning course will be used as a template for future Honors STEM education course development at CSM and was a unique vessel for conveying the studied effects of the MPB to a K-12 audience.

Development of a pre-service teacher training course on integration of ICT into inquiry based science education.

NARCIS (Netherlands)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos; Dvořák, Leoš; Koudelková, Věra

In order to be able to integrate ICT into Inquiry Based Science Education (IBSE), teachers need much time and support for mastering ICT tools, learning the basis of IBSE, and getting experience in applying these tools in pupil investigations. For this purpose, we have developed a course within the

The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

Science.gov (United States)

Tati, T.; Firman, H.; Riandi, R.

2017-09-01

STEM Learning focusses on development of STEM-literate society, the research about implementation of STEM learning to develope students’ STEM literacy is still limited. This study is aimed to examine the effect of implementation STEM learning through the project of designing boat model on students STEM literacy in energy topic. The method of this study was a quasi-experiment with non-randomized pretest-posttest control group design. There were two classes involved, the experiment class used Project Based Learning with STEM approach and control class used Project-Based Learning without STEM approach. A STEM Literacy test instrument was developed to measure students STEM literacy which consists of science literacy, mathematics literacy, and technology-engineering literacy. The analysis showed that there were significant differences on improvement science literacy, mathematics technology-engineering between experiment class and control class with effect size more than 0.8 (large effect). The difference of improvement of STEM literacy between experiment class and control class is caused by the existence of design engineering activity which required students to apply the knowledge from every field of STEM. The challenge that was faced in STEM learning through design engineering activity was how to give the students practice to integrate STEM field in solving the problems. In additional, most of the students gave positive response toward implementation of STEM learning through design boat model project.

Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM

Science.gov (United States)

McKenna, Rachel Lynn-Pleis

2016-01-01

Over the past decade, there has been a considerable push in emphasizing STEM--an acronym standing for Science, Technology, Engineering, and Math--as an integral aspect of educational curriculums. Even though research suggests that females tend to outperform males in standardized testing in STEM areas, they remain underrepresented in STEM careers…

Experimental hematology: theoretical and practical course, Madrid 31th may to 4th june 1993

International Nuclear Information System (INIS)

Bueren, J.A.; Tejero Ortega, C.

1993-01-01

This book contains the lectures of hematology course held in Madrid. The main scope of conferences are: 1.- Hematopoiesis: regulation, growing ionizing radiations, damage and radiation effects. 2.- Radioprotection: stem cells of mouse 3.- Genetic: hematopoietic pathology 4.- Stem cells

Teaching STEM Effectively with the Learning Cycle Approach

Directory of Open Access Journals (Sweden)

Pradeep M. Dass

2015-01-01

Full Text Available The main challenges for teachers with regard to STEM-oriented instruction are: 1 How to integrate science, technology, engineering and mathematics in such a way that students see the interconnectedness and interdependence between these disciplines; and 2 How to help students realize that solutions to real world problems or issues involve the combined use of knowledge, processes and practices from all of these disciplines. In order to teach STEM effectively, these two challenges must be met, but how? Teachers need pedagogical approaches or models that can address these challenges effectively. Given that the STEM definition adopted by IPST includes "the application of knowledge to real-life problem solving", it follows that effective STEM-oriented instruction must involve a pedagogy that is centered around real-life issues, concerns, problems or questions and offers students the opportunity to employ two or more of the STEM disciplines in an integrated manner to address the questions.

Financial Barriers to STEM Study in College: Causal Effect Estimates of Need-Based Grants on the Pursuit and Completion of Courses and Degrees in STEM Fields

Science.gov (United States)

Castleman, Benjamin L.; Long, Bridget Terry; Mabel, Zachary A.

2014-01-01

The fastest growing supply of jobs in the United States today is in Science, Technology, Engineering, and Mathematics (STEM) fields. Yet despite the availability of work in STEM, there is not a sufficient supply of workers to fill open positions. Amidst the growing demand for STEM workers, educational achievement and attainment in STEM fields in…

A Bridge to the Stars: A Model High School-to-College Pipeline for Encouraging Positive STEM Identities

Science.gov (United States)

McIntosh, Daniel H.; Jennings, Derrick H.

2018-01-01

The need to grow and diversify the STEM workforce remains a critical national challenge. Research shows that STEM identity (how one views herself/himself with respect to STEM) is an important factor for success or failure. A Bridge to the Stars (ABttS) offers URM and low-income high-school students a high impact exposure to science through innovative experiential learning with a professional scientist in freshmen astronomy at UMKC, an urban research university. Showing students who traditionally do not self-identify with high-tech careers that they can succeed in a university science course is a promising way to help build positive STEM identities and aspirations during the critical bridge between high school and college. In five years, we have awarded 45 ABttS scholarships; 93% of these 15-17 year-old students have passed the course satisfactorily with an average grade of 80%. Remarkably, the ABttS scholar performance is on par with that of 600 UMKC students enrolled in the same courses over 8 semesters. Long-term tracking of former scholars shows positive attitudes regarding ABttS and persistence in STEM aspirations at promising rates based on small-number statistics. I will describe the implementation of this unique STEM immersion program offering extended and inclusive engagement in astronomy, arguably the most accessible window to science. I will share classroom and near-peer mentoring innovations, and a new third ABttS tier in which previous scholars can enroll in a freshmen science laboratory experience for UMKC credit. This novel course introduces novices to scientific research and Big Data science through authentic hands-on experiences centered on their own exploration of data from McIntosh's actual research. The long-term mission of ABttS is to see urban educational institutions across the U.S. adopt similar pipelines in all STEM disciplines built on the ABttS model. Adopting programs like ABttS for freshmen STEM majors, especially in urban colleges and

Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers

Science.gov (United States)

Stripling, Christopher T.; Roberts, T. Grady

2014-01-01

The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers' mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the…

The STEM Lecture Hall: A Study of Effective Instructional Practices for Diverse Learners

Science.gov (United States)

Reimer, Lynn Christine

First-generation, low-income, underrepresented minority (URM) and female undergraduates are matriculating into science, technology, engineering, and math (STEM) majors at unprecedented levels. However, a disproportionate number of these students end up graduating in non-STEM disciplines. Attrition rates have been observed to spike in conjunction with introductory STEM courses in chemistry, biology, and physics. These "gateway" courses tend to be housed in large, impersonal lecture halls. First-generation and URM students struggle in this environment, possibly because of instructors' reliance on lecture-based content delivery and rote memorization. Recent social psychological studies suggest the problem may be related to cultural mismatch, or misalignment between independent learning norms typical of American universities and interdependent learning expectancies for first-generation and URM students. Value-affirming and utility-value interventions yield impressive academic achievement gains for these students. These findings overlap with a second body of literature on culturally responsive instruction. Active gateway learning practices that emphasize interactive instruction, frequent assessment, and epistemological instruction can be successful because of their propensity to incorporate values affirming and utility-value techniques. The present study observed instruction for gateway STEM courses over a three-year period at the University of California, Irvine (N = 13,856 undergraduates in 168 courses). Exploratory polychoric factor analysis was used to identify latent variables for observational data on gateway STEM instructional practices. Variables were regressed on institutional student data. Practices implemented in large lecture halls fall into three general categories: Faculty-Student Interaction, Epistemological Instruction, and Peer Interaction . The present study found that Faculty-Student Interaction was negatively associated with student outcomes for

Integration of a zebrafish research project into a molecular biology course to support critical thinking and course content goals.

Science.gov (United States)

Felzien, Lisa K

2016-11-12

Engaging undergraduates in research is essential for teaching them to think like scientists, and it has become a desired component of classroom and laboratory instruction. Research projects that span an entire semester expose students to a variety of concepts and techniques and allow students to use experiments to learn scientific principles, understand why specific techniques are applicable, critically analyze varied data, and examine how experimentation leads to acquiring knowledge. To provide an experience with these features, a semester long research project was integrated into a combined lecture and laboratory course, Molecular Biology. The project utilized the zebrafish model to examine gene expression during embryonic development and required students to develop and test hypotheses about the timing of expression of previously uncharacterized genes. The main goals for the project were to provide opportunities for students to develop critical thinking skills required for conducting research and to support the content goals of the course. To determine whether these goals were met, student performance on the steps of the project and related pre-test and post-test questions was examined. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):565-573, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

An Undergraduate Research Experience that Integrates Traditional Field Mapping, LiDAR, and 3D Numerical Modeling: Applying Lessons from a Recent Report from the National Academies of Sciences, Engineering, and Medicine in an Intermediate-Level Tectonic Landscapes Course

Science.gov (United States)

Reinen, L. A.; Brenner, K.

2017-12-01

Ongoing efforts to improve undergraduate education in science, technology, engineering, and mathematics (STEM) fields focus on increasing active student participation and decreasing traditional lecture-based teaching. Undergraduate research experiences (UREs), which engage students in the work of STEM professionals, are an example of these efforts. A recent report from the National Academies of Sciences, Engineering and Medicine (Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities; 2017) provides characteristics of UREs, and indicates that participation in UREs increases student interest and persistence in STEM as well as provides opportunities to broaden student participation in these fields. UREs offer an excellent opportunity to engage students in research using the rapidly evolving technologies used by STEM professionals. In the fall of 2016, students in the Tectonic Landscapes class at Pomona College participated in a course-based URE that combined traditional field mapping methods with analysis of high-resolution topographic data (LiDAR) and 3D numerical modeling to investigate questions of active local faulting. During the first ten weeks students developed skills in: creation of fault maps from both field observations (GPS included) and high-resolution digital elevation models (DEMs), assessment of tectonic activity through analyses of DEMs of hill slope diffusion models and geomorphic indices, and evaluation of fault geometry hypotheses via 3D elastic modeling. Most of these assignments were focused on a single research site. While students primarily used Excel, ArcMap, and Poly3D, no previous knowledge of these was required or assumed. Through this iterative approach, students used increasingly more complex methods as well as gained greater ownership of the research process with time. The course culminated with a 4-week independent research project in which each student investigated a question of their own

Integrating E-Learning 2.0 into Online Courses

Science.gov (United States)

Yuen, Steve Chi-Yin

2014-01-01

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students'…

CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

Science.gov (United States)

Gottesman, Alan J.; Hoskins, Sally G.

2013-01-01

The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students’ critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates’ epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study. PMID:23463229

Engaging Faculty for Innovative STEM Bridge Programs

Science.gov (United States)

Goldfien, Andrea C.; Badway, Norena Norton

2014-01-01

Bridge programs, in which underprepared students gain the academic and technical skills necessary for college level courses and entry-level employment, are a promising initiative for expanding access to, and success in, community college education. For career pathways related to science, technology, engineering, or mathematics (STEM), bridge…

Integrated processes for expansion and differentiation of human pluripotent stem cells in suspended microcarriers cultures

International Nuclear Information System (INIS)

Lam, Alan Tin-Lun; Chen, Allen Kuan-Liang; Ting, Sherwin Qi-Peng; Reuveny, Shaul; Oh, Steve Kah-Weng

2016-01-01

Current methods for human pluripotent stem cells (hPSC) expansion and differentiation can be limited in scalability and costly (due to their labor intensive nature). This can limit their use in cell therapy, drug screening and toxicity assays. One of the approaches that can overcome these limitations is microcarrier (MC) based cultures in which cells are expanded as cell/MC aggregates and then directly differentiated as embryoid bodies (EBs) in the same agitated reactor. This integrated process can be scaled up and eliminate the need for some culture manipulation used in common monolayer and EBs cultures. This review describes the principles of such microcarriers based integrated hPSC expansion and differentiation process, and parameters that can affect its efficiency (such as MC type and extracellular matrix proteins coatings, cell/MC aggregates size, and agitation). Finally examples of integrated process for generation cardiomyocytes (CM) and neural progenitor cells (NPC) as well as challenges to be solved are described. - Highlights: • Expansion of hPSC on microcarriers. • Differentiation of hPSC on microcarriers. • Parameters that can affect the expansion and differentiation of hPSC on microcarriers. • Integration of expansion and differentiation of hPSC on microcarriers in one unit operation.

Integrated processes for expansion and differentiation of human pluripotent stem cells in suspended microcarriers cultures

Energy Technology Data Exchange (ETDEWEB)

Lam, Alan Tin-Lun, E-mail: alan_lam@bti.a-star.edu.sg; Chen, Allen Kuan-Liang; Ting, Sherwin Qi-Peng; Reuveny, Shaul; Oh, Steve Kah-Weng, E-mail: steve_oh@bti.a-star.edu.sg

2016-05-06

Current methods for human pluripotent stem cells (hPSC) expansion and differentiation can be limited in scalability and costly (due to their labor intensive nature). This can limit their use in cell therapy, drug screening and toxicity assays. One of the approaches that can overcome these limitations is microcarrier (MC) based cultures in which cells are expanded as cell/MC aggregates and then directly differentiated as embryoid bodies (EBs) in the same agitated reactor. This integrated process can be scaled up and eliminate the need for some culture manipulation used in common monolayer and EBs cultures. This review describes the principles of such microcarriers based integrated hPSC expansion and differentiation process, and parameters that can affect its efficiency (such as MC type and extracellular matrix proteins coatings, cell/MC aggregates size, and agitation). Finally examples of integrated process for generation cardiomyocytes (CM) and neural progenitor cells (NPC) as well as challenges to be solved are described. - Highlights: • Expansion of hPSC on microcarriers. • Differentiation of hPSC on microcarriers. • Parameters that can affect the expansion and differentiation of hPSC on microcarriers. • Integration of expansion and differentiation of hPSC on microcarriers in one unit operation.

Nuclear Mechanics and Stem Cell Differentiation.

Science.gov (United States)

Mao, Xinjian; Gavara, Nuria; Song, Guanbin

2015-12-01

Stem cells are characterized by their self-renewal and multi-lineage differentiation potential. Stem cell differentiation is a prerequisite for the application of stem cells in regenerative medicine and clinical therapy. In addition to chemical stimulation, mechanical cues play a significant role in regulating stem cell differentiation. The integrity of mechanical sensors is necessary for the ability of cells to respond to mechanical signals. The nucleus, the largest and stiffest cellular organelle, interacts with the cytoskeleton as a key mediator of cell mechanics. Nuclear mechanics are involved in the complicated interactions of lamins, chromatin and nucleoskeleton-related proteins. Thus, stem cell differentiation is intimately associated with nuclear mechanics due to its indispensable role in mechanotransduction and mechanical response. This paper reviews several main contributions of nuclear mechanics, highlights the hallmarks of the nuclear mechanics of stem cells, and provides insight into the relationship between nuclear mechanics and stem cell differentiation, which may guide clinical applications in the future.

Mathematical Modeling: A Bridge to STEM Education

Science.gov (United States)

Kertil, Mahmut; Gurel, Cem

2016-01-01

The purpose of this study is making a theoretical discussion on the relationship between mathematical modeling and integrated STEM education. First of all, STEM education perspective and the construct of mathematical modeling in mathematics education is introduced. A review of literature is provided on how mathematical modeling literature may…

Proportional-Integral-Derivative (PID) Control of Secreted Factors for Blood Stem Cell Culture.

