Improving academic writing skills among undergraduates at a Hispanic serving university in South Texas with cooperative learning, scaffolded instruction, and formative feedback

Three teaching strategies: scaffolded instruction, cooperative learning, and formative feedback were analyzed to determine their effectiveness in improving academic writing skills among undergraduates at a Hispanic serving university in south Texas. Hispanic youth in the United States are graduating from high school and college at significantly lower rates than students from all other ethnic backgrounds. This mixed methods study was conducted during the spring semester of 2011. Forty-six students from two education classes participated. Data from a pre and post test survey, writing samples, and interviews were analyzed. Positive gains were seen in all areas of academic writing, but larger gains were seen in some areas of academic writing than others. The majority of the participants in this study improved substantially in their ability to follow APA formatting guidelines and in the area of style. Small positive gains were observed in the areas of writing mechanics, content, and organization. The three instructional strategies used in this study were perceived by the participants to support growth in academic writing. All of the participants perceived the instructional techniques used in this study to be helpful techniques for supporting growth in academic writing, regardless of their language or educational background. A major implication of this study is that college professors should use a combination of cooperative learning, scaffolded instruction, and formative feedback to support students in learning the different types of academic writing needed for success in college

Undergraduate Hispanic Student Response To Cooperative Learning

Three classes of undergraduate Hispanic students assigned to an ESL professor and a teaching assistant were selected to experience cooperative learning over a full semester. Pre-semester surveys were completed by 80 undergraduate students. Post-semester surveys were completed by 66 undergraduate students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of a base group. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner

Quantitative And Qualitative Results: Cooperative Learning Implementation With Hispanic Community College Freshmen

Five classes of Art Appreciation first semester undergraduate Hispanic students assigned to one professor were selected to experience cooperative learning over a full semester. Pre-semester surveys and post-semester surveys were completed by 104 Hispanic freshmen college students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of base groups of two. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the first time college freshmen to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner

Undergraduate Hispanic Student Response To Cooperative Learning

Three classes of undergraduate Hispanic students assigned to an ESL professor and a teaching assistant were selected to experience cooperative learning over a full semester. Pre-semester surveys were completed by 80 undergraduate students. Post-semester surveys were completed by 66 undergraduate students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of a base group. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner

Quantitative And Qualitative Results: Cooperative Learning Implementation With Hispanic Community College Freshmen

Five classes of Art Appreciation first semester undergraduate Hispanic students assigned to one professor were selected to experience cooperative learning over a full semester. Pre-semester surveys and post-semester surveys were completed by 104 Hispanic freshmen college students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of base groups of two. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the first time college freshmen to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner

The Mahogany Peaks fault, a late Cretaceous-Paleocene(?) normal fault in the hinterland of the Sevier orogen

The contact separating Ordovician rocks from the underlying lower part of the Raft River Mountains sequence, northwestern Utah, is reinterpreted as a large-displacement low-angle normal fault, the Mahogany Peaks fault, that excised 4-5 km of structural section. High delta(13)C values identified in marble in the lower part of the Raft River Mountains sequence suggest a Proterozoic, rather than Cambrian age. Metamorphic conditions of hanging wall Ordovician and footwall Proterozoic strata are upper greenschist and middle amphibolite facies, respectively, and quantitative geothermometry indicates a temperature discontinuity of about 100 degrees C. A discordance in muscovite Ar-40/Ar-39 cooling ages between hanging wall and footwall strata in eastern exposures, and the lack of a corresponding cooling age discordance in western exposures, suggest a component of west dip for the fault. The juxtaposition of younger over older and colder over hotter rocks, the muscovite cooling age discordance with older over younger, and top-to-the-west shearing down-structure are consistent with an extensional origin. The age of faulting is bracketed between 90 and 47 Ma, and may be synchronous with footwall cooling at about 60-70 Ma. Recognition of the Mahogany Peaks fault, its extensional origin, and its probable latest Cretaceous to Paleocene age provides further evidence that episodes of extension at mid-crustal levels in the hinterland of the Sevier orogenic belt were synchronous with protracted shortening in the foreland fold and thrust belt, and that the Sevier orogen acted as a dynamic orogenic wedge

Transgenic Mice Expressing Lipoprotein Lipase in Adipose Tissue: ABSENCE OF THE PROXIMAL 3′-UNTRANSLATED REGION CAUSES TRANSLATIONAL UPREGULATION

