Launching a Peer Supplemental Instruction Program for an Introductory Biology Course

For the first time at Georgia Gwinnett College, a supplemental instruction (PSI) program was designed to provide peer-led instruction on a) principles of biology, chemistry, mathematics and b) academic skills e.g. self-regulated learning, strategies in studying and test-taking. PSI for Principles of Biology (BIOL1107K) was carried out by PSI leaders who previously earned a grade of ‘A’ or ‘B’ in BIOL1107K, received training on tutoring practices and worked with faculty to develop active learning exercises/worksheets for PSI sessions. PSI was open only to students who earned a grade of ≤ 75% on the first exam across four BIOL1107K sections. Comparison of exam grades revealed that PSI student performance was not significantly different from control (students who earned a grade of ≤ 75% on the first exam but did not enroll in PSI). The challenges at an institution lacking a PSI culture and strategies to encourage student commitment will be discussed

Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education

As a globalized world struggles with division and disinformation, engaging across difference has emerged as a major challenge to communication and collaborative action needed to address growing global challenges. As such, the initiative by Tibetan Buddhist leaders to incorporate western science in curricula for monastic education may serve as an important case study that illuminates the conditions and processes at work in genuine cultural outreach and exchange. That project, spearheaded in the Emory-Tibet Science Initiative (ETSI), involves reaching out across two quite different communities of practice, Tibetan Buddhism and science, and the willingness and ability of individuals to cross the boundaries between them. In the study reported here, we apply existing understandings of communities of practice and of learning mechanisms that mediate boundary crossing to probe for presence of conditions and processes that promote effective outreach among Tibetan Buddhist monastic students. We deploy analysis of qualitative survey, interview, and self-report data from monastic students shortly after ETSI began (2009) and after science education had been rolled out in the monasteries (2019) to, first, identify initial cultural conditions related to outreach and engagement with science, and, second, probe for post-rollout presence of boundary crossing learning mechanisms among monastic students which facilitate communication from one community of practice to another. We found a range of robust initial cultural conditions (e.g., perceived overlap in subjects and methods of inquiry), along with strong presence of mechanisms that facilitate boundary crossing (e.g., reflection, transformation) and operate through time. We observed cascading effects of these conditions and mechanisms on student engagement with science. Furthermore, interactions of these conditions and mechanisms allow monastic students to engage with science on their own Buddhist terms and to regard learning science as potentially beneficial rather than threatening to their personal or collective Buddhist goals

Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education

As a globalized world struggles with division and disinformation, engaging across difference has emerged as a major challenge to communication and collaborative action needed to address growing global challenges. As such, the initiative by Tibetan Buddhist leaders to incorporate western science in curricula for monastic education may serve as an important case study that illuminates the conditions and processes at work in genuine cultural outreach and exchange. That project, spearheaded in the Emory-Tibet Science Initiative (ETSI), involves reaching out across two quite different communities of practice, Tibetan Buddhism and science, and the willingness and ability of individuals to cross the boundaries between them. In the study reported here, we apply existing understandings of communities of practice and of learning mechanisms that mediate boundary crossing to probe for presence of conditions and processes that promote effective outreach among Tibetan Buddhist monastic students. We deploy analysis of qualitative survey, interview, and self-report data from monastic students shortly after ETSI began (2009) and after science education had been rolled out in the monasteries (2019) to, first, identify initial cultural conditions related to outreach and engagement with science, and, second, probe for post-rollout presence of boundary crossing learning mechanisms among monastic students which facilitate communication from one community of practice to another. We found a range of robust initial cultural conditions (e.g., perceived overlap in subjects and methods of inquiry), along with strong presence of mechanisms that facilitate boundary crossing (e.g., reflection, transformation) and operate through time. We observed cascading effects of these conditions and mechanisms on student engagement with science. Furthermore, interactions of these conditions and mechanisms allow monastic students to engage with science on their own Buddhist terms and to regard learning science as potentially beneficial rather than threatening to their personal or collective Buddhist goals

Emory-Tibet Science Initiative: Changes in Monastic Science Learning Motivation and Engagement During a Six-Year Curriculum