Science.gov (United States)

Caldwell, Julia; Wang, Weijia; Zandstra, Peter W

2015-01-01

Clinical use of umbilical cord blood has typically been limited by the need to expand hematopoietic stem and progenitor cells (HSPC) ex vivo. This expansion is challenging due to the accumulation of secreted signaling factors in the culture that have a negative regulatory effect on HSPC output. Strategies for global regulation of these factors through dilution have been developed, but do not accommodate the dynamic nature or inherent variability of hematopoietic cell culture. We have developed a mathematical model to simulate the impact of feedback control on in vitro hematopoiesis, and used it to design a proportional-integral-derivative (PID) control algorithm. This algorithm was implemented with a fed-batch bioreactor to regulate the concentrations of secreted factors. Controlling the concentration of a key target factor, TGF-β1, through dilution limited the negative effect it had on HSPCs, and allowed global control of other similarly-produced inhibitory endogenous factors. The PID control algorithm effectively maintained the target soluble factor at the target concentration. We show that feedback controlled dilution is predicted to be a more cost effective dilution strategy compared to other open-loop strategies, and can enhance HSPC expansion in short term culture. This study demonstrates the utility of secreted factor process control strategies to optimize stem cell culture systems, and motivates the development of multi-analyte protein sensors to automate the manufacturing of cell therapies.

Safe genetic modification of cardiac stem cells using a site-specific integration technique.

Science.gov (United States)

Lan, Feng; Liu, Junwei; Narsinh, Kazim H; Hu, Shijun; Han, Leng; Lee, Andrew S; Karow, Marisa; Nguyen, Patricia K; Nag, Divya; Calos, Michele P; Robbins, Robert C; Wu, Joseph C

2012-09-11

Human cardiac progenitor cells (hCPCs) are a promising cell source for regenerative repair after myocardial infarction. Exploitation of their full therapeutic potential may require stable genetic modification of the cells ex vivo. Safe genetic engineering of stem cells, using facile methods for site-specific integration of transgenes into known genomic contexts, would significantly enhance the overall safety and efficacy of cellular therapy in a variety of clinical contexts. We used the phiC31 site-specific recombinase to achieve targeted integration of a triple fusion reporter gene into a known chromosomal context in hCPCs and human endothelial cells. Stable expression of the reporter gene from its unique chromosomal integration site resulted in no discernible genomic instability or adverse changes in cell phenotype. Namely, phiC31-modified hCPCs were unchanged in their differentiation propensity, cellular proliferative rate, and global gene expression profile when compared with unaltered control hCPCs. Expression of the triple fusion reporter gene enabled multimodal assessment of cell fate in vitro and in vivo using fluorescence microscopy, bioluminescence imaging, and positron emission tomography. Intramyocardial transplantation of genetically modified hCPCs resulted in significant improvement in myocardial function 2 weeks after cell delivery, as assessed by echocardiography (P=0.002) and MRI (P=0.001). We also demonstrated the feasibility and therapeutic efficacy of genetically modifying differentiated human endothelial cells, which enhanced hind limb perfusion (Pmodification system is a safe, efficient tool to enable site-specific integration of reporter transgenes in progenitor and differentiated cell types.

STEM Focused High School and University Partnership: Alternative Solution for Senioritis Issue and Creating Students' STEM Curiosity

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Icel, Mustafa; Davis, Matthew

2018-01-01

The purpose of this study is to evaluate how the high school-college partnership reflects on "senioritis" and students' STEM curiosity. The term "senioritis" described in this paper refers to high school senior students who have completed most of their graduation requirement courses in their third year of studies. During the…

Periodontal ligament stem/progenitor cells with protein-releasing scaffolds for cementum formation and integration on dentin surface.

Science.gov (United States)

Cho, Hankyu; Tarafder, Solaiman; Fogge, Michael; Kao, Kristy; Lee, Chang H

2016-11-01

Purpose/Aim: Cementogenesis is a critical step in periodontal tissue regeneration given the essential role of cementum in anchoring teeth to the alveolar bone. This study is designed to achieve integrated cementum formation on the root surfaces of human teeth using growth factor-releasing scaffolds with periodontal ligament stem/progenitor cells (PDLSCs). Human PDLSCs were sorted by CD146 expression, and characterized using CFU-F assay and induced multi-lineage differentiation. Polycaprolactone scaffolds were fabricated using 3D printing, embedded with poly(lactic-co-glycolic acids) (PLGA) microspheres encapsulating connective tissue growth factor (CTGF), bone morphogenetic protein-2 (BMP-2), or bone morphogenetic protein-7 (BMP-7). After removing cementum on human tooth roots, PDLSC-seeded scaffolds were placed on the exposed dentin surface. After 6-week culture with cementogenic/osteogenic medium, cementum formation and integration were evaluated by histomorphometric analysis, immunofluorescence, and qRT-PCR. Periodontal ligament (PDL) cells sorted by CD146 and single-cell clones show a superior clonogenecity and multipotency as compared with heterogeneous populations. After 6 weeks, all the growth factor-delivered groups showed resurfacing of dentin with a newly formed cementum-like layer as compared with control. BMP-2 and BMP-7 showed de novo formation of tissue layers significantly thicker than all the other groups, whereas CTGF and BMP-7 resulted in significantly improved integration on the dentin surface. The de novo mineralized tissue layer seen in BMP-7-treated samples expressed cementum matrix protein 1 (CEMP1). Consistently, BMP-7 showed a significant increase in CEMP1 mRNA expression. Our findings represent important progress in stem cell-based cementum regeneration as an essential part of periodontium regeneration.

Why (and how) they decide to leave: A grounded theory analysis of STEM attrition at a large public research university

Science.gov (United States)

Minutello, Michael F.

A grounded theory investigation of STEM attrition was conducted that describes and explains why undergraduates at a large Mid-Atlantic research university decided to leave their initial STEM majors to pursue non-STEM courses of study. Participants ultimately decided to leave their initial STEM majors because they were able to locate preferable non-STEM courses of study that did not present the same kinds of obstacles they had encountered in their original STEM majors. Grounded theory data analysis revealed participants initially enrolled in STEM majors with tenuous motivation that did not withstand the various obstacles that were present in introductory STEM coursework. Obstacles that acted as demotivating influences and prompted participants to locate alternative academic pathways include the following: (1.) disengaging curricula; (2.) competitive culture; (3.) disappointing grades; (4.) demanding time commitments; and (5.) unappealing career options. Once discouraged from continuing along their initial STEM pathways, participants then employed various strategies to discover suitable non-STEM majors that would allow them to realize their intrinsic interests and extrinsic goals. Participants were largely satisfied with their decisions to leave STEM and have achieved measures of personal satisfaction and professional success.

Integrating independent research into science curricula to foster STEM leadership

Science.gov (United States)

Queenan, Craig; Calabro, Alyssa; Becker, David

2013-05-01

Preparing students for college and future careers is one of the main goals of K-12 education, but current STEM teaching methods do not do enough to interest students and leave them prepared to enter into and succeed in STEM careers. While measures to implement unifying standards for science education across the country are aimed at ensuring that all students are taught the same material at each grade level, a shift in the way science is taught to is needed to complete the redesign of science education. The independent research model described here aligns with the new content standards and focuses on developing the principles of perspective, purpose, resources, collaboration, analysis, and presentation. These principles not only engage students in the classroom, but also leave students prepared to enter into science programs in college and succeed in leadership roles in the STEM workforce.

Encouraging Creativity in a STEM Classroom

Directory of Open Access Journals (Sweden)

David L. Byrum

2015-01-01

Full Text Available The Thailand Ministry of Education’s “Institute for the Promotion of Teaching Science and Technology” (IPST uses the following as its working definition of STEM: “STEM education integrates science, engineering, technology and mathematics focusing on the application of knowledge to real-life problem solving and development of new products or procedures benefiting daily living and livelihood. STEM education infuses the engineering process into the existing science, mathematics and technology curricula to enable utilization of the knowledge to solve actual problems and aid future occupational undertakings.”

Integration and Exploitation of Advanced Visualization and Data Technologies to Teach STEM Subjects

Science.gov (United States)

Brandon, M. A.; Garrow, K. H.

2014-12-01

We live in an age where the volume of content available online to the general public is staggering. Integration of data from new technologies gives us amazing educational opportunities when appropriate narratives are provided. We prepared a distance learning credit bearing module that showcased many currently available data sets and state of the art technologies. It has been completed by many thousands of students with good feedback. Module highlights were the wide ranging and varied online activities which taught a wide range of STEM content. For example: it is well known that on Captain Scott's Terra Nova Expedition 1910-13, three researchers completed the "the worst journey in the world" to study emperor penguins. Using their primary records and clips from location filmed television documentaries we can tell their story and the reasons why it was important. However using state of the art content we can go much further. Using satellite data students can trace the path the researchers took and observe the penguin colony that they studied. Linking to modern Open Access literature students learn how they can estimate the numbers of animals in this and similar locations. Then by linking to freely available data from Antarctic Automatic Weather Stations students can learn quantitatively about the climatic conditions the animals are enduring in real time. They can then download and compare this with the regional climatic record to see if their observations are what could be expected. By considering the environment the penguins live in students can be taught about the evolutionary and behavioural adaptations the animals have undergone to survive. In this one activity we can teach a wide range of key learning points in an engaging and coherent way. It opened some students' eyes to the range of possibilities available to learn about our, and other planets. The addition and integration of new state of the art techniques and data sets only increases the opportunities to

Development of a Course-Based Undergraduate Research Experience to Introduce Drug-Receptor Concepts

Directory of Open Access Journals (Sweden)

Hollie I. Swanson

2016-01-01

Full Text Available Course-based research experiences (CUREs are currently of high interest due to their potential for engaging undergraduate students in authentic research and maintaining their interest in science, technology, engineering, and mathematics (STEM majors. As part of a campus-wide initiative called STEMCats , which is a living learning program offered to freshman STEM majors at the University of Kentucky funded by a grant from Howard Hughes Medical Institute, we have developed a CURE for freshmen interested in pursuing health care careers. Our course, entitled “Drug–Drug Interactions in Breast Cancer,” utilized a semester-long, in-class authentic research project and instructor-led discussions to engage students in a full spectrum of research activities, ranging from developing hypotheses and experimental design to generating original data, collaboratively interpreting results and presenting a poster at a campus-wide symposium. Student's feedback indicated a positive impact on scientific understanding and skills, enhanced teamwork and communication skills, as well as high student engagement, motivation, and STEM belonging. STEM belonging is defined as the extent to which a student may view the STEM fields as places where they belong. The results obtained from this pilot study, while preliminary, will be useful for guiding design revisions and generating appropriate objective evaluations of future pharmacological-based CUREs.

Factors Affecting the Integration of Information Literacy in the Teaching and Learning Processes of General Education Courses

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Therdsak Maitaouthong

2011-11-01

Full Text Available This article presents the factors affecting the integration of information literacy in the teaching and learning processes of general education courses at an undergraduate level, where information literacy is used as a tool in the student-centered teaching approach. The research was divided into two phases: (1 The study of factors affecting at a policy level – a qualitative research method conducted through an in-depth interview of the vice president for academic affairs and the Director of the General Education Management Center, and (2 The survey of factors affecting in the teaching and learning processes, which is concluded through the questioning of lecturers of general education courses, and librarians. The qualitative data was analyzed on content, and the quantitative data was analyzed through the use of descriptive statistics, weight of score prioritization and percentage. Two major categories were found to have an impact on integrating information literacy in the teaching and learning of general education courses at an undergraduate level. (1 Six factors at a policy level, namely, institutional policy, administrative structure and system, administrators’ roles, resources and infrastructures, learning resources and supporting programs, and teacher evaluation and development. (2 There are eleven instructional factors: roles of lecturers, roles of librarians, roles of learners, knowledge and understanding of information literacy of lecturers and librarians, cooperation between librarians and lecturers, learning outcomes, teaching plans, teaching methods, teaching activities, teaching aids, and student assessment and evaluation.

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

Science.gov (United States)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the

Optimizing the method for generation of integration-free induced pluripotent stem cells from human peripheral blood.

Science.gov (United States)

Gu, Haihui; Huang, Xia; Xu, Jing; Song, Lili; Liu, Shuping; Zhang, Xiao-Bing; Yuan, Weiping; Li, Yanxin

2018-06-15

Generation of induced pluripotent stem cells (iPSCs) from human peripheral blood provides a convenient and low-invasive way to obtain patient-specific iPSCs. The episomal vector is one of the best approaches for reprogramming somatic cells to pluripotent status because of its simplicity and affordability. However, the efficiency of episomal vector reprogramming of adult peripheral blood cells is relatively low compared with cord blood and bone marrow cells. In the present study, integration-free human iPSCs derived from peripheral blood were established via episomal technology. We optimized mononuclear cell isolation and cultivation, episomal vector promoters, and a combination of transcriptional factors to improve reprogramming efficiency. Here, we improved the generation efficiency of integration-free iPSCs from human peripheral blood mononuclear cells by optimizing the method of isolating mononuclear cells from peripheral blood, by modifying the integration of culture medium, and by adjusting the duration of culture time and the combination of different episomal vectors. With this optimized protocol, a valuable asset for banking patient-specific iPSCs has been established.

Depression and anxiety following hematopoietic stem cell transplantation

DEFF Research Database (Denmark)

Kuba, K; Esser, P; Mehnert, A

2017-01-01

In this prospective multicenter study, we investigated the course of depression and anxiety during hematopoietic stem cell transplantation (HSCT) until 5 years after transplantation adjusting for medical information. Patients were consulted before HSCT (n=239), at 3 months (n=150), 12 months (n=102...

The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum.

Science.gov (United States)

Swinnerton, Bronwen J; Morris, Neil P; Hotchkiss, Stephanie; Pickering, James D

2017-01-01

Massive open online courses (MOOCs) are designed as stand-alone courses which can be accessed by any learner around the globe with only an internet-enabled electronic device required. Although much research has focused on the enrolment and demographics of MOOCs, their impact on undergraduate campus-based students is still unclear. This article explores the impact of integrating an anatomy MOOC in to the anatomy curriculum of a year 1 medical degree program at the University of Leeds, United Kingdom. The course did not replace any teaching that was already being delivered, and was used to supplement this teaching to support the students' consolidation and revision. Analysis of student feedback indicates a high level of usage, with evidence to suggest that female learners may have approached the course in a more personalized manner. Although the video based resources and quizzes were greatly appreciated as learning tools, significant evidence suggests the students did not engage, or were inclined to engage, with the discussion fora. Furthermore, a significant majority of students did not want the MOOC to replace the existing teaching they received. Given the feedback provided, this research suggests that although the student population believe there to be value in having access to MOOC material, their role as replacements to campus-based teaching is not supported. Details regarding the enrolment and engagement of the general public with the MOOC during the two runs are also documented, with the suggestion that graduates employed in the healthcare sector were the primary users of the course. Anat Sci Educ 10: 53-67. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Stem cell markers in the heart of the human newborn

Directory of Open Access Journals (Sweden)

Armando Faa

2016-07-01

Full Text Available The identification of cardiac progenitor cells in mammals raises the possibility that the human heart contains a population of stem cells capable of generating cardiomyocytes and coronary vessels. Several recent studies now show that the different cell types that characterize the adult human heart arise from a common ancestor. Human cardiac stem cells differentiate into cardiomyocytes, and, in lesser extent, into smooth muscle and endothelial cells. The characterization of human cardiac stem cells (CSCs has important clinical implications. In recent years, CD117 (c-kit has been reported to mark a subtype of stem/progenitor cells in the human heart, with stem cell-like properties, including the ability to self-renewal and clonogenicity multipotentiality. Proceedings of the 2nd International Course on Perinatal Pathology (part of the 11th International Workshop on Neonatology · October 26th-31st, 2015 · Cagliari (Italy · October 31st, 2015 · Stem cells: present and future Guest Editors: Gavino Faa, Vassilios Fanos, Antonio Giordano

Making the Case for GeoSTEM Education

Science.gov (United States)

Moore, John

2014-05-01

-related resources that monitor our planet and protect the life and property of our citizens. The integration of a Geoscience and Remote Sensing Laboratory into an existing Earth Science program or a new Earth Systems Science course allows students to acquire the necessary rigorous laboratory skills as required by colleges or universities, while developing and becoming proficient in technological skills using industry standard analysis tools. With the accessibility of real-time or near real time data, students in a GeoSTEM driven course can engage in inquiry-based laboratory experiences focusing on real life applications, both local and global. Developing pathways between geoscientists, researchers, teachers, and students, will create an exchange of information, data, observations, and measurements that will lead to authentic science investigations through the monitoring of weather, water quality, sea surface temperature, coral reefs, marine wildlife, earthquakes, tsunamis, wildfires, air quality, land cover, and much more. Satellite, remote sensing, and geospatial technologies can introduce students and society to data that can inform policy makers and society both now and in the future.

Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education.

Science.gov (United States)

Berk, Louis J; Muret-Wagstaff, Sharon L; Goyal, Riya; Joyal, Julie A; Gordon, James A; Faux, Russell; Oriol, Nancy E

2014-09-01

The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K-12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted. Copyright © 2014 The American Physiological Society.

Multipotent stem cells of mother's milk

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Alessandra Reali

2016-03-01

Full Text Available In recent years the presence of stem cells (hBSCs: human breastmilk-derived stem cells and epithelial progenitors has been demonstrated in mother’s milk (MM. Stem cells present in samples of fresh MM exhibit a high degree of vitality and this makes possible the performance of cell cultures and to evaluate the differentiation capacity of the hBSCs. The most important datum that expresses the enormous potential of the use of MM stem cells is the presence of a cell population capable of differentiating into the three mesoderm, endoderm and ectoderm lines. The small number of studies and MM samples analyzed and the different sampling methods applied suggest standardization in the collection, analysis and culture of MM in future studies, in consideration of the well-known extreme variability of MM composition, also from the standpoint of cells.The analysis of literature data confirms the uniqueness of MM and its enormous potential.Proceedings of the 2nd International Course on Perinatal Pathology (part of the 11th International Workshop on Neonatology · October 26th-31st, 2015 · Cagliari (Italy · October 31st, 2015 · Stem cells: present and future Guest Editors: Gavino Faa, Vassilios Fanos, Antonio Giordano

Identifying STEM Concepts Associated with Junior Livestock Projects

Science.gov (United States)

Wooten, Kate; Rayfield, John; Moore, Lori L.

2013-01-01

Science, technology, engineering, and mathematics (STEM) education is intended to provide students with a cross-subject, contextual learning experience. To more fully prepare our nation's students to enter the globally competitive workforce, STEM integration allows students to make connections between the abstract concepts learned in core subject…

Integration of Environmental Issues in a Physics Course: 'Physics by Inquiry' High School Teachers' Integration Models and Challenges

Science.gov (United States)

Kimori, David Abiya

As we approach the second quarter of the twenty-first century, one may predict that the environment will be among the dominant themes in the political and educational discourse. Over the past three decades, particular perspectives regarding the environment have begun to emerge: (i) realization by human beings that we not only live on earth and use its resources at an increasingly high rate but we also actually belong to the earth and the total ecology of all living systems, (ii) there are strong interactions among different components of the large and complex systems that make up our environment, and (iii) the rising human population and its impact on the environment is a great concern (Hughes & Mason, 2014). Studies have revealed that although the students do not have a deep understanding of environmental issues and lack environmental awareness and attitudes necessary for protecting the environment, they have great concern for the environment (Chapman & Sharma, 2001; Fien, Yencken, & Sykes, 2002). However, addressing environmental issues in the classroom and other disciplines has never been an easy job for teachers (Pennock & Bardwell, 1994; Edelson, 2007). Using multiple case studies, this study investigated how three purposefully selected physics teachers teaching a 'Physics by Inquiry' course integrated environmental topics and issues in their classroom. Particularly this study looked at what integration models and practices the three physics teachers employed in integrating environmental topics and issues in their classroom and what challenges the teachers faced while integrating environmental topics in their classrooms. Data collection methods including field notes taken from observations, teachers' interviews and a collection of artifacts and documents were used. The data were coded analyzed and organized into codes and categories guided by Fogarty (1991) models of curriculum integration and Ham and Sewing (1988) four categories of barriers to environmental

Stable integration of recombinant adeno-associated virus vector genomes after transduction of murine hematopoietic stem cells.

Science.gov (United States)

Han, Zongchao; Zhong, Li; Maina, Njeri; Hu, Zhongbo; Li, Xiaomiao; Chouthai, Nitin S; Bischof, Daniela; Weigel-Van Aken, Kirsten A; Slayton, William B; Yoder, Mervin C; Srivastava, Arun

2008-03-01

We previously reported that among single-stranded adeno-associated virus (ssAAV) vectors, serotypes 1 through 5, ssAAV1 is the most efficient in transducing murine hematopoietic stem cells (HSCs), but viral second-strand DNA synthesis remains a rate-limiting step. Subsequently, using double-stranded, self-complementary AAV (scAAV) vectors, serotypes 7 through 10, we observed that scAAV7 vectors also transduce murine HSCs efficiently. In the present study, we used scAAV1 and scAAV7 shuttle vectors to transduce HSCs in a murine bone marrow serial transplant model in vivo, which allowed examination of the AAV proviral integration pattern in the mouse genome, as well as recovery and nucleotide sequence analyses of AAV-HSC DNA junction fragments. The proviral genomes were stably integrated, and integration sites were localized to different mouse chromosomes. None of the integration sites was found to be in a transcribed gene, or near a cellular oncogene. None of the animals, monitored for up to 1 year, exhibited pathological abnormalities. Thus, AAV proviral integration-induced risk of oncogenesis was not found in our study, which provides functional confirmation of stable transduction of self-renewing multipotential HSCs by scAAV vectors as well as promise for the use of these vectors in the potential treatment of disorders of the hematopoietic system.

Filling the Gap: Integrating STEM into Career and Technical Education Middle School Programs

Science.gov (United States)

Wu-Rorrer, Ray

2017-01-01

The field of STEM education is an educational framework that has surged in application over the past decade. Science, Technology, Engineering, and Math (STEM) is infused in nearly every facet of our society. Filling the gap of current research in middle school career and technical education (CTE) and STEM programs is important as traditional CTE…

Update on small intestinal stem cells.

Science.gov (United States)

Tesori, Valentina; Puglisi, Maria Ausiliatrice; Lattanzi, Wanda; Gasbarrini, Giovanni Battista; Gasbarrini, Antonio

2013-08-07

Among somatic stem cells, those residing in the intestine represent a fascinating and poorly explored research field. Particularly, somatic stem cells reside in the small intestine at the level of the crypt base, in a constant balance between self-renewal and differentiation. Aim of the present review is to delve into the mechanisms that regulate the delicate equilibrium through which intestinal stem cells orchestrate intestinal architecture. To this aim, special focus will be addressed to identify the integrating signals from the surrounding niche, supporting a model whereby distinct cell populations facilitate homeostatic vs injury-induced regeneration.

Cloud Computing as a Catalyst in STEM Education

Science.gov (United States)

Kumar, Vikas; Sharma, Deepika

2017-01-01

The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time…

Integrated Work Management: Overview, Course 31881

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-06-30

Integrated work management (IWM) is the process used for formally implementing the five-step process associated with integrated safety management (ISM) and integrated safeguards and security management (ISSM) at Los Alamos National Laboratory (LANL). IWM also directly supports the LANL Environmental Management System (EMS). IWM helps all workers and managers perform work safely and securely and in a manner that protects people, the environment, property, and the security of the nation. The IWM process applies to all work activities at LANL, from working in the office to designing experiments to assembling and detonating explosives. The primary LANL document that establishes and describes IWM requirements is Procedure (P) 300, Integrated Work Management.

Diversity and Equity in the Lab: Preparing Scientists and Engineers for Inclusive Teaching in Courses and Research Environments

Science.gov (United States)

Hunter, L.; Seagroves, S.; Metevier, A. J.; Kluger-Bell, B.; Raschke, L.; Jonsson, P.; Porter, J.; Brown, C.; Roybal, G.; Shaw, J.

2010-12-01

Despite high attrition rates in college-level science, technology, engineering, and math (STEM) courses, with even higher rates for women and underrepresented minorities, not enough attention has been given to higher education STEM classroom practices that may limit the retention of students from diverse backgrounds. The Professional Development Program (PDP) has developed a range of professional development activities aimed at helping participants learn about diversity and equity issues, integrate inclusive teaching strategies into their own instructional units, and reflect on their own teaching practices. In the PDP, all participants develop and teach a STEM laboratory activity that enables their students to practice scientific inquiry processes as they gain an understanding of scientific concepts. In addition, they are asked to consider diversity and equity issues in their activity design and teaching. The PDP supports participants in this challenging endeavor by engaging them in activities that are aligned with a PDP-defined Diversity & Equity Focus Area that includes five emphases: 1) Multiple ways to learn, communicate and succeed; 2) Learners' goals, interests, motivation, and values; 3) Beliefs and perceptions about ability to achieve; 4) Inclusive collaboration and equitable participation; 5) Social identification within STEM culture. We describe the PDP Diversity & Equity focus, the five emphases, and the supporting activities that have been designed and implemented within the PDP, as well as future directions for our diversity and equity efforts.

Stem cells: Concepts and prospects

Indian Academy of Sciences (India)

development exemplified by murine experiments motivated the ... from specific regions of the brain, cardiac stem cells from atrial ..... have also been shown to integrate and differentiate .... to vascular network structures in three dimensional.

Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

OpenAIRE

Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research proj...

Persistence of undergraduate women in STEM fields

Science.gov (United States)

Pedone, Maggie Helene

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women's persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin's Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM

Does simulation-based training facilitate the integration of human anatomy with surgery? A report of a novel Surgical Anatomy Course.

Science.gov (United States)

Torres, K; Denisow-Pietrzyk, M; Pietrzyk, Ł; Maciejewski, R; Torres, A

2018-01-01

Knowledge of gross anatomy, as a basic core subject, is fundamental for medical students and essential to medical practitioners, particularly for those intending a surgical career. However, both medical students and clinical teachers have found a significant gap in teaching basic sciences and the transition into clinical skills. The authors present a Surgical Anatomy Course developed to teach the anatomical basis of surgical procedures with particular emphasis on laparo-scopic skills while incorporating medical simulation. An evaluation of the students' satisfaction of the Surgical Anatomy Course was completed using a mix of multiple choice and open-ended questions, and a six-point Likert Scale. Questions were asked about the students' perceived improvement in surgical and laparoscopic skills. Manual skills were assessed using a laparoscopic simulator. Both evaluation of the course structure and the general impression of the course were positive. Most students believed the course should be an integral part of a modern curriculum. The course supported the traditional surgical classes and improved anatomical knowledge and strengthened students' confidentiality and facilitated understanding and taking surgical rotations. A medical course combining the practical learning of anatomy and surgical-based approaches will bring out the best from the students. Medical students positively evaluated the Surgical Anatomy Course as useful and benefi-cial regarding understanding anatomical structure and relationship necessary for further surgical education. (Folia Morphol 2018; 77, 2: 279-285).

Integrating Research Skills Training into Non--Research Methods Courses

Science.gov (United States)

Woolf, Jules

2014-01-01

Research skills are a valued commodity by industry and university administrators. Despite the importance placed on these skills students typically dislike taking research method courses where these skills are learned. However, training in research skills does not necessarily have to be confined to these courses. In this study participants at a…

Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

Science.gov (United States)

Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

Do Technological and Course-Related Variables Impact Undergraduates' Perceived Favorability and Willingness to Recommend Online/Hybrid Business Courses?

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Blau, Gary; Drennan, Rob B., Jr.; Karnik, Satyajit; Kapanjie, Darin

2017-01-01

Lower teaching evaluations can affect students' willingness to recommend an online course. To maintain online course quality, it is important to keep the "integrity" of a course, that is, offer to the extent possible, the same content and learning outcomes in an online course as the face-to-face (F2F) equivalent. This study explored the…

Non-integrating episomal plasmid-based reprogramming of human amniotic fluid stem cells into induced pluripotent stem cells in chemically defined conditions.

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Slamecka, Jaroslav; Salimova, Lilia; McClellan, Steven; van Kelle, Mathieu; Kehl, Debora; Laurini, Javier; Cinelli, Paolo; Owen, Laurie; Hoerstrup, Simon P; Weber, Benedikt

2016-01-01

Amniotic fluid stem cells (AFSC) represent an attractive potential cell source for fetal and pediatric cell-based therapies. However, upgrading them to pluripotency confers refractoriness toward senescence, higher proliferation rate and unlimited differentiation potential. AFSC were observed to rapidly and efficiently reacquire pluripotency which together with their easy recovery makes them an attractive cell source for reprogramming. The reprogramming process as well as the resulting iPSC epigenome could potentially benefit from the unspecialized nature of AFSC. iPSC derived from AFSC also have potential in disease modeling, such as Down syndrome or β-thalassemia. Previous experiments involving AFSC reprogramming have largely relied on integrative vector transgene delivery and undefined serum-containing, feeder-dependent culture. Here, we describe non-integrative oriP/EBNA-1 episomal plasmid-based reprogramming of AFSC into iPSC and culture in fully chemically defined xeno-free conditions represented by vitronectin coating and E8 medium, a system that we found uniquely suited for this purpose. The derived AF-iPSC lines uniformly expressed a set of pluripotency markers Oct3/4, Nanog, Sox2, SSEA-1, SSEA-4, TRA-1-60, TRA-1-81 in a pattern typical for human primed PSC. Additionally, the cells formed teratomas, and were deemed pluripotent by PluriTest, a global expression microarray-based in-silico pluripotency assay. However, we found that the PluriTest scores were borderline, indicating a unique pluripotent signature in the defined condition. In the light of potential future clinical translation of iPSC technology, non-integrating reprogramming and chemically defined culture are more acceptable.

Skin appendage-derived stem cells: cell biology and potential for wound repair

OpenAIRE

Xie, Jiangfan; Yao, Bin; Han, Yutong; Huang, Sha; Fu, Xiaobing

2016-01-01

Stem cells residing in the epidermis and skin appendages are imperative for skin homeostasis and regeneration. These stem cells also participate in the repair of the epidermis after injuries, inducing restoration of tissue integrity and function of damaged tissue. Unlike epidermis-derived stem cells, comprehensive knowledge about skin appendage-derived stem cells remains limited. In this review, we summarize the current knowledge of skin appendage-derived stem cells, including their fundament...

Integrating continental-scale ecological data into university courses: Developing NEON's Online Learning Portal

Science.gov (United States)

Wasser, L. A.; Gram, W.; Lunch, C. K.; Petroy, S. B.; Elmendorf, S.