Lipoprotein lipase (LPL) is a key enzyme in lipoprotein and adipocyte metabolism. Defects in LPL can lead to hypertriglyceridemia and the subsequent development of atherosclerosis. The mechanisms of regulation of this enzyme are complex and may occur at multiple levels of gene expression. Because the 3′-untranslated region (UTR) is involved in LPL translational regulation, transgenic mice were generated with adipose tissue expression of an LPL construct either with or without the proximal 3′-UTR and driven by the aP2 promoter. Both transgenic mouse colonies were viable and expressed the transgene, resulting in a 2-fold increase in LPL activity in white adipose tissue. Neither mouse colony exhibited any obvious phenotype in terms of body weight, plasma lipids, glucose, and non-esterified fatty acid levels. In the mice expressing hLPL with an intact 3′-UTR, hLPL mRNA expression approximately paralleled hLPL activity. However in the mice without the proximal 3′-UTR, hLPL mRNA was low in the setting of large amounts of hLPL protein and LPL activity. In previous studies, the 3′-UTR of LPL was critical for the inhibitory effects of constitutively expressed hormones, such as thyroid hormone and catecholamines. Therefore, these data suggest that the absence of the 3′-UTR results in a translationally unrepressed LPL, resulting in a moderate overexpression of adipose LPL activity

High site-fidelity in common bottlenose dolphins despite low salinity exposure and associated indicators of compromised health

Funding for this work was provided by the National Fish and Wildlife Foundation Gulf Environmental Benefit Fund (https://www.nfwf.org/gulf-environmental-benefit-fund; contract number 57223) to CS under subcontracts to Abt Associates Inc.More than 2,000 common bottlenose dolphins (Tursiops truncatus) inhabit the Barataria Bay Estuarine System in Louisiana, USA, a highly productive estuary with variable salinity driven by natural and man-made processes. It was unclear whether dolphins that are long-term residents to specific areas within the basin move in response to fluctuations in salinity, which at times can decline to 0 parts per thousand in portions of the basin. In June 2017, we conducted health assessments and deployed satellite telemetry tags on dolphins in the northern portions of the Barataria Bay Estuarine System Stock area (9 females; 4 males). We analyzed their fine-scale movements relative to modeled salinity trends compared to dolphins tagged near the barrier islands (higher salinity environments) from 2011 to 2017 (37 females; 21 males). Even though we observed different movement patterns among individual dolphins, we found no evidence that tagged dolphins moved coincident with changes in salinity. One tagged dolphin spent at least 35 consecutive days, and 75 days in total, in salinity under 5 parts per thousand. Health assessments took place early in a seasonal period of decreased salinity. Nonetheless, we found an increased prevalence of skin lesions, as well as abnormalities in serum biochemical markers and urine:serum osmolality ratios for dolphins sampled in lower salinity areas. This study provides essential information on the likely behavioral responses of dolphins to changes in salinity (e.g., severe storms or from the proposed Mid-Barataria Sediment Diversion project) and on physiological markers to inform the timing and severity of impacts from low salinity exposure.Publisher PDFPeer reviewe

Quantifying injury to common bottlenose dolphins from the Deepwater Horizon oil spill using an age-, sex- and class-structured population model

Field studies documented increased mortality, adverse health effects, and reproductive failure in common bottlenose dolphins Tursiops truncatus following the Deepwater Horizon (DWH) oil spill. In order to determine the appropriate type and amount of restoration needed to compensate for losses, the overall extent of injuries to dolphins had to be quantified. Simply counting dead individuals does not consider long-term impacts to populations, such as the loss of future reproductive potential from mortality of females, or the chronic health effects that continue to compromise survival long after acute effects subside. Therefore, we constructed a sex- and agestructured model of population growth and included additional class structure to represent dolphins exposed and unexposed to DWH oil. The model was applied for multiple stocks to predict injured population trajectories using estimates of post-spill survival and reproductive rates. Injured trajectories were compared to baseline trajectories that were expected had the DWH incident not occurred. Two principal measures of injury were computed: (1) lost cetacean years (LCY); the difference between baseline and injured population size, summed over the modeled time period, and (2) time to recovery; the number of years for the stock to recover to within 95% of baseline. For the dolphin stock in Barataria Bay, Louisiana, the estimated LCY was substantial: 30 347 LCY (95% CI: 11 511 to 89 746). Estimated time to recovery was 39 yr (95% CI: 24 to 80). Similar recovery timelines were predicted for stocks in the Mississippi River Delta, Mississippi Sound, Mobile Bay and the Northern Coastal Stock.Publisher PDFPeer reviewe