Adventures in Paragraph Writing: The Development and Refinement of Scalable and Effective Writing Exercises for Large-enrollment Engineering Courses

Adventures in paragraph writing: the development and refinement of scalable and effective writing exercises for large enrollment engineering courses. The ability to communicate effectively is a highly desirable attribute for today’s graduating engineers. Additionally, the inclusion of communication components in technical courses has been shown to enhance learning of technical content and can be leveraged to satisfy non-technical learning outcomes. However, the incorporation of such components in undergraduate engineering curricula remains challenging due to resource limitations, credit hour crunches, and other issues. This paper presents the design considerations and preliminary results from our ongoing work to create an effective, transferrable, low-overhead approach to paragraph writing exercises suitable for inclusion in any large engineering course. Key considerations in the development of these exercises include: identification of the motivations and learning outcomes for each exercise; development and tailoring of writing prompts (questions) appropriate for these outcomes; and the development and implementation of an assessment and feedback strategy,including resource-efficient grading rubrics and techniques.Results are reported from the application of the paragraph writing exercise in a large civil engineering undergraduate fluid mechanics course (120 students; approximately 15 assignments). A primary focus of this first application centered on two key components that must be refined in order for the exercise to be effective and transferrable: (1) the selection of writing prompts, and (2) assessment and feedback. Analysis of student paragraphs highlights the importance of the writing prompts in the success of the exercise, indicating that specific word choice, question focus, and supplemental instruction greatly affected the level of writing students submitted. Some writing prompts were selected to address and enhance technical content in the course, while other writing prompts were developed to broaden student awareness of engineering in societal, environmental, and global contexts. In addition to developing productive writing prompts, the assessment and feedback strategies were evaluated using student surveys and feedback. While minimal marking and holistic rubric assessment methods proved effective from a grading resource standpoint, students were frustrated by the lack of feedback associated with these techniques and uncomfortable with the holistic grading rubric. Data from student surveys point to the importance of giving meaningful feedback to students, and providing them with opportunities to revise their written submissions. Student surveys also highlighted an unforeseen obstacle to the exercise: student resistance to writing in technical courses. We provide several suggestions for overcoming student resistance, as well as improved assessment and feedback strategies that better meet student needs while still not over-burdening instructors and teaching assistants

Modeling Target Disinfection By-Product Dynamics in Indoor Swimming Pools

Chlorination is the primary disinfection method for swimming pools in the United States; however, chlorine also reacts with pollutants (e.g., sweat, urine and anthropogenic compounds) to form disinfection by-products (DBPs). Some DBPs are asthma causing (e.g. nitrogen-trichloride) and even carcinogens (e.g., trihalomethanes and nitrosamines). Consequently, exposure to DBPs poses health risks to patrons and staff in pool environments. Furthermore, volatilization of DBPs is enhanced by bather activity, but the relationship between activity and volatilization has yet been quantified such that the dynamic behavior of DBPs can be predicted. Therefore, the objective of this research is to clarify the relationship between bather activities and the behavior of DBPs quantitatively in order to simulate the liquid-phase transportation of target DBPs in indoor pools. An acoustic Doppler velocimeter will monitor the velocity of water over a period of time at various depths below the water surface to measure turbulence, which corresponds to bather activity. Concentration measurements of target DBPs will be taken parallel to the time and depth of the velocity readings, and then correlated to determine the turbulent diffusion coefficients of the target DBPs. The collected data will be used to construct a DBP transport model which predicts the concentration of target DBPs over time under inputted conditions. The result will give a quantitative relationship between physical activities of swimmers and transportation of target DBPs in indoor swimming pools

Deficient NRG1-ERBB signaling alters social approach: relevance to genetic mouse models of schizophrenia

Growth factor Neuregulin 1 (NRG1) plays an essential role in development and organization of the cerebral cortex. NRG1 and its receptors, ERBB3 and ERBB4, have been implicated in genetic susceptibility for schizophrenia. Disease symptoms include asociality and altered social interaction. To investigate the role of NRG1-ERBB signaling in social behavior, mice heterozygous for an Nrg1 null allele (Nrg1+/−), and mice with conditional ablation of Erbb3 or Erbb4 in the central nervous system, were evaluated for sociability and social novelty preference in a three-chambered choice task. Results showed that deficiencies in NRG1 or ERBB3 significantly enhanced sociability. All of the mutant groups demonstrated a lack of social novelty preference, in contrast to their respective wild-type controls. Effects of NRG1, ERBB3, or ERBB4 deficiency on social behavior could not be attributed to general changes in anxiety-like behavior, activity, or loss of olfactory ability. Nrg1+/− pups did not exhibit changes in isolation-induced ultrasonic vocalizations, a measure of emotional reactivity. Overall, these findings provide evidence that social behavior is mediated by NRG1-ERBB signaling

Implementing stakeholder engagement to explore alternative models of consent: An example from the PREP-IT trials

Introduction: Cluster randomized crossover trials are often faced with a dilemma when selecting an optimal model of consent, as the traditional model of obtaining informed consent from participant's before initiating any trial related activities may not be suitable. We describe our experience of engaging patient advisors to identify an optimal model of consent for the PREP-IT trials. This paper also examines surrogate measures of success for the selected model of consent. Methods: The PREP-IT program consists of two multi-center cluster randomized crossover trials that engaged patient advisors to determine an optimal model of consent. Patient advisors and stakeholders met regularly and reached consensus on decisions related to the trial design including the model for consent. Patient advisors provided valuable insight on how key decisions on trial design and conduct would be received by participants and the impact these decisions will have. Results: Patient advisors, together with stakeholders, reviewed the pros and cons and the requirements for the traditional model of consent, deferred consent, and waiver of consent. Collectively, they agreed upon a deferred consent model, in which patients may be approached for consent after their fracture surgery and prior to data collection. The consent rate in PREP-IT is 80.7%, and 0.67% of participants have withdrawn consent for participation. Discussion: Involvement of patient advisors in the development of an optimal model of consent has been successful. Engagement of patient advisors is recommended for other large trials where the traditional model of consent may not be optimal