2013-12-01

'Big Data' are becoming increasingly common in many fields. The National Ecological Observatory Network (NEON) will be collecting data over the 30 years, using consistent, standardized methods across the United States. Similar efforts are underway in other parts of the globe (e.g. Australia's Terrestrial Ecosystem Research Network, TERN). These freely available new data provide an opportunity for increased understanding of continental- and global scale processes such as changes in vegetation structure and condition, biodiversity and landuse. However, while 'big data' are becoming more accessible and available, integrating big data into the university courses is challenging. New and potentially unfamiliar data types and associated processing methods, required to work with a growing diversity of available data, may warrant time and resources that present a barrier to classroom integration. Analysis of these big datasets may further present a challenge given large file sizes, and uncertainty regarding best methods to properly statistically summarize and analyze results. Finally, teaching resources, in the form of demonstrative illustrations, and other supporting media that might help teach key data concepts, take time to find and more time to develop. Available resources are often spread widely across multi-online spaces. This presentation will overview the development of NEON's collaborative University-focused online education portal. Portal content will include 1) interactive, online multi-media content that explains key concepts related to NEON's data products including collection methods, key metadata to consider and consideration of potential error and uncertainty surrounding data analysis; and 2) packaged 'lab' activities that include supporting data to be used in an ecology, biology or earth science classroom. To facilitate broad use in classrooms, lab activities will take advantage of freely and commonly available processing tools, techniques and scripts. All

The Making of a Course.

Science.gov (United States)

Truxal, John G.

1987-01-01

Discusses some of the concepts that are central to the courses offered by the Department of Technology and Society at the State University of New York at Stony Brook. Emphasizes the integration of technology concepts into courses dealing with problem solving, space technology, military technology and environmental studies. (TW)

Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

Science.gov (United States)

Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.

2016-01-01

National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296

Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

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Iverson, Ellen A. Roscoe

The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

Integration of Structural Knowledge in Design Studio Project: Assessment Study of Curriculum In Architecture Course in University Of Malaya

Directory of Open Access Journals (Sweden)

Aniza Abdul Aziz

2010-12-01

Full Text Available Architectural education should advance in parallel with the industrial growth of building technology. Universities as producers of future architects have yet to develop curriculums for building technology to suit the growth of the building industry. This gap between education and industrial growth has been a topic of debate for many researchers who are concerned about architectural pedagogy. Architectural instruction further aggravated the problem whereby in most architectural schools worldwide, teaching is divided between the design studio, where the design projects are taught and lecture classes where the technical parts are taught. The latter should be integrated with design studio to enhance design levels. Students face difficulty integrating and applying the structural knowledge gained from structure classes into their design. One explanation for this deficiency is because the current architectural structure subject's content is borrowed from an engineering syllabus. This study will examine the course content, instruction styles and method of teaching structure subjects and will investigate the learning outcomes of design studio through students' performance and perception in integrating structural knowledge in their design projects. Respondents were students from Year 1 to Year 5 doing their Bachelor of Science in Architecture and Bachelor of Architecture degrees in University of Malaya. Semi-structured interviews were conducted with the design studio coordinators and structure lecturers. This study aims to find the ideal course content/method of teaching to facilitate more integration between structure and design studio.

Modeling conduction in host-graft interactions between stem cell grafts and cardiomyocytes.

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Chen, Michael Q; Yu, Jin; Whittington, R Hollis; Wu, Joseph C; Kovacs, Gregory T A; Giovangrandi, Laurent

2009-01-01

Cell therapy has recently made great strides towards aiding heart failure. However, while transplanted cells may electromechanically integrate into host tissue, there may not be a uniform propagation of a depolarization wave between the heterogeneous tissue boundaries. A model using microelectrode array technology that maps the electrical interactions between host and graft tissues in co-culture is presented and sheds light on the effects of having a mismatch of conduction properties at the boundary. Skeletal myoblasts co-cultured with cardiomyocytes demonstrated that conduction velocity significantly decreases at the boundary despite electromechanical coupling. In an attempt to improve the uniformity of conduction with host cells, differentiating human embryonic stem cells (hESC) were used in co-culture. Over the course of four to seven days, synchronous electrical activity was observed at the hESC boundary, implying differentiation and integration. Activity did not extend far past the boundary, and conduction velocity was significantly greater than that of the host tissue, implying the need for other external measures to properly match the conduction properties between host and graft tissue.

Generation of integration-free induced pluripotent stem cells (GZHMUi001-A by reprogramming peripheral blood mononuclear cells from a 47, XXX syndrome patient

Directory of Open Access Journals (Sweden)

Yuchang Chen

2017-08-01

Full Text Available 47, XXX syndrome is one of several sex-chromosomal aneuploidies, and it has an incidence of approximately 1/1000 in newborn females. Because of heterogeneity in X-inactivation, these patients may exhibit a variety of clinical symptoms. Here, we report the generation of an integration-free human induced pluripotent stem cell line (GZHMUi001-A by using Sendai virus to reprogram peripheral blood mononuclear cells from a 47, XXX syndrome patient with premature ovarian failure. This 47, XXX iPS cell line has characteristics of pluripotent stem cells and is a useful tool for the investigation of this X chromosome aneuploid disease.

Generation of integration-free induced pluripotent stem cells (GZHMUi001-A) by reprogramming peripheral blood mononuclear cells from a 47, XXX syndrome patient.

Science.gov (United States)

Chen, Yuchang; Ou, Zhanhui; Song, Bing; Xian, Yexing; Ouyang, Shuming; Xie, Yuhuan; Xue, Yanting; Sun, Xiaofang

2017-08-01

47, XXX syndrome is one of several sex-chromosomal aneuploidies, and it has an incidence of approximately 1/1000 in newborn females. Because of heterogeneity in X-inactivation, these patients may exhibit a variety of clinical symptoms. Here, we report the generation of an integration-free human induced pluripotent stem cell line (GZHMUi001-A) by using Sendai virus to reprogram peripheral blood mononuclear cells from a 47, XXX syndrome patient with premature ovarian failure. This 47, XXX iPS cell line has characteristics of pluripotent stem cells and is a useful tool for the investigation of this X chromosome aneuploid disease. Copyright © 2017. Published by Elsevier B.V.

Cardiogenic induction of pluripotent stem cells streamlined through a conserved SDF-1/VEGF/BMP2 integrated network.

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Anca Chiriac

Full Text Available BACKGROUND: Pluripotent stem cells produce tissue-specific lineages through programmed acquisition of sequential gene expression patterns that function as a blueprint for organ formation. As embryonic stem cells respond concomitantly to diverse signaling pathways during differentiation, extraction of a pro-cardiogenic network would offer a roadmap to streamline cardiac progenitor output. METHODS AND RESULTS: To resolve gene ontology priorities within precursor transcriptomes, cardiogenic subpopulations were here generated according to either growth factor guidance or stage-specific biomarker sorting. Innate expression profiles were independently delineated through unbiased systems biology mapping, and cross-referenced to filter transcriptional noise unmasking a conserved progenitor motif (55 up- and 233 down-regulated genes. The streamlined pool of 288 genes organized into a core biological network that prioritized the "Cardiovascular Development" function. Recursive in silico deconvolution of the cardiogenic neighborhood and associated canonical signaling pathways identified a combination of integrated axes, CXCR4/SDF-1, Flk-1/VEGF and BMP2r/BMP2, predicted to synchronize cardiac specification. In vitro targeting of the resolved triad in embryoid bodies accelerated expression of Nkx2.5, Mef2C and cardiac-MHC, enhanced beating activity, and augmented cardiogenic yield. CONCLUSIONS: Transcriptome-wide dissection of a conserved progenitor profile thus revealed functional highways that coordinate cardiogenic maturation from a pluripotent ground state. Validating the bioinformatics algorithm established a strategy to rationally modulate cell fate, and optimize stem cell-derived cardiogenesis.

Mesenchymal stem cell-mediated functional tooth regeneration in swine.

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Wataru Sonoyama

2006-12-01

Full Text Available Mesenchymal stem cell-mediated tissue regeneration is a promising approach for regenerative medicine for a wide range of applications. Here we report a new population of stem cells isolated from the root apical papilla of human teeth (SCAP, stem cells from apical papilla. Using a minipig model, we transplanted both human SCAP and periodontal ligament stem cells (PDLSCs to generate a root/periodontal complex capable of supporting a porcelain crown, resulting in normal tooth function. This work integrates a stem cell-mediated tissue regeneration strategy, engineered materials for structure, and current dental crown technologies. This hybridized tissue engineering approach led to recovery of tooth strength and appearance.

What We Need: The 2012 NASA EPO Forum Survey on Two-Year College STEM Teaching

Science.gov (United States)

Low, R.; CoBabe-Ammann, E.; Schultz, G.

2014-07-01

A survey of community college STEM faculty, administered by the NASA SMD Higher Education Working Group (HEWG), was administered in fall 2012 in an effort to document the demographic make-up and views of community college faculty who teach NASA science-related STEM courses in astronomy, physics, Earth science, and engineering. Nearly half of respondents reported that less than 10% of students in their classroom are “STEMward bound” and indicated the need for STEM resources that can relate science course content and be relevant to the daily life of their students. A number of respondents also noted a new or renewed emphasis on outreach activities within the community served by their institution as part of their job description. The survey suggests specific directions and ways that the NASA SMD EPO forum can support two-year college stakeholders.

STEM learning on electricity using arduino-phet based experiment to improve 8th grade students’ STEM literacy

Science.gov (United States)

Prima, E. C.; Oktaviani, T. D.; Sholihin, H.

2018-05-01

Technology is the application of scientific knowledge for practical purposes, especially in industry. One way to support the development of the technology is by integrating the use of technology and build the technology with the learning process in the form of STEM (science, technology, engineering, mathematics) Learning approach. Applying STEM Learning could improve Students’ STEM Literacy. The learning approach is applied in every aspect of Learning including the application of STEM Learning in the lesson plan and worksheet. The method used in this research is weak experimental method. One group class (N=15) is taken and learn using STEM Learning approach. The topic choosen is the electricity topic which is separated into electrical circuit and parameters. The learning process is separated into 3 meetings. 15 Students are given a STEM Literacy test item before and after the lesson. The result of the normalized gain shows there are improvement in students’ STEM Literacy by 0.16 categorieed as low improvement. The most higher improvement is the students’ technology literacy, because students learn using the same technology in every meeting. This factor influences students’ technology literacy so the result is higher than another.

[Can medical students' motivation for a course of basic physiology education integrating into lectures some active learning methods be improved?

Science.gov (United States)

Bentata, Yassamine; Delfosse, Catherine

2017-01-01

Students' motivation is a critical component of learning and students' perception of activity value is one of the three major components of their motivation. How can we make students perceive the usefulness and the interest of their university courses while increasing their motivation? The aim of our study was to determine students' perception of basic physiology education value and to assess the impact of lecture integration into some active learning methods on the motivation of the students of the first cycle of Medicine in a junior faculty. We conducted a prospective study, involving the students in their second year of medical studies. At first, we assessed students' motivation for university courses through a first questionnaire, after we integrated two educational activities: the case study and the realization of a conceptual map for the lectures of the physiology module and then we evaluated, through a second questionnaire, the impact of these two activities on students' motivation. Out of 249 students in their second year of medical studies 131 and 109 students have completed and returned the 1st and 2nd questionnaire respectively. Overall students' motivation for their university courses was very favorable, even if the motivation for physiology course (70.8%) was slightly lower than for all the courses (80%). Our students enjoyed the two proposed activities and only 13% (for the case study) and 16.8% (for the map) were not satisfied. 40.9% of students completed a conceptual map whose quality judged on the identification of concepts and of the links between concepts was globally satisfactory for a first experience. Students' motivation is influenced by multiple internal and external factors and is a big problem in the university environment. In this context, a rigorous planning of diversified and active educational activities is one of the main gateways for teacher to encourage motivation.

Translating stem cell therapies: the role of companion animals in regenerative medicine

OpenAIRE

Volk, Susan W.; Theoret, Christine

2013-01-01

Veterinarians and veterinary medicine have been integral to the development of stem cell therapies. The contributions of large animal experimental models to the development and refinement of modern hematopoietic stem cell transplantation were noted nearly five decades ago. More recent advances in adult stem cell/regenerative cell therapies continue to expand knowledge of the basic biology and clinical applications of stem cells. A relatively liberal legal and ethical regulation of stem cell r...

Integrating STEM Place-Based, Culturally Responsive and Citizen Science Learning in Exploring the Impacts and Feedbacks of a Changing Arctic

Science.gov (United States)

Sparrow, E. B.; Spellman, K. V.; Fabbri, C.; Comiso, J. C.; Chase, M.; Fochesatto, G. J.; Butcher, C. E.; Jones, D.; Bacsujlaky, M.; Yoshikawa, K.; Gho, C. L.; Wegner, K.

2016-12-01

To build capacity in navigating challenges associated with a changing climate, learning in Arctic communities must not only increase STEM and climate change literacy, but also generate new knowledge as the rapid changes occur. Among the new NASA Science Mission Directorate Science Education projects, Arctic and Earth SIGNs (STEM Integrating GLOBE and NASA assets) is providing opportunities for K-12 pre-service and in-service teachers, their students, and lifelong learners to engage in citizen science using the Global Learning and Observations to Benefit the Environment (GLOBE) methods and culturally responsive learning to help address climate change challenges within their unique community, and contribute to hypothesis driven research. This project will weave traditional knowledge and western science, and use ground observations and satellite data and best teaching practices in STEM learning, supported through a NASA cooperative agreement and collaborative partnerships. Implementation will begin in rural Alaska and grow within Alaska and throughout the United States to reach underserved and STEM underrepresented populations, through face-to-face and on-line teaching and learning as well as building partnerships among educators, scientists, local and indigenous experts, institutions, agencies, and learning communities. Partners include research and teaching institutions at the University of Alaska Fairbanks, the Association of Interior Native Educators, the North Slope Borough School District and other school districts, the Kenaitze Tribe Environmental Education program, NASA science education and research programs as well as those of NOAA and NSF, the GLOBE Implementation Office, the 4-H program and others. The program resources and model will be shared and disseminated within the United States and globally through partners for local, national and worldwide use in STEM climate change education and citizen empowerment.

A Mixed Learning Approach to Integrating Digital Signal Processing Laboratory Exercises into a Non-Lab Junior Year DSP Course

Science.gov (United States)

McPheron, Benjamin D.; Thangaraj, Charles V.; Thomas, Charles R.

2017-01-01

Laboratory courses can be difficult to fit into an engineering program at a liberal arts-focused university, which requires students to be exposed to appropriate breadth, as well as sufficient depth in their engineering education. One possible solution to this issue is to integrate laboratory exercises with lecture in a "studio" format,…

Stem cells and the pancreas: from discovery to clinical approach

Directory of Open Access Journals (Sweden)

Angelica Dessì

2016-02-01

Full Text Available The existence of stem cells within the adult pancreas is supported by the ability of this organ to regenerate its endocrine component in various conditions such as pregnancy and following partial pancreatectomy. Several studies have shown that progenitor or adult stem cells may reside within the pancreas and particularly in the pancreatic ducts, including acinar cells and islets of Langerhans. The discovery of human pluripotent stem cells in the pancreas, and the possibility of development of strategies for generating these, represented a turning point for the therapeutic interventions of type 1 diabetes.Proceedings of the 2nd International Course on Perinatal Pathology (part of the 11th International Workshop on Neonatology · October 26th-31st, 2015 · Cagliari (Italy · October 31st, 2015 · Stem cells: present and future Guest Editors: Gavino Faa, Vassilios Fanos, Antonio Giordano

The Impact of Taking a College Pre-Calculus Course on Students' College Calculus Performance

Science.gov (United States)

Sonnert, Gerhard; Sadler, Philip M.

