A longitudinal evaluation of a project-based learning initiative in an engineering undergraduate programme

Project-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier evaluation conducted after the initial offering of the unit. It considers the implementation of the recommended changes. Evaluations of the two offerings reveal that students (in both the initial and second offering) generally enjoyed the experience, but that the second offering was found to be a significantly more enjoyable learning experience. Students in the second offering also reported a significantly better understanding of what they needed to do for the design projects and where to find the requisite information. The oral presentation aspect of the initial and second offerings received the lowest satisfaction rating. The inclusion (and delivery) of the computer-aided drawing component of the unit is seen as a positive aspect by some students, but many others comment on it negatively. The best aspects of the PBL unit and those aspects needing further improvement were similar to the findings of other investigations documented in the literature

What Drives a Teacher Educator to Self-Study? An Exploration of Personal, Professional and Programmatic Influences

What drives a teacher educator to self-study? This is a question with what might be perceived as an easy answer. Perhaps there was an influential professor or colleague who conducted self-study. Or, an ingrained desire to engage in critical reflection. Maybe there was an experience that needed exploration. These are all valid reasons for why someone might choose to engage in self-study. In this work, our purpose was to look strictly to the past and investigate the experiences that we felt led a teacher educator to engage in self-study. Melva is a woman of color and recently tenured faculty member, who was made to feel uncertainty and inadequacy related to her teaching due primarily to perceptions held by others. There were several critical incidents that pushed Melva toward self-study, most salient were incidents that compromised her professional identity. Melva, new to the department, was aware of Brandon’s self-study scholarship and sought collaborative engagement for learning self-study research. Brandon, also newly tenured, has extensive selfstudy experience, including self-study presentations (AERA, Castle), publications in Studying Teacher Education, and service to the S-STEP SIG. This collaborative learning opportunity led us to examine how teacher educators come to self-study through the lens of novice and experienced self-study researchers. Our examination in this study encompasses professional, programmatic, and personal influences to answer the question of, “What personal, professional and programmatic influences draw a teacher educator to self-study?

The contribution of age structure to cell population responses to targeted therapeutics

Cells grown in culture act as a model system for analyzing the effects of anticancer compounds, which may affect cell behavior in a cell cycle position-dependent manner. Cell synchronization techniques have been generally employed to minimize the variation in cell cycle position. However, synchronization techniques are cumbersome and imprecise and the agents used to synchronize the cells potentially have other unknown effects on the cells. An alternative approach is to determine the age structure in the population and account for the cell cycle positional effects post hoc. Here we provide a formalism to use quantifiable age distributions from live cell microscopy experiments to parameterize an age-structured model of cell population response

Reflections on a 'virtual' practice development unit: changing practice through identity development

Aims. This paper draws together the personal thoughts and critical reflections of key people involved in the establishment of a ‘virtual’ practice development unit of clinical nurse specialists in the south of England. Background. This practice development unit is ‘virtual’ in that it is not constrained by physical or specialty boundaries. It became the first group of Trust-wide clinical nurse specialists to be accredited in the UK as a practice development unit in 2004. Design and methods. The local university was asked to facilitate the accreditation process via 11 two-hour audio-recorded learning sessions. Critical reflections from practice development unit members, leaders and university staff were written 12 months after successful accreditation, and the framework of their content analysed. Findings and discussion. Practice development was seen as a way for the clinical nurse specialists to realize their potential for improving patient care by transforming care practice in a collaborative, interprofessional and evolutionary manner. The practice development unit provided a means for these nurses to analyse their role and function within the Trust. Roberts’ identity development model for nursing serves as a useful theoretical underpinning for the reflections contained in this paper. Conclusions. These narratives provide another example of nurses making the effort to shape and contribute to patient care through organizational redesign. This group of nurses began to realize that the structure of the practice development unit process provided them with the means to analyse their role and function within the organization and, as they reflected on this structure, their behaviour began to change. Relevance to clinical practice. Evidence from these reflections supports the view that practice development unit participants have secured a positive and professional identity and are, therefore, better able to improve the patient experience

DNA barcoding the native flowering plants and conifers of Wales

We present the first national DNA barcode resource that covers the native flowering plants and conifers for the nation of Wales (1143 species). Using the plant DNA barcode markers rbcL and matK, we have assembled 97.7% coverage for rbcL, 90.2% for matK, and a dual-locus barcode for 89.7% of the native Welsh flora. We have sampled multiple individuals for each species, resulting in 3304 rbcL and 2419 matK sequences. The majority of our samples (85%) are from DNA extracted from herbarium specimens. Recoverability of DNA barcodes is lower using herbarium specimens, compared to freshly collected material, mostly due to lower amplification success, but this is balanced by the increased efficiency of sampling species that have already been collected, identified, and verified by taxonomic experts. The effectiveness of the DNA barcodes for identification (level of discrimination) is assessed using four approaches: the presence of a barcode gap (using pairwise and multiple alignments), formation of monophyletic groups using Neighbour-Joining trees, and sequence similarity in BLASTn searches. These approaches yield similar results, providing relative discrimination levels of 69.4 to 74.9% of all species and 98.6 to 99.8% of genera using both markers. Species discrimination can be further improved using spatially explicit sampling. Mean species discrimination using barcode gap analysis (with a multiple alignment) is 81.6% within 10×10 km squares and 93.3% for 2×2 km squares. Our database of DNA barcodes for Welsh native flowering plants and conifers represents the most complete coverage of any national flora, and offers a valuable platform for a wide range of applications that require accurate species identification

Tissue levels of active matrix metalloproteinase-2 and -9 in colorectal cancer

The bioactivity of matrix metalloproteinases was studied in tissues from colorectal cancer patients by means of both quantitative gelatin zymography and a fluorometric activity assay. Next to paired samples of tumour tissue and distant normal mucosa (n=73), transitional tissue was analysed from a limited (n=33) number of patients. Broad-spectrum matrix metalloproteinase activity and both the active and latent forms of the gelatinases matrix metalloproteinase-2 and -9 were higher in tumour than in normal mucosa. The ratio's between active and latent forms of matrix metalloproteinase-2 and -9 were highest in tumour tissue and normal mucosa, respectively. Matrix metalloproteinase-2 levels, both active and latent forms, correlated inversely with stage of disease, the tumours without synchronous distant metastases containing significantly (P=0.005) more active matrix metalloproteinase-2 than the others. At much lower levels of activity, the same trend was observed in distant normal mucosa. The level of latent form of matrix metalloproteinase-9 in tumour depended on tumour location. Neither the active form of matrix metalloproteinase-9 nor broad-spectrum matrix metalloproteinase activity in tumour tissue did correlate with any of the clinicopathological parameters investigated. The results demonstrate explicit differences between the activity of matrix metalloproteinase-2 and -9, indicating different roles for both gelatinases in tumour progression. Such data are necessary in order to develop rational anti-cancer therapies based on inhibition of specific matrix metalloproteinases