Experimental Microfluidic System

The ultimate goal of this project is to integrate microfluidic devices with NASA's space bioreactor systems. In such a system, the microfluidic device would provide realtime feedback control of the bioreactor by monitoring pH, glucose, and lactate levels in the cell media; and would provide an analytical capability to the bioreactor in exterrestrial environments for monitoring bioengineered cell products and health changes in cells due to environmental stressors. Such integrated systems could be used as biosentinels both in space and on planet surfaces. The objective is to demonstrate the ability of microfabricated devices to repeatedly and reproducibly perform bead cytometry experiments in micro, lunar, martian, and hypergravity (1.8g)

Making Scholarly Activity Available to the Masses: The Scaffolding of Scholarship Throughout the Undergraduate Curriculum

Florida Gulf Coast University’s Quality Enhancement Plan (QEP) focuses on improving student critical thinking, information literacy, and written communication. Rather than developing these skills through traditional methods (e.g., through senior-level, independent research), these learning outcomes are practiced through scholarly experiences. Traditional undergraduate scholarship manifests itself through terminal, senior capstone or research experiences. These, because of the economy of scale, typically reach a minority of students, often just honors students or those approached by faculty mentors. At FGCU, however, scholarly experiences are a part of the curriculum throughout the program of study, and scaffolded to build greater depth and sophistication. Presented here are examples from both a program in STEM (Marine Science) and the humanities (Music Performance). Students in Marine Science receive their first exposure to the vetting of literature and expository scientific writing within their general education science courses. Students are presented with an exercise to evaluate the credibility of web-based literature using the CRAAP test. A semester-long writing assignment has them investigate an earth-process-related problem that has societal consequences. They review and evaluate the secondary literature, prepare a first draft that is critiqued, and then submit a final version while meeting a number of milestones along the way. Students enter the major’s curriculum through a course entitled “Scientific Process”, which introduces them to all aspects of scientific research and culminates with them writing and defending a research proposal they may eventually work to completion. Numerous courses at the upper-class level are designed as scholarly focused or enriched, a branding requiring that certain criteria are met. In these courses, students often participate in genuine collaborative research projects that can lead to student publication and enhance faculty productivity. Finally, as a senior, the capstone course requires that they produce a scholarly poster or oral presentation that is either given in the class or within a university forum. Music Performance students’ experiences track towards demonstration of content mastery in the artifact of a senior recital. In this public display of scholarly achievement a student presents repertoire from major historical eras on his or her instrument or voice for an hour or more. Additionally the students complete a comprehensive document analyzing music in terms of performance practice (how and why certain music should be performed to meet historically appropriate creations and recreations). Students enter this major their freshman year after an audition process and immediately begin developing the skills required to demonstrate proficiency as professional musicians. Experiences performing in ensembles and in private lessons cultivate listening skills to make informed musical judgments. Theory courses develop students’ abilities to hear music with their eyes. Upper level courses require students to clearly articulate in writing their thoughts about music’s formal properties, why certain music requires particular performance considerations, and how to execute those performance requirements in their technique. The conundrum for collection of data is how to assess university-wide learning outcomes in the context of a performance. Without a tangible artifact, FGCU relies on artist teams to develop assessment procedures that accurately capture if students meet targets as demonstrated in performance. Though too early for us to have extensive assessment data, anecdotal evidence suggests students enjoy this approach and are honing their skills within these learning outcomes. We anticipate these improvements will increase graduates’ life-long learning potential, as well as their competitiveness for employment and further education

Cyclin-Dependent Kinase-Like Function Is Shared by the Beta- and Gamma- Subset of the Conserved Herpesvirus Protein Kinases

The UL97 protein of human cytomegalovirus (HCMV, or HHV-5 (human herpesvirus 5)), is a kinase that phosphorylates the cellular retinoblastoma (Rb) tumor suppressor and lamin A/C proteins that are also substrates of cellular cyclin-dependent kinases (Cdks). A functional complementation assay has further shown that UL97 has authentic Cdk-like activity. The other seven human herpesviruses each encode a kinase with sequence and positional homology to UL97. These UL97-homologous proteins have been termed the conserved herpesvirus protein kinases (CHPKs) to distinguish them from other human herpesvirus-encoded kinases. To determine if the Cdk-like activities of UL97 were shared by all of the CHPKs, we individually expressed epitope-tagged alleles of each protein in human Saos-2 cells to test for Rb phosphorylation, human U-2 OS cells to monitor nuclear lamina disruption and lamin A phosphorylation, or S. cerevisiae cdc28-13 mutant cells to directly assay for Cdk function. We found that the ability to phosphorylate Rb and lamin A, and to disrupt the nuclear lamina, was shared by all CHPKs from the beta- and gamma-herpesvirus families, but not by their alpha-herpesvirus homologs. Similarly, all but one of the beta and gamma CHPKs displayed bona fide Cdk activity in S. cerevisiae, while the alpha proteins did not. Thus, we have identified novel virally-encoded Cdk-like kinases, a nomenclature we abbreviate as v-Cdks. Interestingly, we found that other, non-Cdk-related activities reported for UL97 (dispersion of promyelocytic leukemia protein nuclear bodies (PML-NBs) and disruption of cytoplasmic or nuclear aggresomes) showed weak conservation among the CHPKs that, in general, did not segregate to specific viral families. Therefore, the genomic and evolutionary conservation of these kinases has not been fully maintained at the functional level. Our data indicate that these related kinases, some of which are targets of approved or developmental antiviral drugs, are likely to serve both overlapping and non-overlapping functions during viral infections