Led by His Holiness the Dalai Lama, the initiative taken by the Tibetan Buddhist monastic community to connect with western science and scientists presents a unique opportunity to understand the motivations and engagement behaviors that contribute to monastic science learning. In this study, we draw on quantitative data from two distinct surveys that track motivations and engagement behaviors related to science education among monastic students. The first survey was administered at one monastic university in 2018, and the second follow-up survey was completed by students at two monastic universities in 2019. These surveys assessed the reception of science education related to motivations among monastics and their demonstration of engagement-with-science behaviors. We also tested for variation over time by surveying students in all years of the science curriculum. We identified that monastic students are motivated by their perception that studying science has an overall positive effect and benefits their Buddhist studies, rather than negatively affecting their personal or collective Buddhist goals. In accordance with this finding, monastics behave in ways that encourage fellow scholars to engage with science concepts. Survey responses were disaggregated by years of science study and indicated changes in motivation and engagement during the six-year science curriculum. These insights support the relevance of considering motivation and engagement in a novel educational setting and inform ongoing work to expand the inclusiveness of science education. Our findings provide direction for future avenues of enhancing exchange of knowledge and practice between Buddhism and science

Sex differences in the relative contribution of social and clinical factors to the Health Utilities Index Mark 2 measure of health-related quality of life in older home care clients

Abstract Background The heterogeneity evident among home care clients highlights the need for greater understanding of the clinical and social determinants of multi-dimensional health-related quality of life (HRQL) indices and of potential sex-differences in these determinants. We examined the relative contribution of social and clinical factors to HRQL among older home care clients and explored whether any of the observed associations varied by sex. Methods The Canadian-US sample included 514 clients. Self-reported HRQL was measured during in-home interviews (2002-04) using the Health Utilities Index Mark 2 (HUI2). Data on clients' sociodemographic, health and clinical characteristics were obtained with the Minimum Data Set for Home Care. The relative associations between clients' characteristics and HUI2 scores were examined using multivariable linear regression models. Results Women had a significantly lower mean HUI2 score than men (0.48, 95%CI 0.46-0.50 vs. 0.52, 0.49-0.55). Clients with distressed caregivers and poor self-rated health exhibited significantly lower HRQL scores after adjustment for a comprehensive list of clinical conditions. Several other factors remained statistically significant (arthritis, psychiatric illness, bladder incontinence, urinary tract infection) or clinically important (reported loneliness, congestive heart failure, pressure ulcers) correlates of lower HUI2 scores in adjusted analyses. These associations generally did not vary significantly by sex. Conclusion For females and males, HRQL scores were negatively associated with conditions predictive or indicative of disability and with markers of psychosocial stress. Despite sex differences in the prevalence of social and clinical factors likely to affect HRQL, few varied significantly by sex in their relative impact on HUI2 scores. Further exploration of differences in the relative importance of clinical and psychosocial well-being (e.g., loneliness) to HRQL among female and male clients may help guide the development of sex-specific strategies for risk screening and care management

Interactions of Cathinone NPS with Human Transporters and Receptors in Transfected Cells

Pharmacological assays carried out in transfected cells have been very useful for describing the mechanism of action of cathinone new psychoactive substances (NPS). These in vitro characterizations provide fast and reliable information on psychoactive substances soon after they emerge for recreational use. Well-investigated comparator compounds, such as methamphetamine, 3,4-methylenedioxymethamphetamine, cocaine, and lysergic acid diethylamide, should always be included in the characterization to enhance the translation of the in vitro data into clinically useful information. We classified cathinone NPS according to their pharmacology at monoamine transporters and receptors. Cathinone NPS are monoamine uptake inhibitors and most induce transporter-mediated monoamine efflux with weak to no activity at pre- or postsynaptic receptors. Cathinones with a nitrogen-containing pyrrolidine ring emerged as NPS that are extremely potent transporter inhibitors but not monoamine releasers. Cathinones exhibit clinically relevant differences in relative potencies at serotonin vs. dopamine transporters. Additionally, cathinone NPS have more dopaminergic vs. serotonergic properties compared with their non-β-keto amphetamine analogs, suggesting more stimulant and reinforcing properties. In conclusion, in vitro pharmacological assays in heterologous expression systems help to predict the psychoactive and toxicological effects of NPS