Strain-Specific Battery of Tests for Domains of Mania: Effects of Valproate, Lithium and Imipramine

The lack of efficient animal models for bipolar disorder (BPD), especially for the manic pole, is a major factor hindering the research of its pathophysiology and the development of improved drug treatments. The present study was designed to identify an appropriate mouse strain for modeling some behavioral domains of mania and to evaluate the effects of drugs using this strain. The study compared the behavior of four strains: Black Swiss, C57Bl/6, CBA/J and A/J mice in a battery of tests that included spontaneous activity; sweet solution preference; light/dark box; resident-intruder; forced-swim and amphetamine-induced hyperactivity. Based on the ‘manic-like’ behavior demonstrated by the Black Swiss strain, the study evaluated the effects of the mood stabilizers valproate and lithium and of the antidepressant imipramine in the same tests using this strain. Results indicated that lithium and valproate attenuate the ‘manic-like’ behavior of Black Swiss mice whereas imipramine had no effects. These findings suggest that Black Swiss mice might be a good choice for modeling several domains of mania and distinguishing the effects of drugs on these specific domains. However, the relevance of the behavioral phenotype of Black Swiss mice to the biology of BPD is unknown at this time and future studies will investigate molecular differences between Black Swiss mice and other strains and asess the interaction between strain and mood stabilizing treatment

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 9, Issue 1, Winter 2020

Explicitly established to foreground interdisciplinary teaching and learning, Impact also welcomes evidence and discussion of experiential learning. Often the two – interdisciplinary teaching and experiential learning – co-exist. Yet even when they do not, both practices model how to think in myriad ways and to notice how knowledge is constructed. As our winter 2019 issue makes clear, interdisciplinary teaching and learning and experiential learning often begin with questions. Why does it matter that students grapple directly with archival material? What happens when undergraduates practice psychology by training dogs? Do students understand financial literacy? This issue also asks questions about students’ reading habits and faculty expectations of them as readers

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 8, Issue 2, Summer 2019

Many of us look for ways to help students forge concrete connections between their academic studies and the real world. Universities encourage professors to develop community-based learning, allowing students to contribute to the community beyond their campus in a way that enhances their academic studies and enables them to create these connections. Scholars have theorized the many benefits of community-based learning, but professors have many questions about how to implement community-based learning in practice. What does a successful community-based learning assignment look like? What are the different ways to assess students’ learning experiences in community-based learning assignments? How can one build effective partnerships with community organizations? In these pages, you will find practical advice, theoretical framework, and firsthand accounts of community-engaged teaching across disciplines. Learn from professors who have designed assignments allowing students to complete community projects with refugees, prisoners, veterans, elementary school children, science museums, nursing homes, public libraries, and ESL populations. Students in an Anthropology course, for instance, conduct oral history interviews with refugees, and provide written transcriptions of the interviews that the refugees can then use as a learning tool in ESL classes. In a Science Methods class, students collaborate with an aquarium to produce meaningful exhibits that educate the public. First-year writing students work with veterans to create autobiographical films and write papers related to the project

Rescued Is My Favorite Breed: An Academia-Community Partnership Targeting a Mutual Goal

The Canine Learning and Behavior undergraduate psychology course was created as a partnership among Saint Francis University, the Central Pennsylvania Humane Society, the Huntingdon County Humane Society, and the Cambria County Humane Society. Designed in accordance with recommended community engagement practices, the course offers enrolled students the opportunity to live with and train shelter dogs for an entire academic term. Students also learn to write shelter-specific grant applications on behalf of the community partners. Outcomes evaluation reveals that the course yields a positive effect on students, the community, and sheltered dogs alike