Discipline-based educational development: examples from four Canadian universities

Discipline-based educational development , integrating the principles of teaching and learning with specific content knowledge of a discipline, is emerging as a complement to more traditional, centralized models of teaching support, bringing with it its own advantages and challenges. Partly, it is a question of belonging: it helps to be part of a team of people - possibly with a variety of specialties in areas like curriculum, pedagogy, educational technology - and operating from a centre offers this important support, but coming from a single unit across campus may make it harder to connect with those teaching in departments. Conversely, working in a department creates many opportunities to connect with faculty and students, but can be isolating as there is unlikely to be a team of any size at the department level doing similar work. This panel discussion will explore four examples of discipline-based educational development at Canadian universities, highlighting successful initiatives and challenges faced by educators in implementing this approach. In one case, teaching is transforming via graduate student projects within specific courses, and the others have variations on teaching centre models with different levels of connections to departments - in one case with staff members embedded in departments. We will also be interested to learn of other models from those who attend the discussion. Overall, this panel discussion aims to raise awareness of the value of discipline-based education development in STEM education and to provide a platform for dialogue and collaboration among educators and educational developers in Canadian post-secondary institutions

The Puf family of RNA-binding proteins in plants: phylogeny, structural modeling, activity and subcellular localization

<p>Abstract</p> <p>Background</p> <p>Puf proteins have important roles in controlling gene expression at the post-transcriptional level by promoting RNA decay and repressing translation. The Pumilio homology domain (PUM-HD) is a conserved region within Puf proteins that binds to RNA with sequence specificity. Although Puf proteins have been well characterized in animal and fungal systems, little is known about the structural and functional characteristics of Puf-like proteins in plants.</p> <p>Results</p> <p>The Arabidopsis and rice genomes code for 26 and 19 Puf-like proteins, respectively, each possessing eight or fewer Puf repeats in their PUM-HD. Key amino acids in the PUM-HD of several of these proteins are conserved with those of animal and fungal homologs, whereas other plant Puf proteins demonstrate extensive variability in these amino acids. Three-dimensional modeling revealed that the predicted structure of this domain in plant Puf proteins provides a suitable surface for binding RNA. Electrophoretic gel mobility shift experiments showed that the Arabidopsis AtPum2 PUM-HD binds with high affinity to BoxB of the Drosophila Nanos Response Element I (NRE1) RNA, whereas a point mutation in the core of the NRE1 resulted in a significant reduction in binding affinity. Transient expression of several of the Arabidopsis Puf proteins as fluorescent protein fusions revealed a dynamic, punctate cytoplasmic pattern of localization for most of these proteins. The presence of predicted nuclear export signals and accumulation of AtPuf proteins in the nucleus after treatment of cells with leptomycin B demonstrated that shuttling of these proteins between the cytosol and nucleus is common among these proteins. In addition to the cytoplasmically enriched AtPum proteins, two AtPum proteins showed nuclear targeting with enrichment in the nucleolus.</p> <p>Conclusions</p> <p>The Puf family of RNA-binding proteins in plants consists of a greater number of members than any other model species studied to date. This, along with the amino acid variability observed within their PUM-HDs, suggests that these proteins may be involved in a wide range of post-transcriptional regulatory events that are important in providing plants with the ability to respond rapidly to changes in environmental conditions and throughout development.</p

Development of a Tetrameric Streptavidin Mutein with Reversible Biotin Binding Capability: Engineering a Mobile Loop as an Exit Door for Biotin

A novel form of tetrameric streptavidin has been engineered to have reversible biotin binding capability. In wild-type streptavidin, loop3–4 functions as a lid for the entry and exit of biotin. When biotin is bound, interactions between biotin and key residues in loop3–4 keep this lid in the closed state. In the engineered mutein, a second biotin exit door is created by changing the amino acid sequence of loop7–8. This door is mobile even in the presence of the bound biotin and can facilitate the release of biotin from the mutein. Since loop7–8 is involved in subunit interactions, alteration of this loop in the engineered mutein results in an 11° rotation between the two dimers in reference to wild-type streptavidin. The tetrameric state of the engineered mutein is stabilized by a H127C mutation, which leads to the formation of inter-subunit disulfide bonds. The biotin binding kinetic parameters (koff of 4.28×10−4 s−1 and Kd of 1.9×10−8 M) make this engineered mutein a superb affinity agent for the purification of biotinylated biomolecules. Affinity matrices can be regenerated using gentle procedures, and regenerated matrices can be reused at least ten times without any observable reduction in binding capacity. With the combination of both the engineered mutein and wild-type streptavidin, biotinylated biomolecules can easily be affinity purified to high purity and immobilized to desirable platforms without any leakage concerns. Other potential biotechnological applications, such as development of an automated high-throughput protein purification system, are feasible

Selective Loss of Cysteine Residues and Disulphide Bonds in a Potato Proteinase Inhibitor II Family

