Online Assessment in Large Undergraduate Courses During COVID-19 Emergency Response Teaching

The transition to online instruction during the COVID-19 pandemic was unprecedented and forced many universities to quickly embrace online distance learning. This context created new challenges, particularly around assessment strategies. Empirical research has demonstrated that formative assessment fosters more active learning in online classrooms. However, formative assessment strategies are not always adapted well to online platforms based on the nature of the subject matter and the size of the class. This qualitative case study sought to understand instructors’ experiences and strategies for conducting assessment remotely, specifically for large-size undergraduate courses. The investigation relied on data from semi-structured interviews with University of Maryland, College Park instructors who received a Teaching Innovation Grant from the Provost’s Office in Summer 2020 intended to fund sustainable online delivery beyond the emergency response teaching phase. For this analysis, we analyzed the transcripts of 13 interviews, representing a diverse range of programs, schools, and faculty seniority levels at the university. Findings show instructors experienced several successes during course retooling, including significant increases in student performance. Most instructors also indicated that they would continue to keep new online assessment strategies for the future, regardless of whether that future includes online, blended, or in-person delivery. Despite the anticipation that the pandemic would fuel more opportunities for cheating, there was only one experience of academic dishonesty

Cognitive Interventions for Older Adults: Does Approach Matter?

Assisted living (AL) is the fastest growing option for residential care that is designed to provide older adults with needed supports while promoting independence1. Nevertheless, AL residents typically experience progressive decline in cognitive ability and self-care that necessitates more intensive nursing care, and typically, most AL residents will transfer to a nursing home (NH) within one to three years1–4. Older adults require a variety of cognitive abilities to meet every day self-care challenges needed to remain in AL. Cognitive decline is key predictor of disability and NH placement for AL residents 5. Someone in the US is diagnosed with Alzheimer’s disease (AD) every 68 seconds, and the number of dementia sufferers will double by 2050, reaching 16 million6. Therefore, the development of new interventions to decrease cognitive decline is critical. Cognitive training programs are gaining popularity based on the notion that “use it or lose it” applies to cognition7,8. Research demonstrates that training in specific cognitive skills can improve memory, cognitive processing speed, spatial orientation, reasoning, and executive function in community dwelling older adults 7,9. Cognitive training can also benefit persons with dementia and mild cognitive decline. A meta-analysis of cognitive training research involving persons with early-stage AD reported overall effect sizes of 0.47 for interventions targeting learning, memory, and executive function, with improvements in activities of daily living (ADLs), problem solving, depression, and self-rated functioning10. A cognitive training intervention called Reasoning Exercises in Assisted Living (REAL) was developed to teach reasoning and problem solving skills to AL residents who are at risk for cognitive and functional decline. The intervention was modeled after the inductive reasoning skills found to improve cognition and maintain self-care over 5 years in healthy, independent older adults11. The REAL program includes six, hour-long, sessions in which providers work individually with AL residents12. The goal of this intervention is to improve older adults’ everyday problem-solving skills so they can maintain their ability to care for themselves and “age in place” in AL. REAL successfully improved problem solving scores of AL residents in a preliminary study12. Results from a subsequent cluster randomized clinical trial (reported elsewhere) also show potential for this intervention13. REAL is provided to AL residents in a one-to-one format. This approach has been successful. However, having adequate interventionists to provide REAL to individual AL residents is a challenge and is costly. Considering that cost is one predictor of successful dissemination of interventions in real-world settings, more efficient ways to provide REAL to large numbers of AL residents are needed14. Thus, the purpose of this pilot study was to examine feasibility and compare costs and outcomes for REAL provided in individual versus small group formats

Teaching Certificate Redesign: Making a Flexible Program for Future Faculty

Higher education teaching certificate programs can improve graduate students’ and postdoctoral scholars’ teaching while preparing them for their future roles as faculty, providing a multi-tiered benefit to universities’ teaching goals. This article documents the decision points and initial success of a redesign of one such teaching certificate program.” As part of the redesign process, 10 universities’ programs were reviewed and used as a benchmark. The programs’ learning objectives and assessments, along with their connections to the literature, are discussed in detail. A new flexible pathway through the certificate program emerged, tapping into courses, workshops, and online resources for content delivery, effectively expanding access to more participants. Preliminary outcomes include increased enrollments from a wide range of disciplines and new opportunities for partnerships with academic departments

From Opportunity to Necessity: Development of an Asynchronous Online Interprofessional Learning Experience

