Educating the Net Generation

Edited by Diana G. Oblinger and James L. Oblinger. Includes a chapter by former College at Brockport faculty member Joan K. Lippincott: Net generation students and libraries. The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.https://digitalcommons.brockport.edu/bookshelf/1278/thumbnail.jp

Brigatinib causes tumor shrinkage in both NF2-deficient meningioma and schwannoma through inhibition of multiple tyrosine kinases but not ALK

Neurofibromatosis Type 2 (NF2) is an autosomal dominant genetic syndrome caused by mutations in the NF2 tumor suppressor gene resulting in multiple schwannomas and meningiomas. There are no FDA approved therapies for these tumors and their relentless progression results in high rates of morbidity and mortality. Through a combination of high throughput screens, preclinical in vivo modeling, and evaluation of the kinome en masse, we identified actionable drug targets and efficacious experimental therapeutics for the treatment of NF2 related schwannomas and meningiomas. These efforts identified brigatinib (ALUNBRIG®), an FDA-approved inhibitor of multiple tyrosine kinases including ALK, to be a potent inhibitor of tumor growth in established NF2 deficient xenograft meningiomas and a genetically engineered murine model of spontaneous NF2 schwannomas. Surprisingly, neither meningioma nor schwannoma cells express ALK. Instead, we demonstrate that brigatinib inhibited multiple tyrosine kinases, including EphA2, Fer and focal adhesion kinase 1 (FAK1). These data demonstrate the power of the de novo unbiased approach for drug discovery and represents a major step forward in the advancement of therapeutics for the treatment of NF2 related malignancies

Educating the net generation

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Building communities of educational enquiry

This article aims to outline key factors to be considered in the development of communities of enquiry in an educational context and to establish a conceptual and theoretical framework within which much needed empirical work can be carried out. The literature surveyed considers both different types of community and different theoretical positions on how communities develop. Seven factors emerge. 1) A community depends on its members' opportunities to engage in dialogue and other modes of participation. 2) Participation in a community is sustained through the quality of relationships. 3) Perspectives and assumptions underpin the relationships of a community and may offer insights into the dynamics and operation of the community. 4) How a community operates is governed by its structure and context, including the extent to which its structure is imposed or constrained either internally or externally. 5) As a community develops, a climate for its operation also emerges - involving aspects such as tone, environment and potential conflict. 6) The purpose of an enquiry will influence this climate and there may be a need to accommodate or harmonise a multiplicity of purposes arising from the complex interrelationships, perspectives and assumptions involved. 7) A key issue for all communities is control, in relation to who has access to the community, to resources, constraints and power within it. The authors conclude by highlighting a number of tensions or dualities arising from these themes and potential implications for empirical investigations in this field and for those who may seek to build a community of educational enquiry

The Pedagogical Value of Polling: A Coordinated 2012 Exit Poll Project across Diverse Classrooms

Several previous studies have demonstrated that student exit polling has educational value and promotes civic engagement (Berry and Robinson 2012, Evans and Lagergren 2007, Lelieveldt and Rossen 2009, and others). The authors of this paper have created assignments and an instructor\u27s manual on running student exit polls in undergraduate courses. Three institutions used these assignments during the fall 2012 semester. Working together, these instructors created an opportunity for their students to participate collaboratively with others in survey design and data analysis. This effort further provided assessment data on the effectiveness of this pedagogical approach for student engagement outside of the classroom in different communities and course contexts. Student surveys measured the impact that this experience had on their understanding of their own community, their relationship to the national community, their understanding of survey methodology, and descriptive statistics. Do students learn more about their community or the scientific process? Does it matter whether the course is designed primarily around politics, statistics, or public opinion? This paper addresses these questions and how these effects vary across different types of students and classrooms