Open Pedagogy Approaches: Faculty, Library, and Student Collaborations

Open Pedagogy Approaches: Faculty, Library, and Student Collaborations is a collection of case studies from higher education institutions across the United States. An open educational resource (OER) in its own right, it offers a diverse compilation of OER and open pedagogy projects grounded in faculty, library, and student collaborations. Open Pedagogy Approaches provides ideas, practical tips, and inspiration for educators willing to explore the power of open, whether that involves a small innovation or a large-scale initiative. Particularly during this pandemic, as libraries struggle against publisher limitations to offer traditional print texts in e-format, libraries are a natural partner in the creation and facilitation of open educational resources and practices. “Going open” offers innovative alternatives that can equitably shift the culture of student access and empowerment in learning. List of chapters: Editor\u27s Preface / Alexis Clifton Foreword / Robin DeRosa Introduction / Kimberly Davies Hoffman, Robert Berkman, Deborah Rossen-Knill, Kristen Totleben, Eileen Daly-Boas, Alexis Clifton, Moriana Garcia, Lev Earle, and Joe Easterly Evolving into the Open: A Framework for Collaborative Design of Renewable Assignments / Stacy Katz and Jennifer Van Allen Informed Open Pedagogy and Information Literacy Instruction in Student-Authored Open Projects / Cynthia Mari Orozco Approaching Open Pedagogy in Community and Collaboration / Caroline Sinkinson and Amanda McAndrew Open Pedagogy Big and Small: Comparing Open Pedagogy Efforts in Large and Small Higher Education Settings / Shanna Hollich and Jacob Moore Adapting Open Educational Course Materials in Undergraduate General Psychology: A Faculty-Librarian-Student Partnership / Dennis E. Schell, Dorinne E. Banks, and Neringa Liutkaite Reading British Modernist Texts: A Case in Open Pedagogy / Mantra Roy, Joe Easterly, and Bette London Humanities in the Open: The Challenges of Creating an Open Literature Anthology / Christian Beck, Lily J. Dubach, Sarah A. Norris, and John Venecek A 2-for-1 Deal: Earn Your AA While Learning About Information Literacy Using OER / Mary Lee Cunill, Sheri Brown, and Tia Esposito Mathematics Courses and the Ohio Open Ed Collaborative: Collaborative Course Content Building for Statewide Use / Daniel Dotson, Anna Davis, Amanda L. Folk, Shanna Jaggars, Marcos D. Rivera, and Kaity Prieto Library Support for Scaffolding OER-enabled Pedagogy in a General Education Science Course / Lindsey Gumb and Heather Miceli Sharing the End of the World: Students’ Perceptions of Their Self-Efficacy in the Creation of Open Access Digital Learning Objects / Sarah Hutton, Lisa Di Valentino, and Paul Musgrave Teaching Wikipedia: A Model for Critical Engagement with Open Information / Amanda Koziura, Jennifer M. Starkey, and Einav Rabinovitch-Fox “And Still We Rise”: Open Pedagogy and Black History at a Rural Comprehensive State College / Joshua F. Beatty, Timothy C. Hartnett, Debra Kimok, and John McMahon Building a Collection of Openly Licensed Student-Developed Videos / Ashley Shea Whose History?: Expanding Place-Based Initiatives Through Open Collaboration / Sean D. Visintainer, Stephanie Anckle, and Kristen Weischedel Scholarly Bridges: SciComm Skill-Building with Student-Created Open Educational Resources / Carrie Baldwin-SoRelle and Jennifer M. Swann Harnessing the Power of Student-Created Content: Faculty and Librarians Collaborating in the Open Educational Environment / Bryan James McGeary, Ashwini Ganeshan, and Christopher S. Guder Open Pedagogical Practices to Train Undergraduates in the Research Process: A Case Study in Course Design and Co-Teaching Strategies / Stephanie N. Lewis, Anne M. Brown, and Amanda B. MacDonald Open Pedagogical Design for Graduate Student Internships, A New Collaborative Model / Laurie N. Taylor and Brian Keith Adventures in a Connectivist MOOC on Open Learning / Susan J. Erickson Invitation to Innovation: Transforming the Argument-Based Research Paper to Multimodal Project / Denise G. Malloy and Sarah Siddiqui “What If We Were To Go?”: Undergraduates Simulate the Building of an NGO From Theory To Practice / Kimberly Davies Hoffman, Rose-Marie Chierici, and Amanda Spencehttps://knightscholar.geneseo.edu/geneseo-authors/1010/thumbnail.jp

