An Evaluation of Adventure Education Components in a Residential Learning Community

The intent of this research project was to assess the impact of the out-of-class experiential components in a residential Learning Community Program. More specifically, the purpose of the study was to gain information from the students\u27 perceptions of the impact that participation in an adventure education program (high or low ropes course) had on their in-class learning and their overall experience at the university. Qualitative data indicated that participation on the ropes course impacted the Learning Community students\u27 in-class learning in the following ways: enhancing a connection to other students, faculty and the university; promoting increased self-learning and transferable skill development; and developing a support network for academic learning. The qualitative data also indicated that Learning Community students\u27 overall experience at the university was affected largely by the connection developed with other students, faculty and the university

Enhancing Student Connections: Students\u27 Perceptions of a Spiritually Focused Wilderness Orientation Program

The use of wilderness orientation programs is growing in the U.S. In 2006, more than 17,000 students participated in such programs. In addition, the spiritual development of college students has gained attention. This session will provide the results of a study that investigated students’ perceptions of a spiritually focused wilderness orientation program and the influence of their participation on their transition to college. Participants will also receive an overview of the program design and considerations for implementation

Outcomes of a Spiritually Focused Wilderness Orientation Program

Higher education often supports new student transition through various orientation programs. Recently a greater focus on student spiritual growth has emerged as an important aspect. The wilderness orientation program in this study is unique because of its length (12–14 days) and its focus on students\u27 spiritual development. The purpose of this study was to understand the students\u27 perceptions of a spiritually focused wilderness orientation program and the influence of their participation in the program during their transition to the college. Data were collected through a post-course essay, the Student Adaptations to College Questionnaire, and a focus group interview. The themes that emerged indicate categories that the students recognized as important: (a) community, (b) developing competence, (c) stewardship, and (d) spiritual growth. These results are helpful in answering some of the questions asked by those involved in traditional student transition programs and those providing wilderness orientation programs

A Qualitative Investigation of Student Outcomes in a Residential Learning Community

Researchers conducted a qualitative study of students\u27 in- and out-of-class experiences in a residential learning community at a mid-sized public institution. Focus group interviews were conducted to explore (a) the outcomes of learning community membership from participants\u27 point of view and (b) the connections between participants\u27 reported perceptions and behaviors and the measurable outcomes of the program (i.e., those previously assessed using quantitative means). Based on the qualitative analysis, seven themes were identified. This report identifies and explicates those themes and provides illustrative quotations from focus group participants. Based on the findings, recommendations for learning community program development and administration are presented

Interdomain zinc site on human albumin

Albumin is the major transport protein in blood for Zn(2+), a metal ion required for physiological processes and recruited by various drugs and toxins. However, the Zn(2+)-binding site(s) on albumin is ill-defined. We have analyzed the 18 x-ray crystal structures of human albumin in the PDB and identified a potential five-coordinate Zn site at the interface of domains I and II consisting of N ligands from His-67 and His-247 and O ligands from Asn-99, Asp-249, and H(2)O, which are the same amino acid ligands as those in the zinc enzymes calcineurin, endonucleotidase, and purple acid phosphatase. The site is preformed in unliganded apo-albumin and highly conserved in mammalian albumins. We have used (111)Cd NMR as a probe for Zn(2+) binding to recombinant human albumin. We show that His-67 → Ala (His67Ala) mutation strongly perturbs Cd(2+) binding, whereas the mutations Cys34Ala, or His39Leu and Tyr84Phe (residues which may H-bond to Cys-34) have no effect. Weak Cl(−) binding to the fifth coordination site of Cd(2+) was demonstrated. Cd(2+) binding was dramatically affected by high fatty acid loading of albumin. Analysis of the x-ray structures suggests that fatty acid binding to site 2 triggers a spring-lock mechanism, which disengages the upper (His-67/Asn-99) and lower (His-247/Asp-249) halves of the metal site. These findings provide a possible mechanism whereby fatty acids (and perhaps other small molecules) could influence the transport and delivery of zinc in blood