The Syllabus Evolved: Extended Graphic Syllabi for Economics Courses

An extended graphic syllabus is an artifact that contains limited jargon within a visual representation of a traditional course outline (i.e. a classic graphic syllabus) and incorporates visual elements into other parts of the traditional syllabus (e.g. course policies, assessments) in order to hold and focus the students’ attention on the document. Its purpose is to give students a sense of the course’s “big picture”, to make their initial encounter with the course topics more meaningful, and to induce them to actually read and reference the syllabus throughout the semester. In addition to providing rationale for using extended graphic syllabi, this paper provides examples of classic graphic syllabi, describes how to create them, and offers examples of elements of extended graphic syllabi. Student perceptions of traditional and graphic syllabi are assessed

Characterizing Emerging Canine H3 Influenza Viruses.

The continual emergence of novel influenza A strains from non-human hosts requires constant vigilance and the need for ongoing research to identify strains that may pose a human public health risk. Since 1999, canine H3 influenza A viruses (CIVs) have caused many thousands or millions of respiratory infections in dogs in the United States. While no human infections with CIVs have been reported to date, these viruses could pose a zoonotic risk. In these studies, the National Institutes of Allergy and Infectious Diseases (NIAID) Centers of Excellence for Influenza Research and Surveillance (CEIRS) network collaboratively demonstrated that CIVs replicated in some primary human cells and transmitted effectively in mammalian models. While people born after 1970 had little or no pre-existing humoral immunity against CIVs, the viruses were sensitive to existing antivirals and we identified a panel of H3 cross-reactive human monoclonal antibodies (hmAbs) that could have prophylactic and/or therapeutic value. Our data predict these CIVs posed a low risk to humans. Importantly, we showed that the CEIRS network could work together to provide basic research information important for characterizing emerging influenza viruses, although there were valuable lessons learned

Genomic diversity of SARS-CoV-2 during early introduction into the Baltimore-Washington metropolitan area.

The early COVID-19 pandemic was characterized by rapid global spread. In Maryland and Washington, DC, United States, more than 2500 cases were reported within 3 weeks of the first COVID-19 detection in March 2020. We aimed to use genomic sequencing to understand the initial spread of SARS-CoV-2 - the virus that causes COVID-19 - in the region. We analyzed 620 samples collected from the Johns Hopkins Health System during March 11-31, 2020, comprising 28.6% of the total cases in Maryland and Washington, DC. From these samples, we generated 114 complete viral genomes. Analysis of these genomes alongside a subsampling of over 1000 previously published sequences showed that the diversity in this region rivaled global SARS-CoV-2 genetic diversity at that time and that the sequences belong to all of the major globally circulating lineages, suggesting multiple introductions into the region. We also analyzed these regional SARS-CoV-2 genomes alongside detailed clinical metadata and found that clinically severe cases had viral genomes belonging to all major viral lineages. We conclude that efforts to control local spread of the virus were likely confounded by the number of introductions into the region early in the epidemic and the interconnectedness of the region as a whole

Human germline heterozygous gain-of-function STAT6 variants cause severe allergic disease

STAT6 (signal transducer and activator of transcription 6) is a transcription factor that plays a central role in the pathophysiology of allergic inflammation. We have identified 16 patients from 10 families spanning three continents with a profound phenotype of early-life onset allergic immune dysregulation, widespread treatment-resistant atopic dermatitis, hypereosinophilia with esosinophilic gastrointestinal disease, asthma, elevated serum IgE, IgE-mediated food allergies, and anaphylaxis. The cases were either sporadic (seven kindreds) or followed an autosomal dominant inheritance pattern (three kindreds). All patients carried monoallelic rare variants in STAT6 and functional studies established their gain-of-function (GOF) phenotype with sustained STAT6 phosphorylation, increased STAT6 target gene expression, and TH2 skewing. Precision treatment with the anti-IL-4Rα antibody, dupilumab, was highly effective improving both clinical manifestations and immunological biomarkers. This study identifies heterozygous GOF variants in STAT6 as a novel autosomal dominant allergic disorder. We anticipate that our discovery of multiple kindreds with germline STAT6 GOF variants will facilitate the recognition of more affected individuals and the full definition of this new primary atopic disorder

Flipping out about the flip: All hype or is there hope?

The flipped classroom was founded on student-centered pedagogy, with the idea that students retain more information by using active learning techniques during class compared to sitting in a lecture-based course. We implement a randomized experiment to quantify the effect of flipping on the learning outcomes of economics students. We compare standardized exam scores of students who experienced a flipped classroom to those who experienced a traditional classroom in principles of microeconomics courses. OLS regression results show that, following a negative adjustment period, students who experienced the flipped classroom scored significantly higher on midterm and final exams than did the control group. The magnitude of these effects suggests improvements in the students’ scores of a lower bound of two-thirds to an entire a letter grade

The Syllabus Evolved: Extended Graphic Syllabi for Economics Courses

An extended graphic syllabus is an artifact that contains limited jargon within a visual representation of a traditional course outline (i.e. a classic graphic syllabus) and incorporates visual elements into other parts of the traditional syllabus (e.g. course policies, assessments) in order to hold and focus the students’ attention on the document. Its purpose is to give students a sense of the course’s “big picture”, to make their initial encounter with the course topics more meaningful, and to induce them to actually read and reference the syllabus throughout the semester. In addition to providing rationale for using extended graphic syllabi, this paper provides examples of classic graphic syllabi, describes how to create them, and offers examples of elements of extended graphic syllabi. Student perceptions of traditional and graphic syllabi are assessed