2014-01-01

Poor performance on placement exams keeps many US students who pursue a STEM (science, technology, engineering, mathematics) career from enrolling directly in college calculus. Instead, they must take a pre-calculus course that aims to better prepare them for later calculus coursework. In the USA, enrollment in pre-calculus courses in two- and…

Scientix in our school- discovering STEM

Science.gov (United States)

Melcu, Cornelia

2017-04-01

My name is Cornelia Melcu and I am a primary school teacher in Brasov. Additionally, I am a teacher trainer of Preparatory Class Curriculum, Google Application in Education Course and European Projects Course and a mentor to new teachers and students in university. I am an eTwinning, Scientix and ESERO ambassador too. During the last three school years my school was involved in several STEM projects, part of Scientix community. The main goal of those projects was to develop basic STEM skills of our students based on project work integrated into the curriculum. Open the Gates to the Universe (http://gatestotheuniverse.blogspot.ro; https://twinspace.etwinning.net/12520/home) is an eTwinning project for primary school students started on September 2015 and finished on September 2016. Some of our partners were from the Mediterranean area. The students discovered different aspects of space science and astronomy working on international groups. They explored some aspects of Science included in their curriculum using resources from ESERO, ROEDUSEIS and Space Awareness (e.g. Calculate with Rosetta, Writing the travel diary, Build Rosetta, How to become an astronaut, etc.) The project was a great opportunity to apply integrated learning methods for developing competencies which are a part of the primary school curriculum in Romania. In Language and Communication classes the students talked about their partners living places and their traditions and habits. They learnt some basic words in their partners language related to the weather. They created stories- both in Romanian and English; they described life in space and astronomical phenomena. They talked to the other partners during the several online meetings we organized and wrote short stories in English. In Mathematics and Science they found out about the Milky Way, the Solar System, the weather, famous astronauts and astronomers. They calculated, solved problems, made experiments and explained specific natural phenomena

Assessing Student Attitudes Towards Science in an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

Science.gov (United States)

Buxner, S.; Perera, V.; Mead, C.; Horodyskyj, L.; Semken, S. C.; Lopatto, D.; Anbar, A. D.

2016-12-01

General-education Science, Technology, Engineering, and Mathematics (STEM) courses are considered essential to a college education, in part, to train students to think critically and to make informed decisions about complex scientific issues such as climate change and public health. Therefore, the goals of these STEM courses go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life, and understanding the nature of science. The Classroom Undergraduate Research Experience (CURE) survey is frequently used to measure these attitudes, but it has not previously been used in an online, general education course. In this work, we administered the CURE survey for three semesters (N = 774) before and after completion of an online astrobiology course called Habitable Worlds. We compare students taking this course as part of fully-online degree programs (o-course) with those taking it as part of traditional undergraduate programs (i-course). More females and older students were among the o-course group, while overall the course had more white students than the Arizona State University average. Mean course grades were similar between the two groups but attitudes toward science differred significantly. O-course students began the course with more positive attitudes than i-course students, and o-course students also showed more positive changes at the end of the course. These differences suggest lesser intrinsic motivation among the i-course students. Additionally, pre-course attitudes correlated with final course grade for o-course students, but not for i-course students, which implies that success among o-course students is influenced by different factors than i-course students. Thus, effective student support strategies may differ for online-only students. Future work will include student interviews to better calibrate the CURE survey to online science courses.

Course Programme

DEFF Research Database (Denmark)

Tvedebrink, Tenna Doktor Olsen

2015-01-01

Welcome to your first DESIGN course: ‘Mapping Meals and their Spaces’. I hope you are ready to learn about the emerging discipline of Food Design and the so‐called “Design Thinking” perspective, as well as how to implement the interdisciplinary knowledge characterizing your new education Integrated...

Integrative teaching in Radiology. A survey; Integrative Lehre in der Radiologie. Eine Bestandsaufnahme

Energy Technology Data Exchange (ETDEWEB)

Dettmer, S.; Weidemann, J.; Wacker, F. [Hannover Medical School, Hannover (Germany). Inst. for Diagnostic and Interventional Radiology; Fischer, V. [Hannover Medical School, Hannover (Germany). Office for Medical Education

2015-04-15

To survey integrative teaching in radiology at German universities. A questionnaire about radiological education was sent electronically to all 37 chairpersons of university radiology departments in Germany. The questions included the course type, teaching methods, concept, perception, and advantages and disadvantages of integrative teaching. Statistical analysis was performed with nonparametric statistics and chi-square test. The survey was considered representative with a return rate of 68%. Integrative teaching is established at 4/5 of all departments. Integrative teaching is well accepted with an acceptance rate that is significantly higher in so-called 'Modellstudiengaengen' (model courses of study) (100%) compared to conventional courses of study (72%). The advantages of integrative teaching include linking of content (92%) and preparation for interdisciplinary work (76%). The disadvantages include high effort (75%) and time (67%) for organization. Furthermore, there is a risk that basic radiological facts and knowledge cannot be conveyed and that the visibility of radiology as an independent discipline is lost. Conventional radiological teaching has a similarly high acceptance (84%) compared to integrative courses (76%). Integrative teaching has a high acceptance among chairpersons in radiology in Germany despite the greater effort. A good interdisciplinary collaboration is essential for integrative teaching and at the same time this can be conveyed to the students. However, the visibility of radiology as a discipline and the possibility to cover basic radiological content must be ensured. Therefore, both conventional courses and integrative teaching seems reasonable, especially in cross-disciplinary subjects such as radiology.

Overview of NASA's Universe of Learning: An Integrated Astrophysics STEM Learning and Literacy Program

Science.gov (United States)

Smith, Denise; Lestition, Kathleen; Squires, Gordon; Biferno, Anya A.; Cominsky, Lynn; Manning, Colleen; NASA's Universe of Learning Team

2018-01-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is the result of a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University, and is one of 27 competitively-selected cooperative agreements within the NASA Science Mission Directorate STEM Activation program. The NASA's Universe of Learning team draws upon cutting-edge science and works closely with Subject Matter Experts (scientists and engineers) from across the NASA Astrophysics Physics of the Cosmos, Cosmic Origins, and Exoplanet Exploration themes. Together we develop and disseminate data tools and participatory experiences, multimedia and immersive experiences, exhibits and community programs, and professional learning experiences that meet the needs of our audiences, with attention to underserved and underrepresented populations. In doing so, scientists and educators from the partner institutions work together as a collaborative, integrated Astrophysics team to support NASA objectives to enable STEM education, increase scientific literacy, advance national education goals, and leverage efforts through partnerships. Robust program evaluation is central to our efforts, and utilizes portfolio analysis, process studies, and studies of reach and impact. This presentation will provide an overview of NASA's Universe of Learning, our direct connection to NASA Astrophysics, and our collaborative work with the NASA Astrophysics science community.

LEAN-GREEN MANUFACTURING: COLLABORATIVE CONTENT AND LANGUAGE INTEGRATED LEARNING IN HIGHER EDUCATION AND ENGINEERING COURSES

Directory of Open Access Journals (Sweden)

MARCELO RUDOLFO CALVETE GASPAR

2017-09-01

Full Text Available Lean and Green manufacturing processes aim at achieving lower material and labour costs, while reducing impacts on the environment, and promoting sustainability as a whole. This paper reports on a pilot experiment with higher education and engineering students, exploring the full potential of a collaborative approach on courses integrating the Portuguese Polytechnic of Castelo Branco engineering studies curricula, while simultaneously improving their proficiency in English. Content and Language Integrated Learning (CLIL has become a key area of curricular innovation since it is known for improving both language and content teacher and student motivation. In this context, instructional design for CLIL entailed tandem work of content (engineering and language (English teacher to design learning sequences and strategies. This allowed students to improve not only their language skills in English but also their knowledge in the specific engineering domain content on green and lean manufacturing processes.

Advanced Placement Math and Science Courses: Influential Factors and Predictors for Success in College STEM Majors

Science.gov (United States)

Hoepner, Cynthia Colon

2010-01-01

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country.…

Multiple Case Study of STEM in School-Based Agricultural Education

Science.gov (United States)

Stubbs, Eric A.; Myers, Brian E.

2015-01-01

This multiple case study investigated the integration of science, technology, engineering, and mathematics (STEM) in three Florida high school agriculture programs. Observations, interviews, documents, and artifacts provided qualitative data that indicated the types of STEM knowledge taught. Variables of interest included student and teacher…

Stem Cell Technology in Cardiac Regeneration: A Pluripotent Stem Cell Promise.

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Duelen, Robin; Sampaolesi, Maurilio

2017-02-01

Despite advances in cardiovascular biology and medical therapy, heart disorders are the leading cause of death worldwide. Cell-based regenerative therapies become a promising treatment for patients affected by heart failure, but also underline the need for reproducible results in preclinical and clinical studies for safety and efficacy. Enthusiasm has been tempered by poor engraftment, survival and differentiation of the injected adult stem cells. The crucial challenge is identification and selection of the most suitable stem cell type for cardiac regenerative medicine. Human pluripotent stem cells (PSCs) have emerged as attractive cell source to obtain cardiomyocytes (CMs), with potential applications, including drug discovery and toxicity screening, disease modelling and innovative cell therapies. Lessons from embryology offered important insights into the development of stem cell-derived CMs. However, the generation of a CM population, uniform in cardiac subtype, adult maturation and functional properties, is highly recommended. Moreover, hurdles regarding tumorigenesis, graft cell death, immune rejection and arrhythmogenesis need to be overcome in clinical practice. Here we highlight the recent progression in PSC technologies for the regeneration of injured heart. We review novel strategies that might overcome current obstacles in heart regenerative medicine, aiming at improving cell survival and functional integration after cell transplantation. Copyright © 2017. Published by Elsevier B.V.

Stem Cell Technology in Cardiac Regeneration: A Pluripotent Stem Cell Promise

Directory of Open Access Journals (Sweden)

Robin Duelen

2017-02-01

Full Text Available Despite advances in cardiovascular biology and medical therapy, heart disorders are the leading cause of death worldwide. Cell-based regenerative therapies become a promising treatment for patients affected by heart failure, but also underline the need for reproducible results in preclinical and clinical studies for safety and efficacy. Enthusiasm has been tempered by poor engraftment, survival and differentiation of the injected adult stem cells. The crucial challenge is identification and selection of the most suitable stem cell type for cardiac regenerative medicine. Human pluripotent stem cells (PSCs have emerged as attractive cell source to obtain cardiomyocytes (CMs, with potential applications, including drug discovery and toxicity screening, disease modelling and innovative cell therapies. Lessons from embryology offered important insights into the development of stem cell-derived CMs. However, the generation of a CM population, uniform in cardiac subtype, adult maturation and functional properties, is highly recommended. Moreover, hurdles regarding tumorigenesis, graft cell death, immune rejection and arrhythmogenesis need to be overcome in clinical practice. Here we highlight the recent progression in PSC technologies for the regeneration of injured heart. We review novel strategies that might overcome current obstacles in heart regenerative medicine, aiming at improving cell survival and functional integration after cell transplantation.

Young, southern women's perceptions of STEM careers: Examining science, technology, engineering & mathematics as a gendered construct

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Quinton, Jessica Elizabeth

Career interests develop over a lifetime and tend to solidify during late adolescence and early adulthood (Lent, Brown, and Hackett, 2002). The primary purpose of the present qualitative study, which is framed in Feminist Standpoint Theory (Haraway, 1988; Harding, 2007; Naples, 2007; Richardson, 2007), is to understand how eighth-grade, young women in a suburban, public, southern, middle school the South Carolina County School District (CCSD) (pseudonym) perceive their accessibility to Science, Technology, Engineering, and Mathematics (STEM) courses and careers. The secondary purpose is to understand these young women's "perceptions and unconscious beliefs about gender in science and mathematics" and how their "perceptions and unconscious beliefs about gender" in the STEM fields may impact the careers that these young women may choose in the future (American Association of University Women, 2010, 9). Within the present study, the perceptions of young women who identified as "Interested in Science," "Somewhat Interested in Science" and "Uninterested in Science" were identified. STEM courses and careers are a major emphasis in education today. Increasing the numbers of Americans who pursue STEM careers is a government priority, as these careers will strengthen the economy (AAUW 2010). The present study reveals how young women who are highly motivated, talented students perceive STEM courses and careers and how they are influenced by their experiences, gendered messages, and knowledge of STEM careers. To analyze the data, four of Saldana's (2010) dramaturgical codes were utilized including: 1. OBJectives, or motives; 2. CONflicts the participants faced; 3. TACtics to dealing with obstacles; and 4. ATTitudes toward the setting, others, and the conflict. The InVivo Codes allowed the participants stories to emerge through the set of dramaturgical codes that allowed for viewing the girls' experience sin different ways that added depth to their stories. The young women in

Student Learning and Perceptions in a Flipped Linear Algebra Course

Science.gov (United States)

Love, Betty; Hodge, Angie; Grandgenett, Neal; Swift, Andrew W.

2014-01-01

The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or "flips" the usual classroom paradigm, in…

An analysis of factors that lead to better learning in an integrated and interdisciplinary course on climate change

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Reed, D. E.; Lyford, M.; Schmidt, L. O.; Bowles-Terry, M.

2012-12-01

Climate change education presents many challenges to college educators due to the interdisciplinary nature of the issue as well as the social and political context and implications. This presents multiple barriers to learning for the student, both because it is difficult to address all scientific components in one course, and because many students have strong preconceived feelings or beliefs about climate change. A further barrier to learning for non-science majors is that very often the number of required science courses is low and a highly complex issue such as climate change is difficult to address in introductory science courses. To attempt to address these issues a course for non-science majors, Life Science 1002, Discovering Science, at the University of Wyoming was created as an interdisciplinary and integrated science course that includes a lecture component as well as weekly lab and discussion sections. Our previous work has shown a clear change in the reference sources used by non-science majors when referring to complex topics; namely, students increase their use of scientific journals when they are shown how to use scientific journals and students also report a correlated decrease in non-peer reviewed sources (ie, radio, newspapers, TV). We seek to expand on this work by using pre- and post-topic student surveys in the course at the University of Wyoming to directly measure student performance in different components of the course. The course has enrollment between 120 and 130 students, with nearly equal distribution between grade levels and a wide sampling of non-science majors or undeclared majors. For this work we will use a non-quantitative survey of students to find out which part of the course (lecture, lab or discussion) is most effective for student learning. Further, quantitative analysis of which factors of the student body (class standing, major, gender, background and personal beliefs) will be correlated to help predict who achieved the best

Altering Attitudes toward Suicide in an Abnormal Psychology Course.