Anecdotes and Opinions: Examining Evidence Generated by Group Interview Methods

People’s thoughts and opinions are formed by experience – their personal contact with and observations of people and events. Focus groups are often used in evaluation as a qualitative method to collect information about people’s experience. Focus groups traditionally capture experience by soliciting thoughts and opinions rather than stories. In some cases, program evaluations that seek to understand participants’ experiences may find more meaningful evidence in participants’ narrative descriptions of their experiences in the program, rather than their thoughts or opinions about the program. Anecdote circles, a group interview method from the field of business, gather evidence about participants’ experience by posing questions that invite storytelling. This paper describes a study that compares the characteristics of the evidence generated by focus group prompts that elicit thoughts or opinions and anecdote circle prompts that elicit stories in the context of an evaluation of a cross-cultural institute for high school teachers.Ope

Relationship between Yeast Polyribosomes and Upf Proteins Required for Nonsense mRNA Decay

In yeast, the accelerated rate of decay of nonsense mutant mRNAs, called nonsense-mediated mRNA decay, requires three proteins, Upf1p, Upf2p, and Upf3p. Single, double, and triple disruptions of the UPF genes had nearly identical effects on nonsense mRNA accumulation, suggesting that the encoded proteins function in a common pathway. We examined the distribution of epitope-tagged versions of Upf proteins by sucrose density gradient fractionation of soluble lysates and found that all three proteins co-distributed with 80 S ribosomal particles and polyribosomes. Treatment of ly-sates with RNase A caused a coincident collapse of polyribosomes and each Upf protein into frac-tions containing 80 S ribosomal particles, as expected for proteins that are associated with polyribosomes. Mutations in the cysteine-rich (zinc finger) and RNA helicase domains of Upf1p caused loss of function, but the mutant proteins remained polyribosome-associated. Density gradi-ent profiles for Upf1p were unchanged in the absence of Upf3p, and although similar, were modestly shifted to fractions lighter than those containing polyribosomes in the absence of Upf2p. Upf2p shifted toward heavier polyribosome fractions in the absence of Upf1p and into fractions containing 80 S particles and lighter fractions in the absence of Upf3p. Our results suggest that the association of Upf2p with polyribosomes typically found in a wild-type strain depends on the presence and opposing effects of Upf1p and Upf3p

Relationship between Yeast Polyribosomes and Upf Proteins Required for Nonsense mRNA Decay

In yeast, the accelerated rate of decay of nonsense mutant mRNAs, called nonsense-mediated mRNA decay, requires three proteins, Upf1p, Upf2p, and Upf3p. Single, double, and triple disruptions of the UPF genes had nearly identical effects on nonsense mRNA accumulation, suggesting that the encoded proteins function in a common pathway. We examined the distribution of epitope-tagged versions of Upf proteins by sucrose density gradient fractionation of soluble lysates and found that all three proteins co-distributed with 80 S ribosomal particles and polyribosomes. Treatment of ly-sates with RNase A caused a coincident collapse of polyribosomes and each Upf protein into frac-tions containing 80 S ribosomal particles, as expected for proteins that are associated with polyribosomes. Mutations in the cysteine-rich (zinc finger) and RNA helicase domains of Upf1p caused loss of function, but the mutant proteins remained polyribosome-associated. Density gradi-ent profiles for Upf1p were unchanged in the absence of Upf3p, and although similar, were modestly shifted to fractions lighter than those containing polyribosomes in the absence of Upf2p. Upf2p shifted toward heavier polyribosome fractions in the absence of Upf1p and into fractions containing 80 S particles and lighter fractions in the absence of Upf3p. Our results suggest that the association of Upf2p with polyribosomes typically found in a wild-type strain depends on the presence and opposing effects of Upf1p and Upf3p

Taking Action: A Proposal for an Analytic Solution to Increase Gateway Course Success

As part of the 2012 SoLAR Flare gathering at Purdue University (October 1-3, 2012), colleagues from higher education institutions and technology service organizations participated in an exercise to develop a learning analytics application to improve college student performance college gateway courses. Defined as high enrollment, high failure rate courses taken by primarily first- and second-year college students, these gateway courses are critical to overall student success in college. This paper summarizes the activities of the group, including the conceptual frameworks that guided discussions and the proposed features of the analytics solution. The exercise was guided by Andrew K. Koch, Executive Vice President of the John N. Gardner Institute for Excellence in Undergraduate Education

Improving Survey Methods with Cognitive Interviews in Small- and Medium-scale Evaluations

Findings derived from self-reported, structured survey questionnaires are commonly used in evaluation and applied research to inform policy-making and program decisions. Although there are a variety of issues related to the quality of survey evidence (e.g., sampling precision), the validity of response processes–how respondents process thoughts and perceptions when answering questionnaires–is crucial. We assess the extent to which cognitive interviews, used to test survey questions as part of the process of questionnaire design and refinement, can strengthen the quality of survey evidence for small- and medium-scale evaluations. To illustrate how cognitive interviews can reveal respondents' response processes and improved questionnaire interpretations, we present excerpts from two types of evaluations (e.g., needs assessment) in two domains (e.g., education). The paper concludes with a brief summary about how the use of cognitive interviews can be augmented in survey development, refinement, and adaptation to improve survey questionnaire interpretations in evaluations with limited resources.Ope