6 research outputs found
Instructional Models for Course-Based Research Experience (CRE) Teaching
The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching
Models of classroom assessment for course-based research experiences
Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education
ImmunoPET imaging of murine CD4+ T cells using an anti-mouse CD4 antibody fragment
CD4+ T cells orchestrate the immune system and play a key role in the response to infection, the induction and maintenance of some autoimmune diseases, and immunotherapy of cancer. Comprehensive, noninvasive imaging of CD4+ T cells would be an improvement upon current methods of analysis such as blood draws and biopsies. Molecular imaging of CD4+ T cells can be accomplished with immuno-positron emission tomography (PET), which utilizes antibody-based probes to detect and quantify cell surface markers. This dissertation describes the characterization of the functional properties of GK1.5 cys-diabody (cDb), an anti-mouse CD4 antibody fragment, and its use in detecting CD4+ T cells with immunoPET in a mouse model of inflammatory bowel disease. Ideally, imaging probes should have minimal biological effect on the target of interest, and be suitable for imaging at low doses. In this work, the effect of GK1.5 cDb on murine CD4+ T cell function and CD4 expression was explored at multiple doses. Furthermore, the effect of protein dose on image contrast was assessed by performing a dose-esclation immunoPET study and ex vivo biodistribution analysis. The lowest protein dose of 2 �g 89Zr-labeled GK1.5 cDb resulted in improved contrast of lymphoid organs in PET scans compared to higher doses. Intravenous administration of GK1.5 cDb caused a dose-dependent, transient decrease in CD4 expression in blood and lymphoid organs, which recovered within 3 days post-injection. Proliferation was inhibited in vivo in inguinal lymph nodes but not the spleen by injection of 40 �g GK1.5 cDb. Overall, using low dose GK1.5 cDb minimized biological effects on CD4+ T cells. A potential application of anti-CD4 immunoPET is investigation of the localization of CD4+ T cells at sites of inflammation, and use imaging to guide treatment decisions. Here, immunoPET imaging with 89Zr-malDFO-GK1.5 cDb was used to image the distribution of CD4+ T cells in the intestinal region of mice treated with dextran sulfate sodium to induce colitis. Increased uptake of GK1.5 cDb in the distal colon and mesenteric lymph nodes (MLN) of colitic mice was apparent from in vivo scans. Ex vivo scans and biodistribution analysis confirmed higher uptake in DSS-treated colons, ceca, and MLN. Anti-CD4 immunoPET was also used to image colitic mice after immunosuppressive treatment with cyclosporin A (CsA), although no significant changes were seen in the biodistribution of the probe between treated and non-treated mice. This work shows that low dose GK1.5 cDb yields high-contrast immunoPET images with minimal effects on T cell biology, and was a useful tool for investigating CD4+ T cells in the context of preclinical inflammatory bowel disease
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ImmunoPET imaging of murine CD4+ T cells using an anti-mouse CD4 antibody fragment
CD4+ T cells orchestrate the immune system and play a key role in the response to infection, the induction and maintenance of some autoimmune diseases, and immunotherapy of cancer. Comprehensive, noninvasive imaging of CD4+ T cells would be an improvement upon current methods of analysis such as blood draws and biopsies. Molecular imaging of CD4+ T cells can be accomplished with immuno-positron emission tomography (PET), which utilizes antibody-based probes to detect and quantify cell surface markers. This dissertation describes the characterization of the functional properties of GK1.5 cys-diabody (cDb), an anti-mouse CD4 antibody fragment, and its use in detecting CD4+ T cells with immunoPET in a mouse model of inflammatory bowel disease. Ideally, imaging probes should have minimal biological effect on the target of interest, and be suitable for imaging at low doses. In this work, the effect of GK1.5 cDb on murine CD4+ T cell function and CD4 expression was explored at multiple doses. Furthermore, the effect of protein dose on image contrast was assessed by performing a dose-esclation immunoPET study and ex vivo biodistribution analysis. The lowest protein dose of 2 �g 89Zr-labeled GK1.5 cDb resulted in improved contrast of lymphoid organs in PET scans compared to higher doses. Intravenous administration of GK1.5 cDb caused a dose-dependent, transient decrease in CD4 expression in blood and lymphoid organs, which recovered within 3 days post-injection. Proliferation was inhibited in vivo in inguinal lymph nodes but not the spleen by injection of 40 �g GK1.5 cDb. Overall, using low dose GK1.5 cDb minimized biological effects on CD4+ T cells. A potential application of anti-CD4 immunoPET is investigation of the localization of CD4+ T cells at sites of inflammation, and use imaging to guide treatment decisions. Here, immunoPET imaging with 89Zr-malDFO-GK1.5 cDb was used to image the distribution of CD4+ T cells in the intestinal region of mice treated with dextran sulfate sodium to induce colitis. Increased uptake of GK1.5 cDb in the distal colon and mesenteric lymph nodes (MLN) of colitic mice was apparent from in vivo scans. Ex vivo scans and biodistribution analysis confirmed higher uptake in DSS-treated colons, ceca, and MLN. Anti-CD4 immunoPET was also used to image colitic mice after immunosuppressive treatment with cyclosporin A (CsA), although no significant changes were seen in the biodistribution of the probe between treated and non-treated mice. This work shows that low dose GK1.5 cDb yields high-contrast immunoPET images with minimal effects on T cell biology, and was a useful tool for investigating CD4+ T cells in the context of preclinical inflammatory bowel disease
Instructional Models for Course-Based Research Experience (CRE) Teaching
The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching
Recommended from our members
Instructional Models for Course-Based Research Experience (CRE) Teaching
The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching