Leading sustainable improvement in university teaching and learning : Lessons from the sector

Overall, the investigation found that universities that wish to improve the quality of teaching and learning should take an approach that aims to be: collaborative and developmental; embedded; sustainable; and focused on enabling innovation and enhancement. The seven interlinked insights characteristic of sustainable, positive change in teaching and learning in Australian universities are as follows. 1. Efforts to improve the quality of teaching and learning are aligned with the strategic direction of the university The evidence indicates that efforts to improve the quality of teaching and learning within an institution should be aligned with the strategic direction of the university. While this might seem self evident, the findings indicate that there are sometimes tensions between overall institutional priorities and efforts to enhance the quality of teaching and learning. Careful strategic thinking can ensure efforts to enhance teaching and learning provide a means through which universities can enact aspects of their strategic plans. 2. Senior executives support teaching and learning enhancement, and resources for those improvements are allocated as part of the universityʼs planning and budget cycle The study found that embedding and sustaining good teaching and learning practice requires high-level support within an institution. In addition to providing stable representation and championing of teaching and learning, effective support was found to also incorporate institutional investment in the form of funding and resourcing positions and initiatives. It was found that sustainability relies on institutional funding that ensured ongoing impetus for, and successful work in, enhancing teaching and learning. 3. Staff workload allocations allow time for innovation, enhancement and improvement in teaching and learning The project findings indicate that the major factor inhibiting efforts to improve teaching and learning is high staff workloads and the consequent lack of time to engage with, and contribute to, teaching and learning enhancement efforts. This finding mirrors those of several other recent Australian studies of the changing academic profession, although this current project notes the applicability of workload matters to both academic and professional staff. If leaders in Australian universities wish to enhance teaching and learning, fresh thinking, policy and planning is needed around academic and professional staff roles and workload allocation. 4. Effective leadership proactively manages tensions between discipline research endeavours and efforts to improve teaching and learning This research found that a major cultural impediment to enhancing teaching and learning is the privileging of research over teaching and learning within an institution. The findings suggest that effective leadership and management of the tensions that arise between research endeavours and efforts to improve teaching and learning are critical if the latter are to be successful. The findings suggest that the reconciliation of research and teaching and learning can be achieved to some extent through a range of means, including the facilitation of research and scholarship around teaching and learning. Leading sustainable change in university teaching and learning: Lessons from the sector 6 5. Teaching and learning are supported by relevant research and scholarship conducted within the institution and in collaboration with other institutions and relevant bodies The study findings indicate the importance of research and scholarship in the area of teaching and learning. External interface, networking and exchange with stakeholders and bodies outside the institution are critical to ensuring enhancement efforts fit with the broader context in which they are occurring. Some of the benefits of engaging in such research and scholarship were: increased reflection on practice; a heightened awareness of the link between an individualʼs own teaching and their studentsʼ outcomes; increased innovation in teaching; improved morale; enhancing the quality of teaching and learning both within an institution and more broadly; and opportunities to both benchmark and improve teaching performance. The potential for research into teaching and learning to contribute to resolving the tensions between discipline research and teaching and learning was also noted. 6. A distributed teaching and learning support structure exists within the institution and is coordinated from the centre The findings of this research showed that a distributed institutional support structure for teaching and learning enhancement, coordinated from the centre, was perceived to be the most effective approach. Most commonly this involved cooperation between a central teaching and learning centre and one or more of: teaching and learning committees; the associate deans (teaching and learning) or equivalent; educational development and other staff located in the faculties; and a critical mass of people with a commitment to teaching and learning improvement and enhancement who have the capacity to lead. 7. Mechanisms to recognise excellence in teaching and learning and to enable teaching and learning career pathways are in place This study found that professional development, reward and recognition mechanisms and enabling career pathways for those committed to teaching and learning are important components in the successful leadership of teaching and learning enhancement. The project findings indicate the centrality of linking efforts to enhance teaching and learning with promotion opportunities. The research findings indicate that university promotion criteria that incorporate excellence in teaching and learning scholarship and practice allow appropriate recognition, enable the sustainability of excellent practice and help embed enhancement

The Ursinus Weekly, March 3, 1978

Ursinus news in brief: Fields gets Ph.D.; Ursinus appoints P.R. director; Dining committee meets; P.E. speakers; Pollick attends pool finals • Energy conservation: The Choice is yours • New gym hours proposed • Sakell replaces Dempsey • Cat placed • Comment: Testimonials • Union answers questions • Letters to the editor • Ruby seeks editor • As you like it: Out of this world • The \u2778 Lantern • Cogger announces placement services • Puppeteer performs • College Bowl held • Crosswinds comes to Ursinus • Grapplers troubled • Four meet streak • Victory for women\u27s b-ballhttps://digitalcommons.ursinus.edu/weekly/1082/thumbnail.jp

A study assessing the association of glycated hemoglobin a1C (HbA1C) associated variants with HbA1C, chronic kidney disease and diabetic retinopathy in populations of asian ancestry

10.1371/journal.pone.0079767PLoS ONE811-POLN

Identification of Common Genetic Variants Influencing Spontaneous Dizygotic Twinning and Female Fertility.

