The Purdue Mechanics Freeform Classroom: A New Approach to Engineering Mechanics Education

The [REMOVED] Mechanics Freeform Classroom: A New Approach to Engineering Mechanics EducationMotivated by the need to address the broad spectrum of learning styles embraced by today’sengineering students, a desire to encourage active, peer-to-peer, and self-learning, and a goal ofinteracting with every student despite ever-expanding enrollments, the mechanics faculty at[REMOVED] University have developed the [REMOVED] Mechanics Freeform Classroom(PMFC) -- a new approach to engineering mechanics education. This complete, yet evolving,course system seeks to combine the more successful elements of the traditional classroom, withnew hybrid textbooks, extensive multimedia content, and web2.0 interactive technologies tocreate linked physical and virtual learning environments that not only appeal to students, butmarkedly improve the students’ technical competency in foundational engineering technicalareas.Though some elements of the PMFC have been in development for more than five years, thecurrent amalgamation of educational tools has been implemented for only six semesters. Thisincarnation consists of four core elements: Hybrid Textbooks/Lecture Notes – A key component of the PMFC experience is the hybrid textbook/lecture notes sets, dubbed “lecturebooks”. These hybrid texts are designed to concisely present the students with pertinent background information, highlight fundamental engineering principles and optimal problem solving techniques, and provide an extensive array of practical and relevant examples. The hybrid nature of the document stems from the notion that most factual information is provided in full, while brief and extended examples are provided with ample white space, allowing the student to actively work the problem, with the instructor’s assistance, within a lecture environment. Course Blog – The connective tissue of the PMFC experience is a highly-interactive course blog, which serves as a repository for course information and multimedia and, more importantly, a venue for peer-to-peer and student-to-instructor virtual interaction. Multimedia Content – Though blog-enabled peer-to-peer and student-to-instructor interactions lead to significant out-of-classroom learning, these features are buttressed in the PMFC by a wide array of multimedia content, designed specifically for self-paced factual delivery, and ultimately self-learning. The cornerstone of this multimedia content is the more than 400 instructor-produced videos, which highlight, in a step-by-step fashion, the problem solving approaches required for all of the course’s homework problems and lecture examples, and numerous internally-produced technical videos that relate various course topics to real-world events and engineering systems. Lecture – The most traditional component of the PMFC experience is the classroom lecture. Though lecture format and style can vary dramatically from instructor to instructor, the PMFC model encourages a strong emphasis on engineering fundamentals, highly-interactive and open-ended technical discussions, classroom demonstrations, and the inclusion of extended examples or case studies that parallel world events and/or technical situations that arise in students’ lives.Given this framework, the present work specifically seeks to describe the development andevolution of the [REMOVED] Mechanics Freeform Classroom and its constituent components.Complementing this will be a discussion of preliminary assessment, both formal and anecdotal innature. The results of this assessment not only highlight the group-level efficacy of the approach(as captured through student failure and withdrawal metrics, amongst pertinent others), but alsohighlight improvements in student satisfaction and course perception. Finally, in light of theirimportance in the presence of sustainable curricular change, issues associated with faculty buy-inand material adoption will also be discussed

Experiential Learning: Student Participation and Future Engagement

Experiential Learning: Understanding our Students’ PerspectivesIn 2014, the Gallup-Purdue Index Report examined the relationship between certain collegiateexperiences and workplace engagement. It found that experiences or experiential learningopportunities such as participating in a co-op program, internship or working on projects thatdeveloped over one semester more deeply affect the level of a graduate’s workplace engagementand therefore productivity and overall well-being. While it is apparent how importantexperiential learning can be to the future success and well-being of students, it is more difficultto measure all of the activities that can be labeled as experiential learning and to define whatconstitutes a meaningful experiential learning opportunity.This paper will examine the results of a survey used to measure an undergraduate engineeringpopulation’s involvement in experiential learning activities that was given to 7105 undergraduatestudents at one institution. The results reflect that students are participating in a wide variety ofactivities that could be considered experiential learning, however the results also suggest thatthere is a need to refine the definition of experiential learning as it pertains specifically toengineering. For example, is a single project in a design-build course a significant experientiallearning experience or is a traditional semester abroad which doesn’t include any engineeringfocus? Additionally, this paper will discuss a tool which can be shared with academicstakeholders to guide students towards participating in experiences which will serve to aid themin career goals as they progress through their curricula, not just as a final report at the end oftheir academic tenure