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Domino, George

1980-01-01

The article describes a report stemming from the development and application of a Suicide Opinion Questionnaire (SOQ)--a 100 item attitudinal and factual instrument designed to cover a wide range of suicidal concerns. Subjects of the study were 17 college students drawn at random from 89 students enrolled in an abnormal psychology course. Results…

Explicitly Teaching Critical Thinking Skills in a History Course

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McLaughlin, Anne Collins; McGill, Alicia Ebbitt

2017-01-01

Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and…

Stem cell-based approaches in dentistry

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TA Mitsiadis

2011-11-01

Full Text Available Repair of dental pulp and periodontal lesions remains a major clinical challenge. Classical dental treatments require the use of specialised tissue-adapted materials with still questionable efficacy and durability. Stem cell-based therapeutic approaches could offer an attractive alternative in dentistry since they can promise physiologically improved structural and functional outcomes. These therapies necessitate a sufficient number of specific stem cell populations for implantation. Dental mesenchymal stem cells can be easily isolated and are amenable to in vitro expansion while retaining their stemness. In vivo studies realised in small and large animals have evidenced the potential of dental mesenchymal stem cells to promote pulp and periodontal regeneration, but have also underlined new important challenges. The homogeneity of stem cell populations and their quality control, the delivery method, the quality of the regenerated dental tissues and their integration to the host tissue are some of the key challenges. The use of bioactive scaffolds that can elicit effective tissue repair response, through activation and mobilisation of endogenous stem cell populations, constitutes another emerging therapeutic strategy. Finally, the use of stem cells and induced pluripotent cells for the regeneration of entire teeth represents a novel promising alternative to dental implant treatment after tooth loss. In this mini-review, we present the currently applied techniques in restorative dentistry and the various attempts that are made to bridge gaps in knowledge regarding treatment strategies by translating basic stem cell research into the dental practice.

Learning STEM Through Integrative Visual Representations

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Virk, Satyugjit Singh

Previous cognitive models of memory have not comprehensively taken into account the internal cognitive load of chunking isolated information and have emphasized the external cognitive load of visual presentation only. Under the Virk Long Term Working Memory Multimedia Model of cognitive load, drawing from the Cowan model, students presented with integrated animations of the key neural signal transmission subcomponents where the interrelationships between subcomponents are visually and verbally explicit, were hypothesized to perform significantly better on free response and diagram labeling questions, than students presented with isolated animations of these subcomponents. This is because the internal attentional cognitive load of chunking these concepts is greatly reduced and hence the overall cognitive load is less for the integrated visuals group than the isolated group, despite the higher external load for the integrated group of having the interrelationships between subcomponents presented explicitly. Experiment 1 demonstrated that integrating the subcomponents of the neuron significantly enhanced comprehension of the interconnections between cellular subcomponents and approached significance for enhancing comprehension of the layered molecular correlates of the cellular structures and their interconnections. Experiment 2 corrected time on task confounds from Experiment 1 and focused on the cellular subcomponents of the neuron only. Results from the free response essay subcomponent subscores did demonstrate significant differences in favor of the integrated group as well as some evidence from the diagram labeling section. Results from free response, short answer and What-If (problem solving), and diagram labeling detailed interrelationship subscores demonstrated the integrated group did indeed learn the extra material they were presented with. This data demonstrating the integrated group learned the extra material they were presented with provides some initial

Examination of factors predicting secondary students' interest in tertiary STEM education

Science.gov (United States)

Chachashvili-Bolotin, Svetlana; Milner-Bolotin, Marina; Lissitsa, Sabina

2016-02-01

Based on the Social Cognitive Career Theory (SCCT), the study aims to investigate factors that predict students' interest in pursuing science, technology, engineering, and mathematics (STEM) fields in tertiary education both in general and in relation to their gender and socio-economic background. The results of the analysis of survey responses of 2458 secondary public school students in the fifth-largest Israeli city indicate that STEM learning experience positively associates with students' interest in pursuing STEM fields in tertiary education as opposed to non-STEM fields. Moreover, studying advanced science courses at the secondary school level decreases (but does not eliminate) the gender gap and eliminates the effect of family background on students' interest in pursuing STEM fields in the future. Findings regarding outcome expectations and self-efficacy beliefs only partially support the SCCT model. Outcome expectations and self-efficacy beliefs positively correlate with students' entering tertiary education but did not differentiate between their interests in the fields of study.

Integrated transcriptomic and proteomic analysis of the molecular cargo of extracellular vesicles derived from porcine adipose tissue-derived mesenchymal stem cells

OpenAIRE

Eirin, Alfonso; Zhu, Xiang-Yang; Puranik, Amrutesh S.; Woollard, John R.; Tang, Hui; Dasari, Surendra; Lerman, Amir; van Wijnen, Andre J.; Lerman, Lilach O.

2017-01-01

Background Mesenchymal stromal/stem cell (MSC) transplantation is a promising therapy for tissue regeneration. Extracellular vesicles (EVs) released by MSCs act as their paracrine effectors by delivering proteins and genetic material to recipient cells. To assess how their cargo mediates biological processes that drive their therapeutic effects, we integrated miRNA, mRNA, and protein expression data of EVs from porcine adipose tissue-derived MSCs. Methods Simultaneous expression profiles of m...

Research on the integration of teaching content of core courses in Agro-ecological environmental specialties of higher vocational colleges

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Chen, Juan; Ma, Guosheng

2018-02-01

Curriculum is the means to cultivate higher vocational talents. On the basis of analyzing the core curriculum problems of curriculum reform and Agro-ecological environmental specialties in higher vocational colleges, this paper puts forward the optimization and integration measures of 6 core courses, including “Eco-environment Repair Technology”, “Agro-environmental Management Plan”, “Environmental Engineering Design”, “Environmental Pest Management Technology”, “Agro-chemical Pollution Control Technology”, “Agro-environmental Testing and Analysis”. It integrates the vocational qualification certificate education and professional induction certificate training items, and enhances the adaptability, skills and professionalism of professional core curriculum.

Stem Cell Therapy for Congestive Heart Failure

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Gunduz E

2011-01-01

Full Text Available IntroductionHeart failure is a major cardiovascular health problem. Coronary artery disease is the leading cause of congestive heart failure (CHF [1]. Cardiac transplantation remains the most effective long-term treatment option, however is limited primarily by donor availability, rejection and infections. Mechanical circulatory support has its own indications and limitations [2]. Therefore, there is a need to develop more effective therapeutic strategies.Recently, regenerative medicine has received considerable scientific attention in the cardiovascular arena. We report here our experience demonstrating the beneficial effects of cardiac stem cell therapy on left ventricular functions in a patient with Hodgkin’s lymphoma (HL who developed CHF due to ischemic heart disease during the course of lymphoma treatment. Case reportA 58-year-old male with relapsed HL was referred to our bone marrow transplantation unit in October 2009. He was given 8 courses of combination chemotherapy with doxorubicin, bleomycin, vincristine, and dacarbazine (ABVD between June 2008 and February 2009 and achieved complete remission. However, his disease relapsed 3 months after completing the last cycle of ABVD and he was decided to be treated with DHAP (cisplatin, cytarabine, dexamethasone followed autologous stem cell transplantation (SCT. After the completion of first course of DHAP regimen, he developed acute myocardial infarction (AMI and coronary artery bypass grafting (CABG was performed. After his cardiac function stabilized, 3 additional courses of DHAP were given and he was referred to our centre for consideration of autologous SCT. Computed tomography scans obtained after chemotherapy confirmed complete remission. Stem cells were collected from peripheral blood after mobilization with 10 µg/kg/day granulocyte colony-stimulating factor (G-CSF subcutaneously. Collection was started on the fifth day of G-CSF and performed for 3 consecutive days. Flow cytometric

Strange Bedfellows No More: How Integrated Stem-Cell Transplantation and Palliative Care Programs Can Together Improve End-of-Life Care.

Science.gov (United States)

Levine, Deena R; Baker, Justin N; Wolfe, Joanne; Lehmann, Leslie E; Ullrich, Christina

2017-09-01

In the intense, cure-oriented setting of hematopoietic stem-cell transplantation (HSCT), delivery of high-quality palliative and end-of-life care is a unique challenge. Although HSCT affords patients a chance for cure, it carries a significant risk of morbidity and mortality. During HSCT, patients usually experience high symptom burden and a significant decrease in quality of life that can persist for long periods. When morbidity is high and the chance of cure remote, the tendency after HSCT is to continue intensive medical interventions with curative intent. The nature of the complications and overall condition of some patients may render survival an unrealistic goal and, as such, continuation of artificial life-sustaining measures in these patients may prolong suffering and preclude patient and family preparation for end of life. Palliative care focuses on the well-being of patients with life-threatening conditions and their families, irrespective of the goals of care or anticipated outcome. Although not inherently at odds with HSCT, palliative care historically has been rarely offered to HSCT recipients. Recent evidence suggests that HSCT recipients would benefit from collaborative efforts between HSCT and palliative care services, particularly when initiated early in the transplantation course. We review palliative and end-of-life care in HSCT and present models for integrating palliative care into HSCT care. With open communication, respect for roles, and a spirit of collaboration, HSCT and palliative care can effectively join forces to provide high-quality, multidisciplinary care for these highly vulnerable patients and their families.

Exploring continuous and integrated strategies for the up- and downstream processing of human mesenchymal stem cells.

Science.gov (United States)

Cunha, Bárbara; Aguiar, Tiago; Silva, Marta M; Silva, Ricardo J S; Sousa, Marcos F Q; Pineda, Earl; Peixoto, Cristina; Carrondo, Manuel J T; Serra, Margarida; Alves, Paula M

2015-11-10

The integration of up- and downstream unit operations can result in the elimination of hold steps, thus decreasing the footprint, and ultimately can create robust closed system operations. This type of design is desirable for the bioprocess of human mesenchymal stem cells (hMSC), where high numbers of pure cells, at low volumes, need to be delivered for therapy applications. This study reports a proof of concept of the integration of a continuous perfusion culture in bioreactors with a tangential flow filtration (TFF) system for the concentration and washing of hMSC. Moreover, we have also explored a continuous alternative for concentrating hMSC. Results show that expanding cells in a continuous perfusion operation mode provided a higher expansion ratio, and led to a shift in cells' metabolism. TFF operated either in continuous or discontinuous allowed to concentrate cells, with high cell recovery (>80%) and viability (>95%); furthermore, continuous TFF permitted to operate longer with higher cell concentrations. Continuous diafiltration led to higher protein clearance (98%) with lower cell death, when comparing to discontinuous diafiltration. Overall, an integrated process allowed for a shorter process time, recovering 70% of viable hMSC (>95%), with no changes in terms of morphology, immunophenotype, proliferation capacity and multipotent differentiation potential. Copyright © 2015 Elsevier B.V. All rights reserved.

An exploratory examination of the relationship between motivational factors and the degree to which the higher education faculty integrate computer-mediated communication (CMC) tools into their courses

Science.gov (United States)

Murage, Francis Ndwiga

The stated research problem of this study was to examine the relationship between motivational factors and the degree to which the higher education faculty integrate CMC tools into their courses. The study population and sample involved higher education faculty teaching in science departments at one public university and three public colleges in the state of West Virginia (N = 153). A Likert-type rating scale survey was used to collect data based on the research questions. Two parts of the survey were adopted from previous studies while the other two were self-constructed. Research questions and hypothesis were analyzed using both descriptive and inferential analyses. The study results established a positive relationship between motivational factors and the degree the higher education faculty integrate CMC tools in their courses. The results in addition established that faculty are highly motivated to integrate CMC tools by intrinsic factors, moderately motivated by environmental factors and least motivated by extrinsic factors. The results also established that the most integrated CMC tools were those that support asynchronous methods of communication while the least integrated were those that support synchronous methods of communication. A major conclusion made was that members of higher education faculty are more likely to be motivated to integrate CMC tools into their courses by intrinsic factors rather than extrinsic or environmental factors. It was further concluded that intrinsic factors that supported and enhanced student learning as well as those that were altruistic in nature significantly influenced the degree of CMC integration. The study finally concluded that to larger extent, there is a relationship between motivational factors and the degree to which the higher education faculty integrate CMC tools in their courses. A major implication of this study was that institutions that wish to promote integration of CMC technologies should provide as much

Generation of an integration-free induced pluripotent stem cell line (CSC-43 from a patient with sporadic Parkinson's disease

Directory of Open Access Journals (Sweden)

Ana Marote

2018-03-01

Full Text Available An induced pluripotent stem cell (iPSC line was generated from a 36-year-old patient with sporadic Parkinson's disease (PD. Skin fibroblasts were reprogrammed using the non-integrating Sendai virus technology to deliver OCT3/4, SOX2, c-MYC and KLF4 factors. The generated cell line (CSC-43 exhibits expression of common pluripotency markers, in vitro differentiation into three germ layers and normal karyotype. This iPSC line can be used to study the mechanisms underlying the development of PD.

Evaluation of the Effectiveness of the Integration of a LITEE Case Study for a Freshman Level Mechanical Engineering Course at The University of Toledo

Science.gov (United States)

Franchetti, Matthew

2011-01-01

The purpose of this paper is to report the findings of the integration of a manufacturing case study to a freshman level mechanical engineering course at The University of Toledo. The approach to integrate this case study into the class was completed via weekly assignments analyzing the case, small group discussion, and weekly group discussion.…

Theoretical Foundations for Website Design Courses.

Science.gov (United States)

Walker, Kristin

2002-01-01

Considers how theoretical foundations in website design courses can facilitate students learning the genres of Internet communication. Proposes ways that theories can be integrated into website design courses. Focuses on two students' website portfolios and ways they utilize genre theory and activity theory discussed in class to produce websites…

Study choice and career development in STEM fields: an overview and integration of the research

NARCIS (Netherlands)

van Tuijl, Cathy; Walma van der Molen, Julie Henriëtte

2015-01-01

Although science, technology, engineering and mathematics (STEM) study paths and STEM work fields may be relatively difficult and therefore not appropriate for everyone, too many children prematurely exclude STEM-related study and work options, based on negative images of the field or negative

Watershed Watch: The Importance of Mentors in Student-driven Full Inquiry Undergraduate Research Projects as the Foundation for an Introductory Course in Biogeoscience

Science.gov (United States)

Rock, B. N.; Hale, S. R.; Graham, K. J.; Hayden, L.; Barber, L.; Perry, C.; Schloss, J.; Sullivan, E.; Yuan, J.; Abebe, E.; Mitchell, L.; Abrams, E.; Gagnon, M.

2008-12-01

Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). A significant component of this program is an intensive two-week Summer course, in which undeclared freshmen research various aspects of a local watershed. Students develop their own research questions and study design, collect and analyze data, and produce a scientific or an oral poster presentation. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicated the most important factors explaining high-levels of student motivation and research excellence in the course are 1) working with committed, energetic, and enthusiastic faculty mentors; and 2) faculty mentors demonstrating high degrees of teamwork and coordination.