Spontaneous dizygotic (DZ) twinning occurs in 1%-4% of women, with familial clustering and unknown physiological pathways and genetic origin. DZ twinning might index increased fertility and has distinct health implications for mother and child. We performed a GWAS in 1,980 mothers of spontaneous DZ twins and 12,953 control subjects. Findings were replicated in a large Icelandic cohort and tested for association across a broad range of fertility traits in women. Two SNPs were identified (rs11031006 near FSHB, p = 1.54 × 10(-9), and rs17293443 in SMAD3, p = 1.57 × 10(-8)) and replicated (p = 3 × 10(-3) and p = 1.44 × 10(-4), respectively). Based on ∼90,000 births in Iceland, the risk of a mother delivering twins increased by 18% for each copy of allele rs11031006-G and 9% for rs17293443-C. A higher polygenic risk score (PRS) for DZ twinning, calculated based on the results of the DZ twinning GWAS, was significantly associated with DZ twinning in Iceland (p = 0.001). A higher PRS was also associated with having children (p = 0.01), greater lifetime parity (p = 0.03), and earlier age at first child (p = 0.02). Allele rs11031006-G was associated with higher serum FSH levels, earlier age at menarche, earlier age at first child, higher lifetime parity, lower PCOS risk, and earlier age at menopause. Conversely, rs17293443-C was associated with later age at last child. We identified robust genetic risk variants for DZ twinning: one near FSHB and a second within SMAD3, the product of which plays an important role in gonadal responsiveness to FSH. These loci contribute to crucial aspects of reproductive capacity and health.Support for the Netherlands Twin Register was obtained from the Netherlands Organization for Scientific Research (NWO) and The Netherlands Organization for Health Research and Development (ZonMW) grants, 904-61-193,480-04-004, 400-05-717, Addiction-31160008, 911-09-032, Biobanking and Biomolecular Resources Research Infrastructure (BBMRI –NL, 184.021.007); Royal Netherlands Academy of Science Professor Award (PAH/6635) to DIB; European Research Council (ERC-230374 and ERC-284167); Rutgers University Cell and DNA Repository (NIMH U24 MH068457-06), the Avera Institute, Sioux Falls, South Dakota (USA) and the National Institutes of Health (NIH R01 HD042157-01A1). Part of the genotyping was funded by the Genetic Association Information Network (GAIN) of the Foundation for the National Institutes of Health and Grand Opportunity grants 1RC2 MH089951). We acknowledge support from VU Amsterdam and the Institute for Health and Care Research (EMGO+). The Berghofer Medical Research Institute (QIMR) study was supported by grants from the National Health and Medical Research Council (NHMRC) of Australia (241944, 339462, 389927, 389875, 389891, 389892, 389938, 443036, 442915, 442981, 496610, 496739, 552485, 552498, 1050208, 1075175). Dale R. Nyholt was supported by the Australian Research Council (ARC) Future Fellowship (FT0991022), NHMRC Research Fellowship (APP0613674) Schemes and by the Visiting Professors Programme (VPP) of the Royal Netherlands Academy of Arts and Sciences (KNAW). Allan F. McRae was supported by an NRMRC Career Development Fellowship (APP1083656). Grant W. Montgomery was supported by NIH grant (HD042157, a collaborative study of the genetics of DZ twinning) and NHMRC Fellowship (GNT1078399). The Minnesota Center for Twin and Family Research (MCTFR) was supported in part by USPHS Grants from the National Institute on Alcohol Abuse and Alcoholism (AA09367 and AA11886), and the National Institute on Drug Abuse (DA05147, DA13240, and DA024417). We would like to thank also 23andMe's consented research participants for contributing data on age at menarche for the FSHB gene locus and the Twinning Gwas Consortium (TGC). Co-authors from: Finland (Anu Loukola, Juho Wedenoja, Emmi Tikkanen, Beenish Qaiser), Sweden (Nancy Pedersen, Andrea Ganna), United kingdom King's College London (Department of Twin Research & Genetic Epidemiology: Pirro Hysi, Massimo Mangino), Institute of Psychiatry, Psychology & Neuroscience, Medical Research Council Social, Genetic and Developmental Psychiatry Centre (Eva Krapohl, Andrew McMillan).This is the author accepted manuscript. The final version is available from Elsevier via http://dx.doi.org/10.1016/j.ajhg.2016.03.00