Sex surveys in Europe: reflections on over four decades of sexual behavior and sexual health surveillance

Sexual expression is fundamental to human existence and an important topic of enquiry in its own right. Understanding sexual behavior is also essential to establish effective sexual health prevention activities (e.g., education), services and policies, and to assess the progress of policies and action plans. Questions on sexual health are rarely included in general health surveys, and therefore dedicated population studies are required. Many countries lack both funding and sociopolitical support to conduct such surveys. A tradition of periodic population sexual health surveys exists in Europe but the methods used (e.g., in questionnaire construction, recruiting methods or interview format) vary from one survey to another. This is because the researchers within each country are confronted with conceptual, methodological, sociocultural and budgetary challenges, for which they find different solutions. These differences limit comparison across countries and pooling of estimates, but the variation in approaches provides a rich source of learning on population survey research. In this review, survey leads from 11 European countries discuss how their surveys evolved during the past four decades in response to sociohistorical and political context, and the challenges they encountered. The review discusses the solutions they identified and shows that it is possible to create well designed surveys which collect high quality data on a range of aspects of sexual health, despite the sensitivity of the topic. Herewith, we hope to support the research community in their perennial quest for political support and funding, and ongoing drive to advance methodology in future national sex surveys

Efficient control of atmospheric sulfate production based on three formation regimes

The formation of sulfate (SO₄²⁻) in the atmosphere is linked chemically to its direct precursor, sulfur dioxide (SO₂), through several key oxidation paths for which nitrogen oxides or NO_x (NO and NO₂) play essential roles. Here we present a coherent description of the dependence of SO₄²⁻ formation on SO₂ and NO_x under haze-fog conditions, in which fog events are accompanied by high aerosol loadings and fog-water pH in the range of 4.7–6.9. Three SO₄²⁻ formation regimes emerge as defined by the role played by NO_x. In the low-NO_x regime, NO_x act as catalyst for HO_x, which is a major oxidant for SO₂, whereas in the high-NO_x regime, NO₂ is a sink for HO_x. Moreover, at highly elevated NO_x levels, a so-called NO₂-oxidant regime exists in which aqueous NO₂ serves as the dominant oxidant of SO₂. This regime also exists under clean fog conditions but is less prominent. Sensitivity calculations using an emission-driven box model show that the reduction of SO₄²⁻ is comparably sensitive to the reduction of SO₂ and NO_x emissions in the NO₂-oxidant regime, suggesting a co-reduction strategy. Formation of SO₄²⁻ is relatively insensitive to NO_x reduction in the low-NO_x regime, whereas reduction of NO_x actually leads to increased SO₄²⁻ production in the intermediate high-NO_x regime

Whole-genome sequencing analysis reveals new susceptibility loci and structural variants associated with progressive supranuclear palsy

BackgroundProgressive supranuclear palsy (PSP) is a rare neurodegenerative disease characterized by the accumulation of aggregated tau proteins in astrocytes, neurons, and oligodendrocytes. Previous genome-wide association studies for PSP were based on genotype array, therefore, were inadequate for the analysis of rare variants as well as larger mutations, such as small insertions/deletions (indels) and structural variants (SVs).MethodIn this study, we performed whole genome sequencing (WGS) and conducted association analysis for single nucleotide variants (SNVs), indels, and SVs, in a cohort of 1,718 cases and 2,944 controls of European ancestry. Of the 1,718 PSP individuals, 1,441 were autopsy-confirmed and 277 were clinically diagnosed.ResultsOur analysis of common SNVs and indels confirmed known genetic loci at MAPT, MOBP, STX6, SLCO1A2, DUSP10, and SP1, and further uncovered novel signals in APOE, FCHO1/MAP1S, KIF13A, TRIM24, TNXB, and ELOVL1. Notably, in contrast to Alzheimer's disease (AD), we observed the APOE ε2 allele to be the risk allele in PSP. Analysis of rare SNVs and indels identified significant association in ZNF592 and further gene network analysis identified a module of neuronal genes dysregulated in PSP. Moreover, seven common SVs associated with PSP were observed in the H1/H2 haplotype region (17q21.31) and other loci, including IGH, PCMT1, CYP2A13, and SMCP. In the H1/H2 haplotype region, there is a burden of rare deletions and duplications (P = 6.73 × 10-3) in PSP.ConclusionsThrough WGS, we significantly enhanced our understanding of the genetic basis of PSP, providing new targets for exploring disease mechanisms and therapeutic interventions