Panel Discussion on the History of the Women in Engineering Division: Reflections From Past Chairs of the Division

In celebration of 125 years of the American Society of Engineering Education, past Chairs of the Women in Engineering Division (WIED), Beth Holloway, Donna Llewellyn, Sarah Rajala, and Noel Schulz convened in a focused panel that looked back through the division’s history. To help archive the historical perspective of these leaders, this paper was developed to help the former Chairs focus their perspectives with guiding questions. One additional chair, who could not attend the conference, Donna Reese participated in this paper. The guiding questions for chairs concerned: the influence of their leadership of the WIED on their career, their perspective on the climate for women, the main issues the division faced when they were chair, and what research questions people should be asking now

Beyond critique: the value of co-production in realising just cities?

This paper contributes to the burgeoning literature on the role of academic–practice relationships in contributing to sustainable urban development. We argue that co-production offers a potential pathway for academics to work with policy-makers in moving towards the realisation of more just cities. The paper starts from the position that there is an essential need for, but limit to, critique alone in contributing to the possibility of urban change. Moving towards a shared critique as a basis for future action is an important precondition for realising more just cities, adding weight to the voices arguing for alternative urban visions. These arguments are advanced through a study conducted by academic researchers and policy-makers in the Greater Manchester Low Carbon Hub. The paper outlines a process for working with existing urban institutions within institutional constraints to develop affirmative actions with the aim of longer term transformations. A key contribution is then the identification of eight markers for assessing progress towards the realisation of more just cities

A Novel Role for MAPKAPK2 in Morphogenesis during Zebrafish Development

One of the earliest morphogenetic processes in the development of many animals is epiboly. In the zebrafish, epiboly ensues when the animally localized blastoderm cells spread, thin over, and enclose the vegetally localized yolk. Only a few factors are known to function in this fundamental process. We identified a maternal-effect mutant, betty boop (bbp), which displays a novel defect in epiboly, wherein the blastoderm margin constricts dramatically, precisely when half of the yolk cell is covered by the blastoderm, causing the yolk cell to burst. Whole-blastoderm transplants and mRNA microinjection rescue demonstrate that Bbp functions in the yolk cell to regulate epiboly. We positionally cloned the maternal-effect bbp mutant gene and identified it as the zebrafish homolog of the serine-threonine kinase Mitogen Activated Protein Kinase Activated Protein Kinase 2, or MAPKAPK2, which was not previously known to function in embryonic development. We show that the regulation of MAPKAPK2 is conserved and p38 MAP kinase functions upstream of MAPKAPK2 in regulating epiboly in the zebrafish embryo. Dramatic alterations in calcium dynamics, together with the massive marginal constrictive force observed in bbp mutants, indicate precocious constriction of an F-actin network within the yolk cell, which first forms at 50% epiboly and regulates epiboly progression. We show that MAPKAPK2 activity and its regulator p38 MAPK function in the yolk cell to regulate the process of epiboly, identifying a new pathway regulating this cell movement process. We postulate that a p38 MAPKAPK2 kinase cascade modulates the activity of F-actin at the yolk cell margin circumference allowing the gradual closure of the blastopore as epiboly progresses

PIASγ Is Required for Faithful Chromosome Segregation in Human Cells

BACKGROUND: The precision of the metaphase-anaphase transition ensures stable genetic inheritance. The spindle checkpoint blocks anaphase onset until the last chromosome biorients at metaphase plate, then the bonds between sister chromatids are removed and disjoined chromatids segregate to the spindle poles. But, how sister separation is triggered is not fully understood. PRINCIPAL FINDINGS: We identify PIASγ as a human E3 sumo ligase required for timely and efficient sister chromatid separation. In cells lacking PIASγ, normal metaphase plates form, but the spindle checkpoint is activated, leading to a prolonged metaphase block. Sister chromatids remain cohered even if cohesin is removed by depletion of hSgo1, because DNA catenations persist at centromeres. PIASγ-depleted cells cannot properly localize Topoisomerase II at centromeres or in the cores of mitotic chromosomes, providing a functional link between PIASγ and Topoisomerase II. CONCLUSIONS: PIASγ directs Topoisomerase II to specific chromosome regions that require efficient removal of DNA catenations prior to anaphase. The lack of this activity activates the spindle checkpoint, protecting cells from non-disjunction. Because DNA catenations persist without PIASγ in the absence of cohesin, removal of catenations and cohesin rings must be regulated in parallel