Incorporating interprofessional collaboration competencies into both undergraduate pre-licensure and graduate health science students poses challenges for academic health science centers. Certain student groups may have less opportunity to participate in interprofessional learning experiences due to demands of individual programs of study and conflicts in scheduling time with other disciplines. A group of interprofessional higher education faculty members created an innovative online asynchronous interprofessional experience with the primary goals of meeting accreditation standards for specific programs and providing interprofessional education (IPE) to students who were unable to participate in traditional face-to-face IPE experiences already established at the institution. This guide will highlight the process of design and development of the learning opportunity, from conception to implementation. The pilot of the asynchronous online IPE experience served as a model for the transition of the original in-person model to virtual IPE during the COVID-19 pandemic

Advancing the Sea Ice Hypothesis: Trophic Interactions Among Breeding Pygoscelis Penguins With Divergent Population Trends Throughout the Western Antarctic Peninsula

We evaluated annual and regional variation in the dietary niche of Pygoscelis penguins including the sea ice-obligate Adélie penguin (Pygoscelis adeliae), and sea ice-intolerant chinstrap (Pygoscelis antarcticus) and gentoo (Pygoscelis papua) penguins, three species that nest throughout the western Antarctic Peninsula (AP) to test the sea ice trophic interaction hypothesis, which posits that penguin breeding populations with divergent trends, i.e., declining or increasing, are reliant on differing food webs. Our study relies on values of naturally occurring carbon (13C/12C, δ13C) and nitrogen (15N/14N, δ15N) stable isotopes as integrated proxies of penguin food webs measuredover three years at three different breeding colonies. At Anvers Island in the north, where reductions in sea ice and changes in breeding population trends among sympatric sea ice-obligate (Adélie) and sea ice-intolerant (chinstrap and gentoo) penguins have been most notable, our analyses show that all three species of Pygoscelis penguins became more similar isotopically over the reproductive period

The range of peripapillary retinal nerve fibre layer and optic disc parameters, in children aged up to but not including 18 years of age who were born prematurely:protocol for a systematic review

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Salivary cortisol response to infant distress in pregnant women with depressive symptoms.

The Hypothalamic-Pituitary-Adrenal (HPA) axis has been proposed as a potential underlying biological mechanism linking prenatal depression with adverse offspring outcomes. However, it is unknown whether the reactivity of this system to stress is altered in pregnant women experiencing depression. The objective of this study was to investigate whether salivary cortisol response to a distressed infant film is enhanced in pregnant women with symptoms of depression compared with non-depressed controls. Salivary cortisol and subjective mood responses to the film were measured in 53 primiparous women, between 11 and 18 weeks gestation. Both groups showed similar increases in state anxiety in response to the film, but there was a significantly increased cortisol response in women experiencing symptoms of depression. Depression during pregnancy is associated with increased reactivity of the HPA axis. This is consistent with altered HPA axis functioning being a key mechanism by which prenatal mood disturbance can impact upon fetal development

Flow heterogeneity in the fractured Chalk aquifer of southern England

The aim of the current work is to investigate the heterogeneity of flow in the Chalk aquifer of southern England. The rock mass properties and hydraulic characteristics of the aquifer have been characterised using a suite of geological and geophysical surveys and hydraulic tests. Fracture logs have been produced based on core logging and using optical images of boreholes. Flow has been characterised using borehole flow logs and dilution tests and hydraulic conductivity measured using packer tests. Fractures have been recorded with apertures in the range <1mm to about 30cm (sub-karstic enlargement) in diameter, however, hydrogeologically significant flow is not restricted to the enlarged fractures and is affected by the local groundwater head distribution. The work is being undertaken as part of the LOCAR Programme. LOCAR is a multi-project programme with the aim of measuring and modelling processes controlling water and material fluxes within lowland permeable catchments in the UK

A new version of the HBSC Family Affluence Scale - FAS III: Scottish qualitative findings from the International FAS Development Study

A critical review of the Family Affluence Scale (FAS) concluded that FAS II was no longer discriminatory within very rich or very poor countries, where a very high or a very low proportion of children were categorised as high FAS or low FAS respectively (Currie et al. 2008). The review concluded that a new version of FAS - FAS III - should be developed to take into account current trends in family consumption patterns across the European region, the US and Canada. In 2012, the FAS Development and Validation Study was conducted in eight countries - Denmark, Greenland, Italy, Norway, Poland, Romania, Slovakia and Scotland. This paper describes the Scottish qualitative findings from this study. The Scottish qualitative fieldwork comprising cognitive interviews and focus groups sampled from 11, 13 and 15 year-old participants from 18 of the most- and least- economically deprived schools. These qualitative results were used to inform the final FAS III recommendations.Publisher PDFPeer reviewe