Three doses of COVID-19 mRNA vaccine induce class-switched antibody responses in inflammatory arthritis patients on immunomodulatory therapies

Patients with inflammatory arthritis (IA) are at increased risk of severe COVID-19 due to medication-induced immunosuppression that impairs host defenses. The aim of this study was to assess antibody and B cell responses to COVID-19 mRNA vaccination in IA patients receiving immunomodulatory therapies. Adults with IA were enrolled through the Johns Hopkins Arthritis Center and compared with healthy controls (HC). Paired plasma and peripheral blood mononuclear cell (PBMC) samples were collected prior to and 30 days or 6 months following the first two doses of mRNA vaccines (D2; HC=77 and IA=31 patients), or 30 days following a third dose of mRNA vaccines (D3; HC=11 and IA=96 patients). Neutralizing antibody titers, total binding antibody titers, and B cell responses to vaccine and Omicron variants were analyzed. Anti-Spike (S) IgG and S-specific B cells developed appropriately in most IA patients following D3, with reduced responses to Omicron variants, and negligible effects of medication type or drug withholding. Neutralizing antibody responses were lower compared to healthy controls after both D2 and D3, with a small number of individuals demonstrating persistently undetectable neutralizing antibody levels. Most IA patients respond as well to mRNA COVID-19 vaccines as immunocompetent individuals by the third dose, with no evidence of improved responses following medication withholding. These data suggest that IA-associated immune impairment may not hinder immunity to COVID-19 mRNA vaccines in most individuals

Association of Variants in the SPTLC1 Gene With Juvenile Amyotrophic Lateral Sclerosis

Importance: Juvenile amyotrophic lateral sclerosis (ALS) is a rare form of ALS characterized by age of symptom onset less than 25 years and a variable presentation.Objective: To identify the genetic variants associated with juvenile ALS.Design, Setting, and Participants: In this multicenter family-based genetic study, trio whole-exome sequencing was performed to identify the disease-associated gene in a case series of unrelated patients diagnosed with juvenile ALS and severe growth retardation. The patients and their family members were enrolled at academic hospitals and a government research facility between March 1, 2016, and March 13, 2020, and were observed until October 1, 2020. Whole-exome sequencing was also performed in a series of patients with juvenile ALS. A total of 66 patients with juvenile ALS and 6258 adult patients with ALS participated in the study. Patients were selected for the study based on their diagnosis, and all eligible participants were enrolled in the study. None of the participants had a family history of neurological disorders, suggesting de novo variants as the underlying genetic mechanism.Main Outcomes and Measures: De novo variants present only in the index case and not in unaffected family members.Results: Trio whole-exome sequencing was performed in 3 patients diagnosed with juvenile ALS and their parents. An additional 63 patients with juvenile ALS and 6258 adult patients with ALS were subsequently screened for variants in the SPTLC1 gene. De novo variants in SPTLC1 (p.Ala20Ser in 2 patients and p.Ser331Tyr in 1 patient) were identified in 3 unrelated patients diagnosed with juvenile ALS and failure to thrive. A fourth variant (p.Leu39del) was identified in a patient with juvenile ALS where parental DNA was unavailable. Variants in this gene have been previously shown to be associated with autosomal-dominant hereditary sensory autonomic neuropathy, type 1A, by disrupting an essential enzyme complex in the sphingolipid synthesis pathway.Conclusions and Relevance: These data broaden the phenotype associated with SPTLC1 and suggest that patients presenting with juvenile ALS should be screened for variants in this gene.</p

Genome-wide structural variant analysis identifies risk loci for non-Alzheimer’s dementias

We characterized the role of structural variants, a largely unexplored type of genetic variation, in two non-Alzheimer’s dementias, namely Lewy body dementia (LBD) and frontotemporal dementia (FTD)/amyotrophic lateral sclerosis (ALS). To do this, we applied an advanced structural variant calling pipeline (GATK-SV) to short-read whole-genome sequence data from 5,213 European-ancestry cases and 4,132 controls. We discovered, replicated, and validated a deletion in TPCN1 as a novel risk locus for LBD and detected the known structural variants at the C9orf72 and MAPT loci as associated with FTD/ALS. We also identified rare pathogenic structural variants in both LBD and FTD/ALS. Finally, we assembled a catalog of structural variants that can be mined for new insights into the pathogenesis of these understudied forms of dementia