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Lessons from the Promoting Excellence Initiative project: the influence of context

The ALTC has funded the 'Lessons learned from the PEI project' to investigate its Promoting Excellence Initiative [PEI] (which allocated $9m to 42 institutions), with a focus on the leadership strengths developed and the lessons learnt within the university-based projects. The overall purpose of this project is to highlight the leadership challenges faced by PEI project leaders and champions. This showcase highlights institutional perspectives about the extent to which initiatives have promoted engagement with learning and teaching excellence within their own institutions, as distilled from institutional reports submitted to the ALTC. As the first stage in the larger project, a cross-section of 18 of the 34 available PEI Final Reports (53%) as well as the 13 corresponding PEI Evaluation Reports from higher education institutions was analysed. An analytical framework incorporating institutional contexts, the institutional structures, leadership approaches, and institutional outcomes was utilised to code the common themes and unique outcomes within NVivo9 software. Based on the evidence provided in the PEI project and evaluation reports, it was apparent that universities supported their PEI in a variety of ways, and subsequently reported positive impacts in the following key areas: improved dissemination, heightened scholarship of teaching, and, increased alignment between institutional grants and awards and ALTC grants and awards. The findings contain many lessons learned about what approaches and leadership qualities were most commonly effective in furthering learning and teaching within the higher education sector in Australia

Adsorption of CO on amorphous water-ice surfaces

We present the results of classical trajectory calculations of the adsorption of thermal CO on the surface of compact amorphous water ice, with a view to understanding the processes governing the growth and destruction of icy mantles on dust grains in the interstellar medium and interpreting solid CO infrared spectra. The calculations are performed at normal incidence, for E-i = 0.01 eV (116 K) and surface temperature T-s = 90 K. The calculations predict high adsorption probabilities (similar to1), with the adsorbed CO molecules having potential energies ranging from -0.15 to -0.04 eV with an average energy of -0.094 eV. In all the adsorbing trajectories, CO sits on top of the surface. No case of CO diffusion inside the ice or into a surface valley with restricted access was seen. Geometry minimizations suggest that the maximum potential energy of adsorbed CO (-0.155 eV) occurs when CO interacts with a "dangling OH" group, associated with the 2152 cm(-1) band seen in laboratory solid-state CO spectra. We show that relatively few "dangling OH" groups are present on the amorphous ice surface, potentially explaining the absence of this feature in astronomical spectra. CO also interacts with "bonded OH" groups, which we associate with the 2139 cm(-1) infrared feature of solid CO. Our results for CO adsorption on amorphous ice are compared with those previously obtained for CO adsorption to crystalline ice. The implications of the spectroscopic assignments are discussed in terms of the solid-CO infrared spectra observed in interstellar regions. Using the Frenkel model, the lifetime tau for which CO may remain adsorbed at the surface is calculated. At temperatures relevant to the interstellar medium, i.e. 10 K, it is longer than the age of the universe, but decreases dramatically with increasing T-s, such that at T-s = 90 K, tau = 300 ns. The pre-exponential factor tau(nu) used in the Frenkel model is found to be 0.95 +/- 0.02 ps. These data are compared to recent experimental results. The astrophysical implications of these calculations are discussed, with particular reference to the CO binding sites identified on amorphous ice surfaces, their adsorption energies, probabilities and lifetimes

Control of Confounding of Genetic Associations in Stratified Populations

To control for hidden population stratification in genetic-association studies, statistical methods that use marker genotype data to infer population structure have been proposed as a possible alternative to family-based designs. In principle, it is possible to infer population structure from associations between marker loci and from associations of markers with the trait, even when no information about the demographic background of the population is available. In a model in which the total population is formed by admixture between two or more subpopulations, confounding can be estimated and controlled. Current implementations of this approach have limitations, the most serious of which is that they do not allow for uncertainty in estimations of individual admixture proportions or for lack of identifiability of subpopulations in the model. We describe methods that overcome these limitations by a combination of Bayesian and classical approaches, and we demonstrate the methods by using data from three admixed populations—African American, African Caribbean, and Hispanic American—in which there is extreme confounding of trait-genotype associations because the trait under study (skin pigmentation) varies with admixture proportions. In these data sets, as many as one-third of marker loci show crude associations with the trait. Control for confounding by population stratification eliminates these associations, except at loci that are linked to candidate genes for the trait. With only 32 markers informative for ancestry, the efficiency of the analysis is ∼70%. These methods can deal with both confounding and selection bias in genetic-association studies, making family-based designs unnecessary