Improving FCS Accountability: Increasing STEM Awareness with Interior Design Modules

Science.gov (United States)

Etheredge, Jessica; Moody, Dana; Cooper, Ashley

2014-01-01

This paper demonstrates ways in which family and consumer sciences (FCS) educators can explore more opportunities to integrate Science, Technology, Engineering, and Math (STEM) principles into secondary education curriculum. Interior design is used as a case study for creating learning modules that incorporate STEM principles in a creative and…

Assessing Attitudes Towards Science During an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

Science.gov (United States)

Perera, Viranga; Mead, Chris; Buxner, Sanlyn; Horodyskyj, Lev; Semken, Steven; Lopatto, David; Anbar, Ariel

2016-10-01

General-education Science, Technology, Engineering, and Mathematics (STEM) courses are accepted as essential to a college education. An often cited reason is to train a scientifically literate populace who can think critically and make informed decisions about complex issues such as climate change, health care, and atomic energy. Goals of these STEM courses, therefore, go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life and understanding the nature of science. To gauge if such non-content learning outcomes are being met in our course, an online astrobiology course called Habitable Worlds, we administered the Classroom Undergraduate Research Experience (CURE) survey to students. The survey was administered before and after completion of the course for three semesters starting with the Fall 2014 semester and ending with the Fall 2015 semester (N = 774). A factor analysis indicated three factors on attitudes: toward science education, toward the interconnectedness of science with non-science fields, and toward the nature of science. Here we present some differences between students enrolled in online degree programs (o-course) and those enrolled in traditional undergraduate programs (i-course). While mean course grades were similar, changes in attitudes toward science differ significantly between o-course and i-course students. The o-course students began the course with more positive attitudes across all three factors than the i-course students. Their attitudes toward science education improved during the course, while the i-course students showed no change. Attitudes toward the other two factors declined in both populations during the course, but declines were smaller among o-course students. These differences may indicate lesser intrinsic motivation among the i-course students. The CURE survey has not been used before in an online course; therefore, we will

Mesenchymal dental stem cells in regenerative dentistry.

Science.gov (United States)

Rodríguez-Lozano, Francisco-Javier; Insausti, Carmen-Luisa; Iniesta, Francisca; Blanquer, Miguel; Ramírez, María-del-Carmen; Meseguer, Luis; Meseguer-Henarejos, Ana-Belén; Marín, Noemí; Martínez, Salvador; Moraleda, José-María

2012-11-01

In the last decade, tissue engineering is a field that has been suffering an enormous expansion in the regenerative medicine and dentistry. The use of cells as mesenchymal dental stem cells of easy access for dentist and oral surgeon, immunosuppressive properties, high proliferation and capacity to differentiate into odontoblasts, cementoblasts, osteoblasts and other cells implicated in the teeth, suppose a good perspective of future in the clinical dentistry. However, is necessary advance in the known of growth factors and signalling molecules implicated in tooth development and regeneration of different structures of teeth. Furthermore, these cells need a fabulous scaffold that facility their integration, differentiation, matrix synthesis and promote multiple specific interactions between cells. In this review, we give a brief description of tooth development and anatomy, definition and classification of stem cells, with special attention of mesenchymal stem cells, commonly used in the cellular therapy for their trasdifferentiation ability, non ethical problems and acceptable results in preliminary clinical trials. In terms of tissue engineering, we provide an overview of different types of mesenchymal stem cells that have been isolated from teeth, including dental pulp stem cells (DPSCs), stem cells from human exfoliated deciduous teeth (SHEDs), periodontal ligament stem cells (PDLSCs), dental follicle progenitor stem cells (DFPCs), and stem cells from apical papilla (SCAPs), growth factors implicated in regeneration teeth and types of scaffolds for dental tissue regeneration.

New educational tools to encourage high-school students' activity in stem

Science.gov (United States)

Mayorova, Vera; Grishko, Dmitriy; Leonov, Victor

2018-01-01

Many students have to choose their future profession during their last years in the high school and therefore to choose a university where they will get proper education. That choice may define their professional life for many years ahead or probably for the rest of their lives. Bauman Moscow State Technical University conducts various events to introduce future professions to high-school students. Such activity helps them to pick specialization in line with their interests and motivates them to study key scientific subjects. The paper focuses on newly developed educational tools to encourage high school students' interest in STEM disciplines. These tools include laboratory courses developed in the fields of physics, information technologies and mathematics. More than 2000 high school students already participated in these experimental courses. These activities are aimed at increasing the quality of STEM disciplines learning which will result in higher quality of training of future engineers.

Weaving the Web into Course Integrated Instruction.

Science.gov (United States)

Wallach, Ruth; McCann, Linda

In the fall 1995, a professor teaching an undergraduate course asked the Reference Center at the University of Southern California to conduct a research session on Dante related resources on the Internet, and to show her students how to search the Dartmouth Dante Project. A simple homepage was created for the class, which listed the course…

Soluble urokinase plasminogen activator receptor during allogeneic stem cell transplantation

DEFF Research Database (Denmark)

Haastrup, E; Andersen, J; Ostrowski, S R

2011-01-01

the course of allogeneic stem cell transplantation (SCT). Twenty SCT patients were included in the study. suPAR was measured by ELISA in daily taken plasma samples during the pretransplant conditioning with chemotherapy and weekly for 1 month after infusion of the graft. suPAR levels before the start...

Introductory life science mathematics and quantitative neuroscience courses.

Science.gov (United States)

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses.

The Launch of a Joint Library/Writing Centre Online Course on Academic Integrity. A Review of: Greer, K., Swanberg, S., Hristova, M., Switzer, A. T., Daniel, D., & Perdue, S. W. (2012. Beyond the web tutorial: Development and implementation of an online, self-directed academic integrity course at Oakland University. The Journal of Academic Librarianship, 38(5, 251-258.

Directory of Open Access Journals (Sweden)

Cari Merkley

2013-06-01

Full Text Available Objective – To outline the collaborative development of an online course addressing academic integrity by a university’s library system and writing centre.Design – Case study.Setting – A public research university in the Midwestern United States.Subjects – 1650 students who completed the online module.Methods – Oakland University (OU Libraries and the Writing Centre began to collaborate on the development of a new online course on academic integrity in 2011. It was felt that an existing online library tutorial on plagiarism no longer met the needs of students and faculty. The development of the course was informed by the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (2000 as well as a research study investigating students’ use of sources in their scholarly writing across several institutions. Moodle, the institution’s learning management system (LMS, was used to develop the learning object.Main Results – OU Libraries and the Writing Centre launched the six-part online course entitled “Using and Citing Sources” in January 2012. They developed modules around learning outcomes in five broad categories: defining academic integrity and plagiarism; the use of sources in academic writing; paraphrasing; quoting; and citation. The final module provided students with an opportunity to practise lessons learned in the first five modules. The use of the LMS to design and host the course limited the tutorial to registered students, but provided developers with access to additional course functionality without labour-intensive coding. It also allowed Writing Centre staff to access students’ performance data on the modules prior to their appointments. Improvements over the previous online tutorial included expanded content on academic ethics and referencing, more active learning elements, video content, and the opportunity for students to choose discipline

The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, “Our Aquarium”

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Lin Ching Chen

2013-06-01

Full Text Available This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction [Article content in Chinese

Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education

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Karahan, Engin; Canbazoglu Bilici, Sedef; Unal, Aycin

2015-01-01

Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students' knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The…

Developing Earth System Science Courses and Programs at Minority Serving Institutions

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Johnson, D. R.; Jackson, C.; Ruzek, M.

2004-12-01

In the current NASA/USRA ESSE21 Program, emphasis is placed on the development of Earth System Science courses and degree offerings in Minority Serving Institutions (MSIs). Of the 18 colleges/universities being supported by NASA through USRA, 10 colleges/universities are MSIs. While there is recognition of the need for Earth system science courses, minors and degree programs by NASA and other agencies, within MSIs, a central challenge is how to provide a vision of the future opportunities in ESS and STEM disciplines that attracts and motivates students to these studies. Students need career guidance, role models and mentoring to encourage entry into STEM in general, and Earth system science in particular. Then there is the question of how to bring interested faculty together in institutions to form a critical mass that would forego the breadth and depth of disciplinary interests to undertake the development of multi/cross and interdisciplinary courses, minors and degree programs in ESS. Within the ESSE21 Diversity Working Group, the question has been raised as to how will MSIs ever be mainstream participants in ESS without teaching and engaging in research in remote sensing, modeling of the Earth's climate system and other like endeavors. Two other related questions raised within the Working Group are what are the long-term objectives of MSI adoption of ESS and what course corrections are needed to make ESS viable at MSIs. Within these considerations there are unresolved questions concerning the need and availability of resources from NASA, other agencies and local institutions. Apart from these larger considerations, efforts are underway within the ESSE21 Program that provide for sharing of resources among participants, organization of and access to materials that already exist, online resources, course outlines and successful listings for online resources by topics for particular courses and subject areas. The Lesson Learned Working Group, as well as the program

Study Choice and Career Development in STEM Fields: An Overview and Integration of the Research

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van Tuijl, Cathy; van der Molen, Juliette H.

2016-01-01

Although science, technology, engineering and mathematics (STEM) study paths and STEM work fields may be relatively difficult and therefore not appropriate for everyone, too many children prematurely exclude STEM-related study and work options, based on negative images of the field or negative ability beliefs. In the present article, we provide an…

Integrative Mapping of Global-Scale Processes and Patterns on "Imaginary Earth" Continental Geometries: A Teaching Tool in an Earth History Course

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Sunderlin, David

2009-01-01

The complexity and interrelatedness of aspects of the geosciences is an important concept to convey in an undergraduate geoscience curriculum. A synthesis capstone project has served to integrate pattern-based learning of an introductory Earth History course into an active and process-based exercise in hypothesis production. In this exercise,…

A New Stem Taper Function for Short-rotation poplar

Energy Technology Data Exchange (ETDEWEB)

Benbrahim, Mohammed [INRA Centre de Bordeaux, Cestas (France). Unite de Recherches Forestieres; Gavaland, Andre [INRA Centre de Toulouse, Castanet-Tolosane (France). Unite Agroforesterie et Foret Paysanne

2003-07-01

A new stem taper function was established for individual trees of two poplar hybrid clones grown on a short-rotation coppice. The model could be easily fitted and required three parameters to be estimated. It can be used to estimate both diameter at a given height and height for a given top diameter. Two of the three parameters controlled the conical and the neiloid parts of the stem. Significant differences in these parameters were observed between the two clones even if no differences were observed for diameter at breast height or total height of the stem. The model could not be integrated to calculate volumes (total volume, merchantable volume), which were estimated by numerical integration. However, use of this new model allows the optimal length of billets to be determined and thus maximizes the merchantable biomass of poplar in short-rotation coppice by minimizing the biomass of residues.

Two subpopulations of stem cells for T cell lineage

International Nuclear Information System (INIS)

Katsura, Y.; Amagai, T.; Kina, T.; Sado, T.; Nishikawa, S.

1985-01-01

An assay system for the stem cell that colonizes the thymus and differentiates into T cells was developed, and by using this assay system the existence of two subpopulations of stem cells for T cell lineage was clarified. Part-body-shielded and 900-R-irradiated C57BL/6 (H-2b, Thy-1.2) recipient mice, which do not require the transfer of pluripotent stem cells for their survival, were transferred with cells from B10 X Thy-1.1 (H-2b, Thy-1.1) donor mice. The reconstitution of the recipient's thymus lymphocytes was accomplished by stem cells in the donor cells and those spared in the shielded portion of the recipient that competitively colonize the thymus. Thus, the stem cell activity of donor cells can be evaluated by determining the proportion of donor-type (Thy-1.1+) cells in the recipient's thymus. Bone marrow cells were the most potent source of stem cells. By contrast, when the stem cell activity was compared between spleen and bone marrow cells of whole-body-irradiated (800 R) C57BL/6 mice reconstituted with B10 X Thy-1.1 bone marrow cells by assaying in part-body-shielded and irradiated C57BL/6 mice, the activity of these two organs showed quite a different time course of development. The results strongly suggest that the stem cells for T cell lineage in the bone marrow comprise at least two subpopulations, spleen-seeking and bone marrow-seeking cells

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

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Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

2018-05-01

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century

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Milaturrahmah, Naila; Mardiyana, Pramudya, Ikrar

2017-08-01

This 21st century demands competent human resources in science, technology, engineering design and mathematics so that education is expected to integrate the four disciplines. This paper aims to describe the importance of STEM as mathematics learning approach in Indonesia in the 21st century. This paper uses a descriptive analysis research method, and the method reveals that STEM education growing in developed countries today can be a framework for innovation mathematics in Indonesia in the 21st century. STEM education integrate understanding of science, math skills, and the available technology with the ability to perform engineering design process. Implementation of mathematics learning with STEM approach makes graduates trained in using of mathematics knowledge that they have to create innovative products that are able to solve the problems that exist in society.

Invited commentary: integrating a life-course perspective and social theory to advance research on residential segregation and health.

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Osypuk, Theresa L

2013-02-15

Research on racial residential segregation and health typically uses multilevel, population-based, slice-in-time data. Although research using this approach, including that by Kershaw et al. (Am J Epidemiol. 2013;177(4):299-309), has been valuable, I argue that to advance our understanding of how residential segregation influences health and health disparities, it is critical to incorporate a life-course perspective and integrate social theory. Applying a life-course perspective would entail modeling transitions, cumulative risk, and developmental and dynamic processes and mechanisms, as well as recognizing the contingency of contextual effects on different social groups. I discuss the need for analytic methods appropriate for modeling health effects of distal causes experienced across the life course, such as segregation, that operate through multiple levels and sequences of mediators, potentially across decades. Sociological theories of neighborhood attainment (e.g., segmented assimilation, ethnic resurgence, and place stratification theories) can guide effect-modification tests to help illuminate health effects resulting from intersections of residential processes, race/ethnicity, immigration, and other social determinants of health. For example, nativity and immigration history may crucially shape residential processes and exposures, but these have received limited attention in prior segregation-health literature.

The enhancement of haemopoietic stem cell recovery in irradiated mice by prior treatment with cyclophosphamide

International Nuclear Information System (INIS)

Blackett, N.M.; Aguado, M.

1979-01-01

Studies are reported of the enhancement of stem cell recovery following whole body irradiation as a result of prior administration of cyclophosphamide. It is shown that the much larger enhancement of regeneration observed for the hosts own surviving stem cells, compared to the regeneration of injected bone marrow stem cells, is due to the different numbers of stem cells initiating the regeneration in conjunction with the time course of stem cell regeneration. The results show that the environmental changes produced by cyclophosphamide greatly enhance haemopoietic recovery even though at the dose used this agent is relatively toxic to stem cells. Furthermore it has been shown that the level of stem cell regeneration is nearly independent of the γ-ray dose in the range 3-8 gray (300-800 rad). If human bone marrow should respond similarly it follows that regeneration produced by cytotoxic drugs administered prior to radiation embodies a considerable safety factor as far as recovery of the haemopoietic system is concerned. (author)

Biomechanical differences in the stem straightening process among Pinus pinaster provenances. A new approach for early selection of stem straightness.

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Sierra-de-Grado, Rosario; Pando, Valentín; Martínez-Zurimendi, Pablo; Peñalvo, Alejandro; Báscones, Esther; Moulia, Bruno

2008-06-01

Stem straightness is an important selection trait in Pinus pinaster Ait. breeding programs. Despite the stability of stem straightness rankings in provenance trials, the efficiency of breeding programs based on a quantitative index of stem straightness remains low. An alternative approach is to analyze biomechanical processes that underlie stem form. The rationale for this selection method is that genetic differences in the biomechanical processes that maintain stem straightness in young plants will continue to control stem form throughout the life of the tree. We analyzed the components contributing most to genetic differences among provenances in stem straightening processes by kinetic analysis and with a biomechanical model defining the interactions between the variables involved (Fournier's model). This framework was tested on three P. pinaster provenances differing in adult stem straightness and growth. One-year-old plants were tilted at 45 degrees, and individual stem positions and sizes were recorded weekly for 5 months. We measured the radial extension of reaction wood and the anatomical features of wood cells in serial stem cross sections. The integral effect of reaction wood on stem leaning was computed with Fournier's model. Responses driven by both primary and secondary growth were involved in the stem straightening process, but secondary-growth-driven responses accounted for most differences among provenances. Plants from the straight-stemmed provenance showed a greater capacity for stem straightening than plants from the sinuous provenances mainly because of (1) more efficient reaction wood (higher maturation strains) and (2) more pronounced secondary-growth-driven autotropic decurving. These two process-based traits are thus good candidates for early selection of stem straightness, but additional tests on a greater number of genotypes over a longer period are required.