Disulphide bonds between cysteine residues in proteins play a key role in protein folding, stability, and function. Loss of a disulphide bond is often associated with functional differentiation of the protein. The evolution of disulphide bonds is still actively debated; analysis of naturally occurring variants can promote understanding of the protein evolutionary process. One of the disulphide bond-containing protein families is the potato proteinase inhibitor II (PI-II, or Pin2, for short) superfamily, which is found in most solanaceous plants and participates in plant development, stress response, and defence. Each PI-II domain contains eight cysteine residues (8C), and two similar PI-II domains form a functional protein that has eight disulphide bonds and two non-identical reaction centres. It is still unclear which patterns and processes affect cysteine residue loss in PI-II. Through cDNA sequencing and data mining, we found six natural variants missing cysteine residues involved in one or two disulphide bonds at the first reaction centre. We named these variants Pi7C and Pi6C for the proteins missing one or two pairs of cysteine residues, respectively. This PI-II-7C/6C family was found exclusively in potato. The missing cysteine residues were in bonding pairs but distant from one another at the nucleotide/protein sequence level. The non-synonymous/synonymous substitution (Ka/Ks) ratio analysis suggested a positive evolutionary gene selection for Pi6C and various Pi7C. The selective deletion of the first reaction centre cysteine residues that are structure-level-paired but sequence-level-distant in PI-II illustrates the flexibility of PI-II domains and suggests the functionality of their transient gene versions during evolution

Structural Basis for Dual-Inhibition Mechanism of a Non-Classical Kazal-Type Serine Protease Inhibitor from Horseshoe Crab in Complex with Subtilisin

Serine proteases play a crucial role in host-pathogen interactions. In the innate immune system of invertebrates, multi-domain protease inhibitors are important for the regulation of host-pathogen interactions and antimicrobial activities. Serine protease inhibitors, 9.3-kDa CrSPI isoforms 1 and 2, have been identified from the hepatopancreas of the horseshoe crab, Carcinoscorpius rotundicauda. The CrSPIs were biochemically active, especially CrSPI-1, which potently inhibited subtilisin (Ki = 1.43 nM). CrSPI has been grouped with the non-classical Kazal-type inhibitors due to its unusual cysteine distribution. Here we report the crystal structure of CrSPI-1 in complex with subtilisin at 2.6 Å resolution and the results of biophysical interaction studies. The CrSPI-1 molecule has two domains arranged in an extended conformation. These two domains act as heads that independently interact with two separate subtilisin molecules, resulting in the inhibition of subtilisin activity at a ratio of 1:2 (inhibitor to protease). Each subtilisin molecule interacts with the reactive site loop from each domain of CrSPI-1 through a standard canonical binding mode and forms a single ternary complex. In addition, we propose the substrate preferences of each domain of CrSPI-1. Domain 2 is specific towards the bacterial protease subtilisin, while domain 1 is likely to interact with the host protease, Furin. Elucidation of the structure of the CrSPI-1: subtilisin (1∶2) ternary complex increases our understanding of host-pathogen interactions in the innate immune system at the molecular level and provides new strategies for immunomodulation

Flipped design for learning: Deepening scientific inquiry in a large-enrollment class

Hypothesis testing is central not only to the scientific method but also to understanding the nature of scientific knowledge. Although it is widely appreciated that students should develop hypothesis testing skills early in their undergraduate careers, there are many challenges in large-enrollment classes that can prevent them from deeply understanding the process of scientific inquiry. The hypothesis of this study is that a flipped-learning design will create a more effective environment than a traditional lecture format in which to foster both content acquisition and an understanding of the process of scientific inquiry. To measure the relative impact of these two approaches on learning, our study compares cohorts of students in different sections of the same large-enrollment course who have been exposed either to a flipped design (combining collaborative in-class activities with problem-based computer simulation software) or a lecture-based approach. The key principles underlying our research design as well as preliminary findings of pre- and post-assessment surveys measuring student understanding of scientific inquiry and basic content acquisition will be presented. An initial analysis of the data obtained from focus groups will also be discussed. Although the project is still at an early stage, preliminary data suggest that a combination of peer-learning in-class activities and problem-based computer simulation software foster both the acquisition of content and the development of scientific inquiry skills

Program SAGES: Promoting collaborative teaching development through graduate student/faculty partnerships

