Preparing Faculty to Teach Online: Promoting Success in the Online Classroom

Distance learning students at a community college in the southeast United States were not completing their coursework as well as were students enrolled in traditional courses. This disparity was negatively affecting the institution\u27s state performance measures, putting at risk the institution\u27s state-based funding under the state\u27s performance model. The purpose of this qualitative, bounded case study was to explore faculty experiences with online course professional development and faculty\u27s teaching practices related to successful student online course completion. Chickering and Gamson\u27s \u27Seven Principles for Good Practice in Undergraduate Education\u27 served as the study\u27s conceptual foundation. Distance learning faculty (n = 10), who taught online courses for at least 10 years, and students (n = 7) who had completed at least a single online class, volunteered to participate in semi-structured interviews. Observations of online courses taught by faculty participants were also conducted. The data collected were analyzed using thematic analysis and data were open coded to determine categories and emerging themes. The results of the data analysis identified 4 key themes: preparing faculty to teach online, engaging students in the online classroom, course design and delivery, and supporting and advising students. Based on the findings, a training course was designed to assist faculty in learning to engage, advise, and provide better support services to students in the online classroom. These endeavors may contribute to social change by providing faculty training and support to improve completions rates for community college students in online courses

Locating and building knowledges outside of the academy : approaches to engaged teaching at the University of Sheffield

This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from engaged teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which emphasise public facing, co-produced knowledge as central components. It is argued that such approaches enable dynamic forms of learning to emerge, which work to expand the parameters of subject-specific knowledge while enabling the development of citizenship attributes and employability skills amongst students in ways that deepen, rather than dilute, intellectual rigour. The article locates these practical pedagogical reflections within theoretical frameworks offered by those working (largely in North America* on publicly engaged approaches to scholarship and seeks to draw connections with contemporary developments in learning and teaching in the UK. Keywords: civic university; engaged teaching; engaged scholarship; co-productio

CD4+ T Cell-Derived IL-2 Signals during Early Priming Advances Primary CD8+ T Cell Responses

Stimulating naïve CD8+ T cells with specific antigens and costimulatory signals is insufficient to induce optimal clonal expansion and effector functions. In this study, we show that the activation and differentiation of CD8+ T cells require IL-2 provided by activated CD4+ T cells at the initial priming stage within 0–2.5 hours after stimulation. This critical IL-2 signal from CD4+ cells is mediated through the IL-2Rβγ of CD8+ cells, which is independent of IL-2Rα. The activation of IL-2 signaling advances the restriction point of the cell cycle, and thereby expedites the entry of antigen-stimulated CD8+ T-cell into the S phase. Besides promoting cell proliferation, IL-2 stimulation increases the amount of IFNγ and granzyme B produced by CD8+ T cells. Furthermore, IL-2 at priming enhances the ability of P14 effector cells generated by antigen activation to eradicate B16.gp33 tumors in vivo. Therefore, our studies demonstrate that a full CD8+ T-cell response is elicited by a critical temporal function of IL-2 released from CD4+ T cells, providing mechanistic insights into the regulation of CD8+ T cell activation and differentiation

Willamette Park Assessment and Recommendations

The vision of the project was to prioritize park improvements that balance the long-term sustainability and viability of the park with growing user demands. As a hybrid park, Willamette Park has a unique set of challenges related to its operations and management, as it is managed for both recreation and natural areas. The final report documents the process QPG undertook to explore opportunities and constraints in Willamette Park, and provides recommendations to guide the future planning of the park. This project was conducted under the supervision of Sumner Sharpe and Ellen Bassett

Strengthening Your Community by Tackling Challenges Together: Lessons from the High Desert Partnership

The people of Harney County, Oregon, have a story to tell about healing decades of conflict and coming together to ensure their community survives and thrives. Harney County, located in the southeast corner of the state, is the largest and one of the least populated of Oregon’s counties. It is a place of wide open spaces, with sagebrush deserts, rich wetlands, expansive alkali flats, stark mountains, and stately ponderosa pine forests. The economy relies heavily on the land for farming, ranching, and forestry. Yet the majority of Harney’s land is publicly owned. Historically, that was a recipe for heated disagreements around public land management, private land use, and environmental preservation. A few visionary thinkers in Harney County saw a way around the conflict by bringing community members, government, and environmental groups together to help them discover they had more in common than they had that divided them. What developed was a community-wide commitment to working together to make Harney County better. The High Desert Partnership (HDP) formed to support a wide range of local collaborative projects from managing wetlands to improving opportunities for youth. This guide shares the HDP’s formula for getting things done. Their hope is that other communities that are ready to create a lasting approach to tackling tough issues will benefit from what Harney County has learned

Advancing Collaborative Solutions: Lessons from the Oregon Sage-Grouse Conservation Partnership (SageCon)

The Sage-Grouse Conservation Partnership, also known as “SageCon,” was an unprecedented collaborative effort among federal, state, and private stakeholders to address landscape-scale threats to greater sage-grouse while also acknowledging rural economic and community interests across eastern Oregon’s sagebrush range. A U.S. Fish and Wildlife Service (USFWS) preliminary finding that the sage-grouse warranted listing under the endangered species act, and a subsequent court settlement setting a deadline for a final listing decision were key drivers for SageCon participants to seek proactive solutions to protect the bird. A cadre of diverse Eastern Oregon stakeholders with experience working collaboratively on related public lands issues helped set the stage for the collaborative effort. As part of what the Department of the Interior described as a historic outcome, SageCon produced the 2015 Oregon Sage-Grouse Action Plan, which details voluntary and state-regulated conservation measures to preserve habitat and protect Oregon’s sage-grouse population from threats on public and private land. SageCon—as one part of a broader multi-state collaborative effort—led to a subsequent USFWS finding that the sage-grouse no longer warranted listing as endangered. In our study of this collaborative effort, we interviewed seventeen SageCon participants to identify collaborative approaches that may offer promise for other conservation and public policy efforts. We explored participant motivation for engaging in the process, collaborative process design, integration of science into the SageCon deliberations, and other experiences that interviewees found relevant

Testing the Utility of the Neural Network Model to Predict History of Arrest among Intimate Partner Violent Men

Risk assessments are typically based on retrospective reports of factors known to be correlated with violence recidivism in simple linear models. Generally, these linear models use only the perpetrators’ reports. Using a community sample of couples recruited for recent male-to-female intimate partner violence (IPV; N = 97 couples), the current study compared non-linear neural network models to traditional linear models in predicting a history of arrest in men who perpetrate IPV. The neural network models were found to be superior to the linear models in their predictive power. Models were slightly improved by adding victims’ report. These findings suggest that the prediction of violence arrest be enhanced through the use of neural network models and by including collateral reports