Writing across curriculum: Evaluating a faculty-centered approach

This paper discusses research on a pilot study for implementing a Writing Across the Curriculum (WAC) program in the College of Business (CoB) at a California Public University. Data analysis focused on faculty and writing assistant satisfaction using interviews, and on student learning as measured by evaluation of progressive writing assignments. Discussion includes: 1) assumptions on which the pilot was based and its goals, 2) overview of how the program was structured and implemented, 3) outcomes of the pilot program, and 4) recommendations for future programs. Results suggest both faculty and student participants were satisfied with the pilot program implementation and student writing improvement

An Investigation into the Effectiveness of Digital Convergence in Student Learning and Engagement

This study investigates the effectiveness of a new course redesign using technology delivered across various mobile platforms. This study documents the process of the course redesign to present a viable model for redesigning courses that will increase student engagement using technology. Assessment data from several marketing classes over a number of semesters was used to compare results from other marketing classes conducted using the traditional mode with minimal technology. The results indicated better overall student performance across the classes. Recommendations to scale the process include a multi-sectoral approach to the redesign and support for faculty professional development

Efficient gene-driven germ-line point mutagenesis of C57BL/6J mice

BACKGROUND: Analysis of an allelic series of point mutations in a gene, generated by N-ethyl-N-nitrosourea (ENU) mutagenesis, is a valuable method for discovering the full scope of its biological function. Here we present an efficient gene-driven approach for identifying ENU-induced point mutations in any gene in C57BL/6J mice. The advantage of such an approach is that it allows one to select any gene of interest in the mouse genome and to go directly from DNA sequence to mutant mice. RESULTS: We produced the Cryopreserved Mutant Mouse Bank (CMMB), which is an archive of DNA, cDNA, tissues, and sperm from 4,000 G(1 )male offspring of ENU-treated C57BL/6J males mated to untreated C57BL/6J females. Each mouse in the CMMB carries a large number of random heterozygous point mutations throughout the genome. High-throughput Temperature Gradient Capillary Electrophoresis (TGCE) was employed to perform a 32-Mbp sequence-driven screen for mutations in 38 PCR amplicons from 11 genes in DNA and/or cDNA from the CMMB mice. DNA sequence analysis of heteroduplex-forming amplicons identified by TGCE revealed 22 mutations in 10 genes for an overall mutation frequency of 1 in 1.45 Mbp. All 22 mutations are single base pair substitutions, and nine of them (41%) result in nonconservative amino acid substitutions. Intracytoplasmic sperm injection (ICSI) of cryopreserved spermatozoa into B6D2F1 or C57BL/6J ova was used to recover mutant mice for nine of the mutations to date. CONCLUSIONS: The inbred C57BL/6J CMMB, together with TGCE mutation screening and ICSI for the recovery of mutant mice, represents a valuable gene-driven approach for the functional annotation of the mammalian genome and for the generation of mouse models of human genetic diseases. The ability of ENU to induce mutations that cause various types of changes in proteins will provide additional insights into the functions of mammalian proteins that may not be detectable by knockout mutations

Reaction to Diversity Training: The Role of Epistemic Communication Constructs

The purpose of this study was to determine if psychological variables (separate knowing, connected knowing, and cognitive flexibility) are linked to reaction to diversity training. Could these psychological variables account for group differences? One hundred thirty-four business majors completed measures of these psychological variables. Analyses revealed that students with a stronger propensity toward connected knowing valued diversity training more. Students with a stronger propensity toward separate knowing devalued diversity training. When connected knowing and separate knowing served as covariates, demographic group differences were no longer significant. This suggests that connected knowing and separate knowing should be considered in diversity training modules