Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement

This multiple paper dissertation addresses the importance of improving student success in online higher education programs by providing support for instructors. The autonomy-supportive structures to improve instructional practice are explained through three main domains, including instructional development, instructional design, and instructional practice. The first paper addresses instructional leadership with the theoretical foundations and practical considerations necessary for instructional leaders. Recommendations are made to use microcredentials or digital badges to scaffold programming using self-determination theory. The second paper addresses the importance of instructional design in improving instructional practice including the intentionality involved in implementing a gamification strategy to improve online student motivation. The third paper addresses instructional practice with a mixed-method sequential explanatory case study. Using the community of inquiry framework, this paper explains intentional course design, course facilitation, and student perceptions of the digital powerups strategy. The conclusion considers implications for practice and the need for instructional leaders to scaffold an architecture of engagement to support instructors and improve student success

Introduction

Introduction for Resilient Pedagogy

Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction

Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction

Semen molecular and cellular features: these parameters can reliably predict subsequent ART outcome in a goat model

Currently, the assessment of sperm function in a raw or processed semen sample is not able to reliably predict sperm ability to withstand freezing and thawing procedures and in vivo fertility and/or assisted reproductive biotechnologies (ART) outcome. The aim of the present study was to investigate which parameters among a battery of analyses could predict subsequent spermatozoa in vitro fertilization ability and hence blastocyst output in a goat model. Ejaculates were obtained by artificial vagina from 3 adult goats (Capra hircus) aged 2 years (A, B and C). In order to assess the predictive value of viability, computer assisted sperm analyzer (CASA) motility parameters and ATP intracellular concentration before and after thawing and of DNA integrity after thawing on subsequent embryo output after an in vitro fertility test, a logistic regression analysis was used. Individual differences in semen parameters were evident for semen viability after thawing and DNA integrity. Results of IVF test showed that spermatozoa collected from A and B lead to higher cleavage rates (0 < 0.01) and blastocysts output (p < 0.05) compared with C. Logistic regression analysis model explained a deviance of 72% (p < 0.0001), directly related with the mean percentage of rapid spermatozoa in fresh semen (p < 0.01), semen viability after thawing (p < 0.01), and with two of the three comet parameters considered, i.e tail DNA percentage and comet length (p < 0.0001). DNA integrity alone had a high predictive value on IVF outcome with frozen/thawed semen (deviance explained: 57%). The model proposed here represents one of the many possible ways to explain differences found in embryo output following IVF with different semen donors and may represent a useful tool to select the most suitable donors for semen cryopreservation

Multiple novel prostate cancer susceptibility signals identified by fine-mapping of known risk loci among Europeans

Genome-wide association studies (GWAS) have identified numerous common prostate cancer (PrCa) susceptibility loci. We have fine-mapped 64 GWAS regions known at the conclusion of the iCOGS study using large-scale genotyping and imputation in 25 723 PrCa cases and 26 274 controls of European ancestry. We detected evidence for multiple independent signals at 16 regions, 12 of which contained additional newly identified significant associations. A single signal comprising a spectrum of correlated variation was observed at 39 regions; 35 of which are now described by a novel more significantly associated lead SNP, while the originally reported variant remained as the lead SNP only in 4 regions. We also confirmed two association signals in Europeans that had been previously reported only in East-Asian GWAS. Based on statistical evidence and linkage disequilibrium (LD) structure, we have curated and narrowed down the list of the most likely candidate causal variants for each region. Functional annotation using data from ENCODE filtered for PrCa cell lines and eQTL analysis demonstrated significant enrichment for overlap with bio-features within this set. By incorporating the novel risk variants identified here alongside the refined data for existing association signals, we estimate that these loci now explain ∼38.9% of the familial relative risk of PrCa, an 8.9% improvement over the previously reported GWAS tag SNPs. This suggests that a significant fraction of the heritability of PrCa may have been hidden during the discovery phase of GWAS, in particular due to the presence of multiple independent signals within the same regio

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

Resilient Pedagogy

The Resilient Pedagogy podcasts are interviews with authors from different chapters of the book, asking them what resilient pedagogy means to them. These authors will share additional insight on specific chapters from the book

Design Case: Implementing Gamification with ARCS to Engage Digital Natives

Gamification is an emerging topic for both student engagement and motivation in higher education online courses as digital natives become post-secondary students. This design case considers the design, development, and implementation of a higher education online course using the ARCS model for motivational design combined with the four-phase model of interest development as a framework for gamification implementation. Through “designerly ways of knowing,” this design case explores engaging digital native students with a gamified online course design, which will be of interest to instructional designers and instructors in higher education. Overall, students in the pilot course responded favorably to the incorporation of gamification and perceived it to have a positive impact on the overall learning experience. Future iterations can improve upon this approach to plan more targeted gamification strategies

Distracted

This podcast discusses concepts from Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction. The book is available here: https://digitalcommons.usu.edu/resiped

Integrating a Whole-Person Experience

This podcast discusses concepts from chapter 6, Resilient and Flexible Teaching (RAFT): Integrating a Whole-Person Experience Into Online Teaching. Chapter 6 is available here: https://digitalcommons.usu.edu/resiped/11