Genetic Analysis of Genome-Scale Recombination Rate Evolution in House Mice

The rate of meiotic recombination varies markedly between species and among individuals. Classical genetic experiments demonstrated a heritable component to population variation in recombination rate, and specific sequence variants that contribute to recombination rate differences between individuals have recently been identified. Despite these advances, the genetic basis of species divergence in recombination rate remains unexplored. Using a cytological assay that allows direct in situ imaging of recombination events in spermatocytes, we report a large (∼30%) difference in global recombination rate between males of two closely related house mouse subspecies (Mus musculus musculus and M. m. castaneus). To characterize the genetic basis of this recombination rate divergence, we generated an F2 panel of inter-subspecific hybrid males (n = 276) from an intercross between wild-derived inbred strains CAST/EiJ (M. m. castaneus) and PWD/PhJ (M. m. musculus). We uncover considerable heritable variation for recombination rate among males from this mapping population. Much of the F2 variance for recombination rate and a substantial portion of the difference in recombination rate between the parental strains is explained by eight moderate- to large-effect quantitative trait loci, including two transgressive loci on the X chromosome. In contrast to the rapid evolution observed in males, female CAST/EiJ and PWD/PhJ animals show minimal divergence in recombination rate (∼5%). The existence of loci on the X chromosome suggests a genetic mechanism to explain this male-biased evolution. Our results provide an initial map of the genetic changes underlying subspecies differences in genome-scale recombination rate and underscore the power of the house mouse system for understanding the evolution of this trait

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Effect of remote ischaemic conditioning on clinical outcomes in patients with acute myocardial infarction (CONDI-2/ERIC-PPCI): a single-blind randomised controlled trial.

BACKGROUND: Remote ischaemic conditioning with transient ischaemia and reperfusion applied to the arm has been shown to reduce myocardial infarct size in patients with ST-elevation myocardial infarction (STEMI) undergoing primary percutaneous coronary intervention (PPCI). We investigated whether remote ischaemic conditioning could reduce the incidence of cardiac death and hospitalisation for heart failure at 12 months. METHODS: We did an international investigator-initiated, prospective, single-blind, randomised controlled trial (CONDI-2/ERIC-PPCI) at 33 centres across the UK, Denmark, Spain, and Serbia. Patients (age >18 years) with suspected STEMI and who were eligible for PPCI were randomly allocated (1:1, stratified by centre with a permuted block method) to receive standard treatment (including a sham simulated remote ischaemic conditioning intervention at UK sites only) or remote ischaemic conditioning treatment (intermittent ischaemia and reperfusion applied to the arm through four cycles of 5-min inflation and 5-min deflation of an automated cuff device) before PPCI. Investigators responsible for data collection and outcome assessment were masked to treatment allocation. The primary combined endpoint was cardiac death or hospitalisation for heart failure at 12 months in the intention-to-treat population. This trial is registered with ClinicalTrials.gov (NCT02342522) and is completed. FINDINGS: Between Nov 6, 2013, and March 31, 2018, 5401 patients were randomly allocated to either the control group (n=2701) or the remote ischaemic conditioning group (n=2700). After exclusion of patients upon hospital arrival or loss to follow-up, 2569 patients in the control group and 2546 in the intervention group were included in the intention-to-treat analysis. At 12 months post-PPCI, the Kaplan-Meier-estimated frequencies of cardiac death or hospitalisation for heart failure (the primary endpoint) were 220 (8·6%) patients in the control group and 239 (9·4%) in the remote ischaemic conditioning group (hazard ratio 1·10 [95% CI 0·91-1·32], p=0·32 for intervention versus control). No important unexpected adverse events or side effects of remote ischaemic conditioning were observed. INTERPRETATION: Remote ischaemic conditioning does not improve clinical outcomes (cardiac death or hospitalisation for heart failure) at 12 months in patients with STEMI undergoing PPCI. FUNDING: British Heart Foundation, University College London Hospitals/University College London Biomedical Research Centre, Danish Innovation Foundation, Novo Nordisk Foundation, TrygFonden