Engaging Learners Through Self-Guided Tutorials: Flipped Information Literacy Instruction at Bryn Mawr College

With the help of a Mellon Curricular Development grant, librarians at Bryn Mawr College’s Library & Information Technology Services redesigned their instructional model for one-shot information literacy instruction. They created self-guided, interactive online tutorials that allowed them to “flip” basic instructional content and revise their in-class lesson plan. From 2014-2016 they also conducted an empirical research study in three partner courses to assess the efficacy of their flipped classroom model. This poster will discuss the development of the online tutorials, highlights of the assessment study, and future directions for Bryn Mawr LITS’ work on information literacy instruction

Engaging Learners Through Self-Guided Tutorials: Implementing and Assessing a Flipped Classroom Model for Information Literacy Instruction

With the help of a Curricular Development Seed Grant, funded by the Mellon Foundation, librarians from Bryn Mawr College’s Library & Information Technology Services redesigned our model for one-shot information literacy instruction. We created self-guided, interactive online tutorials that allowed us to flip traditional demonstrations of skills, such as searching the library catalog, requesting books and articles, and finding empirical research. As a result, we were able to revise our in-class lesson plans to focus on active learning activities. We also conducted a research study in three academic courses to assess the efficacy of our flipped classroom model. This paper highlights the development of the online tutorials and instructional model, the assessment study, and ideas for future directions

Engaging Learners Through Self-Guided Tutorials: Implementing and Assessing a Flipped Classroom Model for Information Literacy Instruction

With the help of a Curricular Development Seed Grant, funded by the Mellon Foundation, librarians from Bryn Mawr College’s Library & Information Technology Services redesigned our model for one-shot information literacy instruction. We created self-guided, interactive online tutorials that allowed us to flip traditional demonstrations of skills, such as searching the library catalog, requesting books and articles, and finding empirical research. As a result, we were able to revise our in-class lesson plans to focus on active learning activities. We also conducted a research study in three academic courses to assess the efficacy of our flipped classroom model. This paper highlights the development of the online tutorials and instructional model, the assessment study, and ideas for future directions

Engaging Learners Through Self-Guided Tutorials: Flipped Information Literacy Instruction at Bryn Mawr College

With the help of a Mellon Curricular Development grant, librarians at Bryn Mawr College’s Library & Information Technology Services redesigned their instructional model for one-shot information literacy instruction. They created self-guided, interactive online tutorials that allowed them to “flip” basic instructional content and revise their in-class lesson plan. From 2014-2016 they also conducted an empirical research study in three partner courses to assess the efficacy of their flipped classroom model. This poster will discuss the development of the online tutorials, highlights of the assessment study, and future directions for Bryn Mawr LITS’ work on information literacy instruction

An Introduction to Using MODFLOW The USGS Modular Finite-Difference Ground-Water Computer Modeling System

MODFLOW is the U.S. Geological Survey (U.S.G.S.) Modular Finite-Difference Ground-Water computer modeling system. This program incorporates basic concepts derived from previous computer groundwater modeling programs. MODFLOW improves upon these programs because it is easy to modify, simple to use and maintain, can be executed on a variety of computers with minimal changes, and is relatively efficient with respect to computer memory and execution time (McDonald and Harbaugh, 1988)

Rare De Novo Missense Variants in RNA Helicase DDX6 Cause Intellectual Disability and Dysmorphic Features and Lead to P-Body Defects and RNA Dysregulation

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De Novo Heterozygous POLR2A Variants Cause a Neurodevelopmental Syndrome with Profound Infantile-Onset Hypotonia

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The clustering of functionally related genes contributes to CNV-mediated disease

Clusters of functionally related genes can be disrupted by a single copy number variant (CNV). We demonstrate that the simultaneous disruption of multiple functionally related genes is a frequent and significant characteristic of de novo CNVs in patients with developmental disorders (P = 1 × 10−3). Using three different functional networks, we identified unexpectedly large numbers of functionally related genes within de novo CNVs from two large independent cohorts of individuals with developmental disorders. The presence of multiple functionally related genes was a significant predictor of a CNV's pathogenicity when compared to CNVs from apparently healthy individuals and a better predictor than the presence of known disease or haploinsufficient genes for larger CNVs. The functionally related genes found in the de novo CNVs belonged to 70% of all clusters of functionally related genes found across the genome. De novo CNVs were more likely to affect functional clusters and affect them to a greater extent than benign CNVs (P = 6 × 10−4). Furthermore, such clusters of functionally related genes are phenotypically informative: Different patients possessing CNVs that affect the same cluster of functionally related genes exhibit more similar phenotypes than expected (P < 0.05). The spanning of multiple functionally similar genes by single CNVs contributes substantially to how these variants exert their pathogenic effects

De novo variants disturbing the transactivation capacity of POU3F3 cause a characteristic neurodevelopmental disorder

POU3F3, also referred to as Brain-1, is a well-known transcription factor involved in the development of the central nervous system, but it has not previously been associated with a neurodevelopmental disorder. Here, we report the identification of 19 individuals with heterozygous POU3F3 disruptions, most of which are de novo variants. All individuals had developmental delays and/or intellectual disability and impairments in speech and language skills. Thirteen individuals had characteristic low-set, prominent, and/or cupped ears. Brain abnormalities were observed in seven of eleven MRI reports. POU3F3 is an intronless gene, insensitive to nonsense-mediated decay, and 13 individuals carried protein-truncating variants. All truncating variants that we tested in cellular models led to aberrant subcellular localization of the encoded protein. Luciferase assays demonstrated negative effects of these alleles on transcriptional activation of a reporter with a FOXP2-derived binding motif. In addition to the loss-of-function variants, five individuals had missense variants that clustered at specific positions within the functional domains, and one small in-frame deletion was identified. Two missense variants showed reduced transactivation capacity in our assays, whereas one variant displayed gain-of-function effects, suggesting a distinct pathophysiological mechanism. In bioluminescence resonance energy transfer (BRET) interaction assays, all the truncated POU3F3 versions that we tested had significantly impaired dimerization capacities, whereas all missense variants showed unaffected dimerization with wild-type POU3F3. Taken together, our identification and functional cell-based analyses of pathogenic variants in POU3F3, coupled with a clinical characterization, implicate disruptions of this gene in a characteristic neurodevelopmental disorder