Science Excel: An Effective Teacher Recruitment Program for Rural Schools?

This study explored the possibility of using an Excel program to identify and recruit teachers into the profession at the secondary level

Triad experiences: The impact of joint professional development forpre- and in- service science teachers on triad dynamics

This presentation focuses on the results of in-depth phenomenological interviewing of triads involved in a pilot professional development project

USU Teaching Documentation: Dossiers from the Mentoring Program

The nation\u27s land grant institutions were founded on the principle of access for the general public to the knowledge gained through research and creative activity fostered in higher education. Central to our access mission is our dedication to teaching and learning that is informed by research and discovery, both of which must result, at least in part, from our engagement with our external constituents. That teaching and learning informs our research and vice versa; our research informs and aids in our teaching mission. This work, compiled by Professors Maria Luisa Spicer-Escalante and Cathy Ferrand Bullock, is focused on how the best, highly informed teaching is accomplished when done in an intentional manner. That intentional process helps the best university educators thoughtfully build their teaching story in an organized manner. Educators think about how they can successfully reach and engage their appropriate student audiences (or mentees), what they hope to accomplish, and how they intend to accomplish their goals. Further, as learning outcomes are identified and established, first-rate methods for course design, content inclusion, and continuous improvement can be outlined. Those of us who follow these intentional principles may then detail our growth and success along the way as teachers in the development of documents that tell our stories. Undoubtedly, the ability to clearly document and articulate that story will help academic personnel add to their tenure and promotion preparation in a very meaningful way. But as or even more important is the opportunity to describe these journeys with all the efforts, large and small, of improving their product in terms of learning outcomes and student growth and success. The nuggets of wisdom compiled by Professors Spicer-Escalante and Bullock, in USU Teaching Documentation: Dossiers from the Mentoring Program, will help teachers across the board from the new lecturer or assistant professor to the experienced professor dive into their teaching programs and find ways to continuously experiment and refine their approaches to our critically important student audiences. Good luck, teach on, and successfully document some of the most important work you all do! Frank Galey Executive Vice President and Provost Utah State University 2019https://digitalcommons.usu.edu/ua_faculty/1000/thumbnail.jp

Effects of Neonatal Neural Progenitor Cell Implantation on Adult Neuroanatomy and Cognition in the Ts65Dn Model of Down Syndrome

As much of the aberrant neural development in Down syndrome (DS) occurs postnatally, an early opportunity exists to intervene and influence life-long cognitive development. Recent success using neural progenitor cells (NPC) in models of adult neurodegeneration indicate such therapy may be a viable option in diseases such as DS. Murine NPC (mNPC, C17.2 cell line) or saline were implanted bilaterally into the dorsal hippocampus of postnatal day 2 (PND 2) Ts65Dn pups to explore the feasibility of early postnatal treatment in this mouse model of DS. Disomic littermates provided karyotype controls for trisomic pups. Pups were monitored for developmental milestone achievement, and then underwent adult behavior testing at 14 weeks of age. We found that implanted mNPC survived into adulthood and migrated beyond the implant site in both karyotypes. The implantation of mNPC resulted in a significant increase in the density of dentate granule cells. However, mNPC implantation did not elicit cognitive changes in trisomic mice either neonatally or in adulthood. To the best of our knowledge, these results constitute the first assessment of mNPC as an early intervention on cognitive ability in a DS model

Local and Landscape Factors Determining Occurrence of Phyllostomid Bats in Tropical Secondary Forests

Neotropical forests are being increasingly replaced by a mosaic of patches of different successional stages, agricultural fields and pasture lands. Consequently, the identification of factors shaping the performance of taxa in anthropogenic landscapes is gaining importance, especially for taxa playing critical roles in ecosystem functioning. As phyllostomid bats provide important ecological services through seed dispersal, pollination and control of animal populations, in this study we assessed the relationships between phyllostomid occurrence and the variation in local and landscape level habitat attributes caused by disturbance. We mist-netted phyllostomids in 12 sites representing 4 successional stages of a tropical dry forest (initial, early, intermediate and late). We also quantitatively characterized the habitat attributes at the local (vegetation structure complexity) and the landscape level (forest cover, area and diversity of patches). Two focal scales were considered for landscape characterization: 500 and 1000 m. During 142 sampling nights, we captured 606 individuals representing 15 species and 4 broad guilds. Variation in phyllostomid assemblages, ensembles and populations was associated with variation in local and landscape habitat attributes, and this association was scale-dependent. Specifically, we found a marked guild-specific response, where the abundance of nectarivores tended to be negatively associated with the mean area of dry forest patches, while the abundance of frugivores was positively associated with the percentage of riparian forest. These results are explained by the prevalence of chiropterophilic species in the dry forest and of chiropterochorous species in the riparian forest. Our results indicate that different vegetation classes, as well as a multi-spatial scale approach must be considered for evaluating bat response to variation in landscape attributes. Moreover, for the long-term conservation of phyllostomids in anthropogenic landscapes, we must realize that the management of the habitat at the landscape level is as important as the conservation of particular forest fragments

Testing the learning progression of scientific modeling: Can first graders use scientific modeling to explain the states of matter?

Scientific modeling is a scientific process that plays an integral role in students’ developing and communicating scientific understanding of observed phenomena. Scientific models indeed can be very useful in teaching abstract concepts. However, deeper understanding occurs when students are actually creating and using their own models to explain observations that they see in nature. Scientific modeling is rarely used in elementary school, especially in lower elementary grades. Scientific modeling is considered by many to be an abstract skill that is not developmentally appropriate for younger elementary students; however, scientific modeling like all other aspects of scientific inquiry has to be developed. The following is a pilot study to determine if a group of first graders at can begin to develop scientific modeling processes during a unit on the states of matter. The learning progression of modeling with these students will be illustrated to show that with careful guidance young children can effectively create, test, evaluate, revise and use models to explain observations of their natural world. By using scientific modeling, these first graders have clearly shown a deeper understanding of the states of matter