Adeno-Associated Virus Vectors and Stem Cells: Friends or Foes?

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Brown, Nolan; Song, Liujiang; Kollu, Nageswara R; Hirsch, Matthew L

2017-06-01

The infusion of healthy stem cells into a patient-termed "stem-cell therapy"-has shown great promise for the treatment of genetic and non-genetic diseases, including mucopolysaccharidosis type 1, Parkinson's disease, multiple sclerosis, numerous immunodeficiency disorders, and aplastic anemia. Stem cells for cell therapy can be collected from the patient (autologous) or collected from another "healthy" individual (allogeneic). The use of allogenic stem cells is accompanied with the potentially fatal risk that the transplanted donor T cells will reject the patient's cells-a process termed "graft-versus-host disease." Therefore, the use of autologous stem cells is preferred, at least from the immunological perspective. However, an obvious drawback is that inherently as "self," they contain the disease mutation. As such, autologous cells for use in cell therapies often require genetic "correction" (i.e., gene addition or editing) prior to cell infusion and therefore the requirement for some form of nucleic acid delivery, which sets the stage for the AAV controversy discussed herein. Despite being the most clinically applied gene delivery context to date, unlike other more concerning integrating and non-integrating vectors such as retroviruses and adenovirus, those based on adeno-associated virus (AAV) have not been employed in the clinic. Furthermore, published data regarding AAV vector transduction of stem cells are inconsistent in regards to vector transduction efficiency, while the pendulum swings far in the other direction with demonstrations of AAV vector-induced toxicity in undifferentiated cells. The variation present in the literature examining the transduction efficiency of AAV vectors in stem cells may be due to numerous factors, including inconsistencies in stem-cell collection, cell culture, vector preparation, and/or transduction conditions. This review summarizes the controversy surrounding AAV vector transduction of stem cells, hopefully setting the

Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers

Science.gov (United States)

Wang, Ming-Te; Degol, Jessica; Ye, Feifei

2015-01-01

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292

Math Achievement is Important, but Task Values are Critical, Too: Examining the Intellectual and Motivational Factors Leading to Gender Disparities in STEM Careers

Directory of Open Access Journals (Sweden)

Mingte eWang

2015-02-01

Full Text Available Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some STEM occupations. This study drew on expectancy-value theory to assess (1 which intellectual and motivational factors in high school predict gender differences in career choices and (2 whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in twelfth grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.

Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers.

Science.gov (United States)

Wang, Ming-Te; Degol, Jessica; Ye, Feifei

2015-01-01

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.

Understanding why women are under-represented in Science, Technology, Engineering and Mathematics (STEM within Higher Education: a regional case study

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Michael Christie

Full Text Available Abstract Participation rates of women in Science, Technology, Engineering and Mathematics (STEM is comparatively low and their attrition rates high. An obvious solution is to attract more women to study such subjects. In 2016 the authors undertook research to find out why so few women enrolled in STEM subjects and investigate ways of increasing their recruitment and retention in this area. The informants in our study were enrolled in a tertiary preparation course as well as nursing and education programs. A critique of the literature was used to develop a survey that informed focus group and interview schedules which were used in collecting data. Our study found that many of the factors that hindered women from applying for STEM courses twenty years ago still apply today and recommends actions that can help increase recruitment of women into STEM and assist their retention and graduation in those areas of tertiary education.

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

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Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to

The use of high technology in STEM education

Science.gov (United States)

Lakshminarayanan, Vasudevan; McBride, Annette C.

2015-10-01

There has been a huge increase in the use of high technology in education. In this paper we discuss some aspects of technology that have major applications in STEM education, namely, (a) virtual reality systems, (b) personal electronic response systems aka "clickers", (c) flipped classrooms, (d) mobile learning "m-Learning", (e) massive open online courses "MOOCS", (f) internet-of-things and (g) cloud computing.

Scientific reasoning abilities of nonscience majors in physics-based courses

Science.gov (United States)

Moore, J. Christopher; Rubbo, Louis J.

2012-06-01

We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy) are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

Scientific reasoning abilities of nonscience majors in physics-based courses

Directory of Open Access Journals (Sweden)

J. Christopher Moore

2012-02-01

Full Text Available We have found that non-STEM (science, technology, engineering, and mathematics majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

Science.gov (United States)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Introducing a New Business Course: "Global Business and Sustainability"

Science.gov (United States)

Marshall, R. Scott; Harry, Sean P.

2005-01-01

Purpose--To outline the themes, topics and material used in a new course, Global business and sustainability, for business educators interested in integrating this emerging paradigm into their courses. Design/methodology/approach--The structure, design and reference materials for the Global business and sustainability course are reviewed. Specific…

Student’s STEM Literacy in Biotechnology Learning at Junior High School

Science.gov (United States)

Nurlaely, N.; Permanasari, A.; Riandi, R.

2017-09-01

A considerable study to student’s STEM literacy achievement profile, especially in biotechnology learning, has been conducted to make the innovation of the STEM-based learning. The study aims to find out the STEM literacy. The sample is taken through purposive sampling technique to 45 students of 9th grade of a junior high school in Tasikmalaya district. The instruments are multiple choice questions. Data are analysed by calculating mean score of students’ STEM literacy achievement. The results show that student’s STEM literacy achievement was low. Science literacy aspect was the lowest, while mathematical literacy gained better than another aspect. The low achievement of students’ STEM literacy was because of learning activities that have not been able to integrate science, technology, engineering, and mathematics in science learning. The literacy profile indicates the importance of applying STEM approach to science learning, and it is recommended to improve students’ STEM literacy achievement.

Do compulsory secondary science courses change students’ attitude towards studying science?

DEFF Research Database (Denmark)

Kristensen, Lærke Elisabeth; Petersen, Morten Rask

2015-01-01

recruitment to STEM education has been a compulsory course in the Gymnasium called Natural Science Subject (NSS). This is an interdisciplinary, introductory course with the intention that students shall “ … realize the importance of knowing and understanding natural science thinking” (Authors translation...... science and science careers. In this approach we ended up with the following research question: “Does a compulsory introductory sciences course have an impact on students’ attitude towards studying sciences in secondary school?” In this approach we chose to use parameters as motivation (Deci & Ryan, 2002...... Subject course. The distribution included all levels (K10-K12) and all study lines. Student answers were analyzed using Mann-Whitney U-test using SPSS statistics 22 as analytical tool. Comparisons for this study were made across study lines (natural science vs. human science & social science...

Integrated analysis of miRNA and mRNA expression in childhood medulloblastoma compared with neural stem cells.

Directory of Open Access Journals (Sweden)

Laura A Genovesi

Full Text Available Medulloblastoma (MB is the most common malignant brain tumor in children and a leading cause of cancer-related mortality and morbidity. Several molecular sub-types of MB have been identified, suggesting they may arise from distinct cells of origin. Data from animal models indicate that some MB sub-types arise from multipotent cerebellar neural stem cells (NSCs. Hence, microRNA (miRNA expression profiles of primary MB samples were compared to CD133+ NSCs, aiming to identify deregulated miRNAs involved in MB pathogenesis. Expression profiling of 662 miRNAs in primary MB specimens, MB cell lines, and human CD133+ NSCs and CD133- neural progenitor cells was performed by qRT-PCR. Clustering analysis identified two distinct sub-types of MB primary specimens, reminiscent of sub-types obtained from their mRNA profiles. 21 significantly up-regulated and 12 significantly down-regulated miRNAs were identified in MB primary specimens relative to CD133+ NSCs (p<0.01. The majority of up-regulated miRNAs mapped to chromosomal regions 14q32 and 17q. Integration of the predicted targets of deregulated miRNAs with mRNA expression data from the same specimens revealed enrichment of pathways regulating neuronal migration, nervous system development and cell proliferation. Transient over-expression of a down-regulated miRNA, miR-935, resulted in significant down-regulation of three of the seven predicted miR-935 target genes at the mRNA level in a MB cell line, confirming the validity of this approach. This study represents the first integrated analysis of MB miRNA and mRNA expression profiles and is the first to compare MB miRNA expression profiles to those of CD133+ NSCs. We identified several differentially expressed miRNAs that potentially target networks of genes and signaling pathways that may be involved in the transformation of normal NSCs to brain tumor stem cells. Based on this integrative approach, our data provide an important platform for future

Stem cell bioprocessing: fundamentals and principles.

Science.gov (United States)

Placzek, Mark R; Chung, I-Ming; Macedo, Hugo M; Ismail, Siti; Mortera Blanco, Teresa; Lim, Mayasari; Cha, Jae Min; Fauzi, Iliana; Kang, Yunyi; Yeo, David C L; Ma, Chi Yip Joan; Polak, Julia M; Panoskaltsis, Nicki; Mantalaris, Athanasios

2009-03-06

In recent years, the potential of stem cell research for tissue engineering-based therapies and regenerative medicine clinical applications has become well established. In 2006, Chung pioneered the first entire organ transplant using adult stem cells and a scaffold for clinical evaluation. With this a new milestone was achieved, with seven patients with myelomeningocele receiving stem cell-derived bladder transplants resulting in substantial improvements in their quality of life. While a bladder is a relatively simple organ, the breakthrough highlights the incredible benefits that can be gained from the cross-disciplinary nature of tissue engineering and regenerative medicine (TERM) that encompasses stem cell research and stem cell bioprocessing. Unquestionably, the development of bioprocess technologies for the transfer of the current laboratory-based practice of stem cell tissue culture to the clinic as therapeutics necessitates the application of engineering principles and practices to achieve control, reproducibility, automation, validation and safety of the process and the product. The successful translation will require contributions from fundamental research (from developmental biology to the 'omics' technologies and advances in immunology) and from existing industrial practice (biologics), especially on automation, quality assurance and regulation. The timely development, integration and execution of various components will be critical-failures of the past (such as in the commercialization of skin equivalents) on marketing, pricing, production and advertising should not be repeated. This review aims to address the principles required for successful stem cell bioprocessing so that they can be applied deftly to clinical applications.

Integration of Stem Cell to Chondrocyte-Derived Cartilage Matrix in Healthy and Osteoarthritic States in the Presence of Hydroxyapatite Nanoparticles.

Directory of Open Access Journals (Sweden)

Rupak Dua

Full Text Available We investigated the effectiveness of integrating tissue engineered cartilage derived from human bone marrow derived stem cells (HBMSCs to healthy as well as osteoarthritic cartilage mimics using hydroxyapatite (HA nanoparticles immersed within a hydrogel substrate. Healthy and diseased engineered cartilage from human chondrocytes (cultured in agar gels were integrated with human bone marrow stem cell (HBMSC-derived cartilaginous engineered matrix with and without HA, and evaluated after 28 days of growth. HBMSCs were seeded within photopolymerizable poly (ethylene glycol diacrylate (PEGDA hydrogels. In addition, we also conducted a preliminary in vivo evaluation of cartilage repair in rabbit knee chondral defects treated with subchondral bone microfracture and cell-free PEGDA with and without HA. Under in vitro conditions, the interfacial shear strength between tissue engineered cartilage derived from HBMSCs and osteoarthritic chondrocytes was significantly higher (p < 0.05 when HA nanoparticles were incorporated within the HBMSC culture system. Histological evidence confirmed a distinct spatial transition zone, rich in calcium phosphate deposits. Assessment of explanted rabbit knees by histology demonstrated that cellularity within the repair tissues that had filled the defects were of significantly higher number (p < 0.05 when HA was used. HA nanoparticles play an important role in treating chondral defects when osteoarthritis is a co-morbidity. We speculate that the calcified layer formation at the interface in the osteoarthritic environment in the presence of HA is likely to have attributed to higher interfacial strength found in vitro. From an in vivo standpoint, the presence of HA promoted cellularity in the tissues that subsequently filled the chondral defects. This higher presence of cells can be considered important in the context of accelerating long-term cartilage remodeling. We conclude that HA nanoparticles play an important role in

Bayer Facts of Science Education XV: A View from the Gatekeepers—STEM Department Chairs at America's Top 200 Research Universities on Female and Underrepresented Minority Undergraduate STEM Students

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Bayer Corporation

2012-06-01

Diversity and the underrepresentation of women, African-Americans, Hispanics and American Indians in the nation's science, technology, engineering and mathematics (STEM) fields are the subjects of the XV: A View from the Gatekeepers—STEM Department Chairs at America's Top 200 Research Universities on Female and Underrepresented Minority Undergraduate STEM Students. Annual public opinion research project commissioned by Bayer Corporation, the Bayer Facts surveys examine science education and science literacy issues. The 15th in the series and the fifth to explore diversity and underrepresentation, this research is a direct outgrowth of last year's results which found 40 percent of the country's female and underrepresented minority (URM) chemists and chemical engineers working today were discouraged from pursuing their STEM career at some point in their lives. US colleges were cited as places where this discouragement most often happened and college professors as the individuals most likely responsible. Does such discouragement still occur in American colleges today? To answer this and other questions about the undergraduate environment in which today's students make their career decisions, the survey polls 413 STEM department chairs at the nation's 200 top research universities and those that produce the highest proportion of female and URM STEM graduates. The survey also asks the chairs about their institutions track record recruiting and retaining female and URM STEM undergraduates, preparedness of these students to study STEM, the impact of traditional introductory STEM courses on female and URM students and barriers these students face pursuing their STEM degrees.

Efficacy of integrating information literacy education into a women's health course on information literacy for RN-BSN students.

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Ku, Ya-Lie; Sheu, Sheila; Kuo, Shih-Ming

2007-03-01

Information literacy, essential to evidences-based nursing, can promote nurses' capability for life-long learning. Nursing education should strive to employ information literacy education in nursing curricula to improve information literacy abilities among nursing students. This study explored the effectiveness of information literacy education by comparing information literacy skills among a group of RN-BSN (Registered Nurse to Bachelors of Science in Nursing) students who received information literacy education with a group that did not. This quasi-experimental study was conducted during a women's health issues course taught between March and June 2004. Content was presented to the 32 RN-BSN students enrolled in this course, which also taught skills on searching and screening, integrating, analyzing, applying, and presenting information. At the beginning and end of the program, 75 RN-BSN student self-evaluated on a 10 point Likert scale their attained skills in searching and screening, integrating, analyzing, applying, and presenting information. Results identified no significant differences between the experimental (n = 32) and control groups (n = 43) in terms of age, marital status, job title, work unit, years of work experience, and information literacy skills as measured at the beginning of the semester. At the end of the semester during which content was taught, the information literacy of the experimental group in all categories, with the exception of information presentation, was significantly improved as compared to that of the control group. Results were especially significant in terms of integrating, analyzing, and applying skill categories. It is hoped that in the future nursing students will apply enhanced information literacy to address and resolve patients' health problems in clinical settings.

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

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Lou, Shi-Jer; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

2014-01-01

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams.…

Integrative ChIP-seq/microarray analysis identifies a CTNNB1 target signature enriched in intestinal stem cells and colon cancer.