Case Feedback in Support of Learning a Systems Development Methodology

While the proliferation of computer-aided systems engineering (CASE) tools in the professional world mandates their exposure to information systems (IS) students, many IS faculty may be reluctant to introduce CASE due to the seeming paradox of learning a CASE tool before acquiring a thorough knowledge of a systems development methodology. Unfortunately, an unproven tenet of CASE implementation is that a thorough knowledge of a systems development methodology is necessary before attempting to use CASE. By adhering to this tenet we may be precluding students from using CASE technology in their infonnation systems curricula. Researchers in the field of education, however, view technology as a useful tool in learning. Studies in computer-aided instruction indicate that the feedback provided by software can be especially useful during the learning process. By applying what is known about computer feedback to CASE tools it may be possible to use CASE as a tool for learning a systems development methodology as well as producing quality systems

Innovations in Teaching the Information Systems Curriculum

College students today make up a population that is highly diverse, with values that are often different from the professors. As educators, we are all faced with the question of How can we effectively teach these students? This panel proposes to explore several innovative approaches and techniques that have been successfully integrated into the panelists\u27 courses. These techniques include introducing technology, critical thinking, collaborative learning, and experiential learning. Our goal is to provide concrete suggestions that the audience can take with them and integrate across the IS curriculum. Each panelist willpresent an overview of the particular technique they are using, and summarize how others could integrate similar processes into their classes. The panelists represent the range of research, teaching, and research/teaching institutions. Additionally the techniques have been integrated into both graduate and undergraduate courses. The panelists\u27 proposals are summarized belo

Mrgprd Enhances Excitability in Specific Populations of Cutaneous Murine Polymodal Nociceptors

The Mas-related G protein-coupled receptor D (Mrgprd) is selectively expressed in nonpeptidergic nociceptors that innervate the outer layers of mammalian skin. The function of Mrgprd in nociceptive neurons and the physiologically relevant somatosensory stimuli that activate Mrgprd^-expressing (Mrgprd^+) neurons are currently unknown. To address these issues, we studied three Mrgprd knock-in mouse lines using an ex vivo somatosensory preparation to examine the role of the Mrgprd receptor and Mrgprd+ afferents in cutaneous somatosensation. In mouse hairy skin, Mrgprd, as marked by expression of green fluorescent protein reporters, was expressed predominantly in the population of nonpeptidergic, TRPV1-negative, C-polymodal nociceptors. In mice lacking Mrgprd, this population of nociceptors exhibited decreased sensitivity to cold, heat, and mechanical stimuli. Additionally, in vitro patch-clamp studies were performed on cultured dorsal root ganglion neurons from Mrgprd^(–/–) and Mrgprd^(+/–) mice. These studies revealed a higher rheobase in neurons from Mrgprd^(–/–) mice than from Mrgprd^(+/–) mice. Furthermore, the application of the Mrgprd ligand β-alanine significantly reduced the rheobase and increased the firing rate in neurons from Mrgprd^(+/–) mice but was without effect in neurons from Mrgprd^(–/–) mice. Our results demonstrate that Mrgprd influences the excitability of polymodal nonpeptidergic nociceptors to mechanical and thermal stimuli