Phenomenology as a methodology for Scholarship of Teaching and Learning research

The Scholarship of Teaching and Learning (SoTL) is a rich forum where scholars from different fields and philosophical orientations find space to share their research on teaching and learning in higher education. Within this paper, we will share our individual and collective experiences of why we perceive phenomenology as a methodology well-suited for a broad range of SoTL purposes. Phenomenology is a research approach that focuses on describing the common meaning of the lived experience of several individuals about a particular phenomenon. We will discuss how phenomenology informed our own SoTL research projects, exploring the experiences of faculty and undergraduates in higher education. We will highlight the challenges and affordances that emerged from our use of this methodology. Phenomenology has motivated us to tell our stories of SoTL research and within those, to share the stories that faculty and students shared

Fostering Scholarly Approaches to Peer Review of Teaching in a Research-Intensive University: Strategic Development of a Departmental SPRoT Protocol

This article draws on a 10-year institutional initiative and examines whether and how a strategic departmental Summative Peer Review of Teaching (SPRoT) Protocol was implemented at a Canadian research-intensive university. A peer review of teaching initiative (2010-12), led by a team of UBC national teaching fellows, was prompted by institutional concerns about the quality of student learning experiences and the effectiveness of teaching in a multi-disciplinary research-intensive university context. Canadian universities have long recognized the importance of attending to the evaluation of teaching practices in their particular contexts; however, the enactment of localized scholarship directed at these practices remains very much in its infancy. Traditional approaches to the evaluation of university teaching have often resulted in the over-reliance on student evaluation of teaching data and/or ad-hoc peer-review of teaching practices with numerous accounts of methodological shortcomings that tend to yield less useful and less authentic data. Using a case study research methodology, this paper examines the strategic development of a departmental SPRoT protocol at the University of British Columbia, Canada. Issues addressed in this article include contemporary approaches to the evaluation of teaching in higher education, faculty “buy-in” for the evaluation of teaching in a research intensive university, scholarly approaches to summative and formative Performance Reviews of Teaching (PRT), faculty-specific engagement in summative and formative (informal to formal) PRT training and implementation, and strategic institutional supports (funding, expertise, mentoring, technological resources)

Strategic Approaches to SoEL Inquiry Within and Across Disciplines: Twenty-year Impact of an International Faculty Development Program in Diverse University Contexts

Educational leaders on university campuses around the world are increasingly required to account for the effectiveness, efficiency and quality of their undergraduate and graduate degree programs. The S Scholarship of Educational Leadership (SoEL) in higher education is a distinctive form of strategic inquiry for educational leaders with an explicit transformational agenda of educational practices within and across the disciplines in diverse university contexts. This paper examines complex institutional challenges and strategic approaches to SoEL inquiry. In an international faculty development context, data suggests that educational leaders from a variety of disciplines face significant challenges when undertaking SoEL inquiry. Strategic institutional supports and customised professional development are key to facilitating SoEL inquiry in higher education. Further, SoEL is inherently situated, socially mediated, and responsive to the professional learning needs and circumstances of educational leaders within and across the disciplines in diverse university contexts

Investigating support for scholarship of teaching and learning; we need SoTL educational leaders

In this paper, we focus on the experience of faculty learning to do the Scholarship of Teaching and Learning (SoTL). Our two studies uncovered similar threshold concepts in SoTL in two contrasting contexts; one study done in the United Kingdom with teaching-focused academics while the other study, done in North America, focussed on educational leaders at a researchintensive university. Both studies revealed similar ontological and epistemological transformations of learning and doing SoTL. Underpinning the results of these studies is the reality that educational leaders are situated within a complex cultural network of personal, professional, and financial tensions. There are two levels of institutional culture: university level and departmental level. But, institutional policies are only useful if also supported locally. This paper is of interest to those developing their expertise in supporting SoTL, as well as faculty on a teaching and scholarship career route

The Theory of the Interleaving Distance on Multidimensional Persistence Modules

In 2009, Chazal et al. introduced $\epsilon$-interleavings of persistence modules. $\epsilon$-interleavings induce a pseudometric $d_I$ on (isomorphism classes of) persistence modules, the interleaving distance. The definitions of $\epsilon$-interleavings and $d_I$ generalize readily to multidimensional persistence modules. In this paper, we develop the theory of multidimensional interleavings, with a view towards applications to topological data analysis. We present four main results. First, we show that on 1-D persistence modules, $d_I$ is equal to the bottleneck distance $d_B$. This result, which first appeared in an earlier preprint of this paper, has since appeared in several other places, and is now known as the isometry theorem. Second, we present a characterization of the $\epsilon$-interleaving relation on multidimensional persistence modules. This expresses transparently the sense in which two $\epsilon$-interleaved modules are algebraically similar. Third, using this characterization, we show that when we define our persistence modules over a prime field, $d_I$ satisfies a universality property. This universality result is the central result of the paper. It says that $d_I$ satisfies a stability property generalizing one which $d_B$ is known to satisfy, and that in addition, if $d$ is any other pseudometric on multidimensional persistence modules satisfying the same stability property, then $d\leq d_I$. We also show that a variant of this universality result holds for $d_B$, over arbitrary fields. Finally, we show that $d_I$ restricts to a metric on isomorphism classes of finitely presented multidimensional persistence modules.Comment: Major revision; exposition improved throughout. To appear in Foundations of Computational Mathematics. 36 page

A theory-based online health behaviour intervention for new university students (U@Uni): results from a randomised controlled trial

BACKGROUND Too few young people engage in behaviours that reduce the risk of morbidity and premature mortality, such as eating healthily, being physically active, drinking sensibly and not smoking. This study sought to assess the efficacy and cost-effectiveness of a theory-based online health behaviour intervention (based on self-affirmation theory, the Theory of Planned Behaviour and implementation intentions) targeting these behaviours in new university students, in comparison to a measurement-only control. METHODS Two-weeks before starting university all incoming undergraduates at the University of Sheffield were invited to take part in a study of new students' health behaviour. A randomised controlled design, with a baseline questionnaire, and two follow-ups (1 and 6 months after starting university), was used to evaluate the intervention. Primary outcomes were measures of the four health behaviours targeted by the intervention at 6-month follow-up, i.e., portions of fruit and vegetables, metabolic equivalent of tasks (physical activity), units of alcohol, and smoking status. RESULTS The study recruited 1,445 students (intervention n = 736, control n = 709, 58% female, Mean age = 18.9 years), of whom 1,107 completed at least one follow-up (23% attrition). The intervention had a statistically significant effect on one primary outcome, smoking status at 6-month follow-up, with fewer smokers in the intervention arm (8.7%) than in the control arm (13.0%; Odds ratio = 1.92, p = .010). There were no significant intervention effects on the other primary outcomes (physical activity, alcohol or fruit and vegetable consumption) at 6-month follow-up. CONCLUSIONS The results of the RCT indicate that the online health behaviour intervention reduced smoking rates, but it had little effect on fruit and vegetable intake, physical activity or alcohol consumption, during the first six months at university. However, engagement with the intervention was low. Further research is needed before strong conclusions can be made regarding the likely effectiveness of the intervention to promote health lifestyle habits in new university students. TRIAL REGISTRATION Current Controlled Trials, ISRCTN67684181

MODBASE: a database of annotated comparative protein structure models and associated resources

MODBASE () is a database of annotated comparative protein structure models for all available protein sequences that can be matched to at least one known protein structure. The models are calculated by MODPIPE, an automated modeling pipeline that relies on MODELLER for fold assignment, sequence–structure alignment, model building and model assessment (). MODBASE is updated regularly to reflect the growth in protein sequence and structure databases, and improvements in the software for calculating the models. MODBASE currently contains 3 094 524 reliable models for domains in 1 094 750 out of 1 817 889 unique protein sequences in the UniProt database (July 5, 2005); only models based on statistically significant alignments and models assessed to have the correct fold despite insignificant alignments are included. MODBASE also allows users to generate comparative models for proteins of interest with the automated modeling server MODWEB (). Our other resources integrated with MODBASE include comprehensive databases of multiple protein structure alignments (DBAli, ), structurally defined ligand binding sites and structurally defined binary domain interfaces (PIBASE, ) as well as predictions of ligand binding sites, interactions between yeast proteins, and functional consequences of human nsSNPs (LS-SNP, )

RNA:DNA hybrids are a novel molecular pattern sensed by TLR9.

The sensing of nucleic acids by receptors of the innate immune system is a key component of antimicrobial immunity. RNA:DNA hybrids, as essential intracellular replication intermediates generated during infection, could therefore represent a class of previously uncharacterised pathogen-associated molecular patterns sensed by pattern recognition receptors. Here we establish that RNA:DNA hybrids containing viral-derived sequences efficiently induce pro-inflammatory cytokine and antiviral type I interferon production in dendritic cells. We demonstrate that MyD88-dependent signalling is essential for this cytokine response and identify TLR9 as a specific sensor of RNA:DNA hybrids. Hybrids therefore represent a novel molecular pattern sensed by the innate immune system and so could play an important role in host response to viruses and the pathogenesis of autoimmune disease

Cognitive control and the non-conscious regulation of health behavior

A commentary on 'Cognitive control in the self-regulation of physical activity and sedentary behavior' by Buckley, J., Cohen, J. D., Kramer, A. F., McAuley, E., and Mullen, S. P. (2014). Front. Hum. Neurosci. 8:747. doi: 10.3389/fnhum.2014.0074