\u3cb\u3eReviewer Essay:\u3c/b\u3e What Makes for a High Quality SoTL Research Article?

Excerpt: In reviewing submissions for this and other journals, the most common problems I see flow from writers wearing blinders, focusing only on what is immediately in front of them rather than the big picture. They know better, but for the moment forget what they know. Dr. Johnson’s dictum is exactly to the point: we \u27more frequently require to be reminded than informed

Teachers as Students: Changing the Cognitive Economy Through Professional Development

This article explores the relationship between centers for teaching and learning and teaching faculty. Examining the cognitive economy that constitutes the learning environment for both faculty and students under the categories of goals, activities, information, time, community, and alignment, the author suggests that centers for teaching and learning consider faculty as students. Arguing that the theory-in-use or governing paradigm of most institutions values instruction over learning, he explores the requirements of a cognitive economy that promotes a deep approach to learning for students and a deep approach to teaching for faculty, and he indicates the implications of this framework for centers of teaching and learning

Dispelling the Fog of Learning through SoTL

Students, faculty, and administrators in higher education work in a pervasive fog, a state of diminished perception of those processes most relevant to learning, caused by a lack of information, unreliable information, and distorted information. SoTL can address this problem by clarifying providing needed information and helping to correct distortions

De la instrucció a l’aprenentatge. Un nou paradigma per a l’educació universitària

S’està produint un canvi de paradigma en l’educació superior nord-americana. El paradigma que ha regit als centres universitaris fins ara concep la universitat com una institució que té per objecte proporcionar ensenyament. De manera subtil però intensa, s’està evolucionant cap a un nou paradigma que entén que la finalitat de la universitat és produir aprenentatge. Aquest canvi suposa una modificació profunda de totes les dimensions de l’educació superior

From Teaching to Learning: A New Paradigm for Undergraduate Education

Two alternative paradigms for undergraduate education are compared; one holds teaching as its purpose, the other learning. The natures of the two paradigms are examined on the following dimensions: mission and purposes, criteria for success, teaching and learning structures, underlying learning theory, concepts of productivity and methods of funding, and faculty and staff roles in instruction and governance

Relatedness between the two-component lantibiotics lacticin 3147 and staphylococcin C55 based on structure, genetics and biological activity

BACKGROUND: Two component lantibiotics, such as the plasmid-encoded lacticin 3147 produced by Lactococcus lactis DPC3147 and staphylococcin C55 produced by Staphylococcus aureus C55, represent an emerging subgroup of bacteriocins. These two bacteriocins are particularly closely related, exhibiting 86% (LtnA1 and C55α) and 55% (LtnA2 and C55β) identity in their component peptides. The aim of this study was to investigate, for the first time for any two component bacteriocins, the significance of the relatedness between these two systems. RESULTS: So close is this relatedness that the hybrid peptide pairs LtnA1:C55β and C55α:LtnA2 were found to have activities in the single nanomolar range, comparing well with the native pairings. To determine whether this flexibility extended to the associated post-translational modification/processing machinery, the staphylococcin C55 structural genes were directly substituted for their lacticin 3147 counterparts in the ltn operon on the large conjugative lactococcal plasmid pMRC01. It was established that the lacticin LtnA1 post-translational and processing machinery could produce functionally active C55α, but not C55β. In order to investigate in closer detail the significance of the differences between LtnA1 and C55α, three residues in LtnA1 were replaced with the equivalent residues in C55α. Surprisingly, one such mutant LtnA1-Leu21Ala was not produced. This may be significant given the positioning of this residue in a putative lipid II binding loop. CONCLUSION: It is apparent, despite sharing striking similarities in terms of structure and activity, that these two complex bacteriocins display some highly dedicated features particular to either system

Key Components of Musical Discourse Analysis

Musical discourse analysis is an interdisciplinary study which is incomplete without consideration of relevant social, linguistic, psychological, visual, gestural, ritual, technical, historical and musicological aspects. In the framework of Critical Discourse Analysis, musical discourse can be interpreted as social practice: it refers to specific means of representing specific aspects of the social (musical) sphere. The article introduces a general view of contemporary musical discourse, and analyses genres from the point of ‘semiosis’, ‘social agents’, ‘social relations’, ‘social context’, and ‘text’. These components of musical discourse analysis, in their various aspects and combinations, should help thoroughly examine the context of contemporary musical art, and determine linguistic features specific to different genres of musical discourse

Projects in Geospatial Data Analysis: Spring 2015

This document contains semester projects for students in CSCI 4380/7000 Geospatial Data Analysis (GSA). The course explores the technical aspects of programmatic geospatial data analysis with a focus on GIS concepts, custom GIS programming, analytical and statistical methods, and open source tools and frameworks