Each year, graduate students shoulder hours of instructional time with undergraduate students and some have more contact hours with students than academic staff in large introductory undergraduate courses. However, many graduate students are given minimal opportunities for teaching development, and there is a great need to help them develop a scholarly and reflective teaching practice (Kenny et al., 2014; Chick & Brame, 2015). Enhancing the teaching skills of graduate students is a critical investment that will also create a culture of educational leadership, and foster innovation and teaching development. To support STEM graduate students in the development of an evidence-based teaching practice, we designed and implemented the SAGES Program (SoTL Advancing Graduate Education in STEM) at a research-intensive university. This program was designed to provide graduate students with opportunities to learn about scholarly teaching and learning (SoTL) within the context of STEM through a semester-long course, followed by a semester-long practicum. The practicum gives graduate students an opportunity to apply their learning in an undergraduate class, in partnership with a faculty member acting as a mentor. Through a mixed-methods approach based on the use of semi-structured interviews and pretest and posttest surveys (DeChenne et al., 2012; Trigwell and Prosser, 2004), we will show that SAGES not only increased teaching self-efficacy, knowledge and skills in graduate students, but also led to collaborative teaching development for both mentors and mentees. We will also invite participants to conceptualize how such a program could be designed for their own institutions. Chick, N. L. & Brame, C. (2015). An investigation of the products and impact of graduate student SoTL programs: observations and recommendations from a single institution. International Journal for the Scholarship of Teaching and Learning, 9(1), article 3. DeChenne, S. E., Enochs, L. G., & Needham, M. (2012) Science, technology, engineering, and mathematics graduate teaching assistants teaching self-efficacy. Journal of the Scholarship of Teaching and Learning, 12(4), 102-123. Kenny, N., Watson, G. P. L., & Walton, C. (2014) Exploring the context of Canadian graduate student teaching certificates in university teaching. Canadian Journal of Higher Education, 44(3), 1-19. Trigwell, K. & Prosser, M. (2004) Development and use of the approaches to teaching inventory. Educational Psychology, 16(4), 409-424

Improving Science Teaching through Peer-Supported Reflective Practice

Overview: Research in higher education has shown a link between an instructor’s reflective practice and student learning. However, reflection can fail when instructors have insufficient knowledge on what to reflect on or how to change. This highlights the importance of support for reflective practice. In this workshop, participants will learn about the existing teaching square model, which supports the development of reflective practice and self-assessment. In this model four participants form a ‘square’ and observe each other teaching, following a round of observations, participants meet and share how the observations impacted them. We will share our experience of forming and implementing a teaching square as well as how the experience impacted our teaching practices and beliefs. During the workshop, participants will plan a teaching square they can implement and will be shown how to document their learning. We will also explore ideas for how to evaluate the impact of a teaching square. Description and Rationale: We utilized the teaching square model of peer observation and self-reflection to help enhance our teaching practice. The model involves observing each other’s classes twice over the semester. After each observation, we shared what we learned about our own teaching by observing each other. As an interdisciplinary science group with different levels of teaching experience, our goals were diverse: receiving feedback on teaching practices, observing different teaching styles and strategies in action, and looking for ways to refresh our teaching practices and practice self-reflection. Outcomes: We all enhanced aspects of our teaching practices and gained transformative insights. Enhancements included embedding real world applications into lessons, developing opportunities for active learning, facilitating group discussions and using classroom technology more effectively. Transformative impacts included increased confidence, an increased ability to recognize strengths in our current teaching practices, and shifting beliefs about the role of the instructor in the classroom

Take-home naloxone programs for suspected opioid overdose in community settings: a scoping umbrella review

Background: Opioid related overdoses and overdose deaths continue to constitute an urgent public health crisis. The implementation of naloxone programs, such as ‘take-home naloxone’ (THN), has emerged as a key intervention in reducing opioid overdose deaths. These programs aim to train individuals at risk of witnessing or experiencing an opioid overdose to recognize an opioid overdose and respond with naloxone. Naloxone effectively reverses opioid overdoses on a physiological level; however, there are outstanding questions on community THN program effectiveness (adverse events, dosing requirements, dose-response between routes of administration) and implementation (accessibility, availability, and affordability). The objective of this scoping review is to identify existing systematic reviews and best practice guidelines relevant to clinical and operational guidance on the distribution of THN. Methods: Using the Arksey & O’Malley framework for scoping reviews, we searched both academic literature and grey literature databases using keywords (Naloxone) AND (Overdose) AND (Guideline OR Review OR Recommendation OR Toolkit). Only documents which had a structured review of evidence and/or provided summaries or recommendations based on evidence were included (systematic reviews, meta-analyses, scoping reviews, short-cut or rapid reviews, practice/clinical guidelines, and reports). Data were extracted from selected evidence in two key areas: (1) study identifiers; and (2) methodological characteristics. Results: A total of 47 articles met inclusion criteria: 20 systematic reviews; 10 grey literature articles; 8 short-cut or rapid reviews; 4 scoping reviews; and 5 other review types (e.g. mapping review and comprehensive reviews). The most common subject themes were: naloxone effectiveness, safety, provision feasibility/acceptability of naloxone distribution, dosing and routes of administration, overdose response after naloxone administration, cost-effectiveness, naloxone training and education, and recommendations for policy, practice and gaps in knowledge. Conclusions: Several recent systematic reviews address the effectiveness of take-home naloxone programs, naloxone dosing/route of administration, and naloxone provision models. Gaps remain in the evidence around evaluating cost-effectiveness, training parameters and strategies, and adverse events following naloxone administration. As THN programs continue to expand in response to opioid overdose deaths, this review will contribute to understanding the evidence base for policy and THN program development and expansion.Medicine, Faculty ofOther UBCNon UBCPopulation and Public Health (SPPH), School ofReviewedFacult