DiYing Your Own Framework: Partnering with a CTL to Construct Local Learning Outcomes

The adoption of the Framework for Information Literacy for Higher Education by the Association of College & Research Libraries’ (ACRL) executive board in January 2016 motivated library instruction programs to deeply explore the Framework and carefully evaluate its impact on a local level. A coordinator of library instruction and the director of a Center for Teaching and Learning (CTL) used Scholarship of Teaching and Learning (SoTL) as a method to investigate designing learning outcomes for a library instruction program that incorporates the ACRL Framework. The authors trace the design process followed by Kimbel Library and the Center for Teaching Excellence to Advance Learning (CeTEAL) at Coastal Carolina University (CCU). They argue that a SoTL framework can be used by academic librarians as a model for contextualizing the ACRL Frames and designing local learning outcomes

Using Story to Reflect on Our Identities as Educational Developers

As educational developers, telling stories is central to our role as change agents. We tell our stories through personal contact, websites, social media, annual reports, assessment, consultations, teaching, research and many other artifacts. We use story and personal narrative to discuss events, keep traditions alive, relate information, share inspiration, persuade and many more reasons. Story is one of the most powerful ways to teach and engage. This poster session will challenge educational developers to consider and analyze how their core stories can be used to help give voice to our work, define our identity and position ourselves within our institutions

Building Resilience in CTLs: Reflections on Practice

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and students, and considerations of pedagogy in uncertain times. Our individual stories of practice will be helpful to teaching and learning center colleagues who work with faculty and to faculty themselves as they operate in times of crises

Building resilience in CTLs: Reflections on practice

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and students, and considerations of pedagogy in uncertain times. Our individual stories of practice will be helpful to teaching and learning center colleagues who work with faculty and to faculty themselves as they operate in times of crises

Wasting in chronic kidney disease

Wasting/cachexia is prevalent among patients with chronic kidney disease (CKD). It is to be distinguished from malnutrition, which is defined as the consequence of insufficient food intake or an improper diet. Malnutrition is characterized by hunger, which is an adaptive response, whereas anorexia is prevalent in patients with wasting/cachexia. Energy expenditure decreases as a protective mechanism in malnutrition whereas it remains inappropriately high in cachexia/wasting. In malnutrition, fat mass is preferentially lost and lean body mass and muscle mass is preserved. In cachexia/wasting, muscle is wasted and fat is relatively underutilized. Restoring adequate food intake or altering the composition of the diet reverses malnutrition. Nutrition supplementation does not totally reverse cachexia/wasting. The diagnostic criteria of cachexia/protein–energy wasting in CKD are considered. The association of wasting surrogates, such as serum albumin and prealbumin, with mortality is strong making them robust outcome predictors. At the patient level, longevity has consistently been observed in patients with CKD who have more muscle and/or fat, who report better appetite and who eat more. Although inadequate nutritional intake may contribute to wasting or cachexia, recent evidence indicates that other factors, including systemic inflammation, perturbations of appetite-controlling hormones from reduced renal clearance, aberrant neuropeptide signaling, insulin and insulin-like growth factor resistance, and metabolic acidosis, may be important in the pathogenesis of CKD-associated wasting. A number of novel therapeutic approaches, such as ghrelin agonists and melanocortin receptor antagonists are currently at the experimental level and await confirmation by randomized controlled clinical trials in patients with CKD-associated cachexia/wasting syndrome

Mortality of combined serum phosphorus and parathyroid hormone concentrations and their changes over time in hemodialysis patients

BACKGROUND: Mineral and bone disorder (MBD) is common and associated with mortality in patients with chronic kidney disease (CKD). Given that disarrays in serum phosphorus (P) and parathyroid hormone (PTH) levels and their changes over time are closely interrelated, modeling mortality-predictability of their combinations may help improve CKD patient management. METHODS: A historical cohort study was undertaken to evaluate the joint effect of serum P and PTH levels on mortality in 107,299 chronic hemodialysis (HD) patients. Changes in serum P and PTH levels over 6 months, in particular discordant changes, were also modeled with mortality. RESULTS: HD patients were 64±15 (mean±SD) years old and included 45% women, 33% African–American, and 59% diabetic. Compared with serum P level ≥7.0 mg/dL and PTH level ≥600 pg/mL, adjusted hazard ratio (HR) tended to be lowest in patients with serum P level of 3.5–<5.5 mg/dL combined with PTH level of 150–<300 pg/mL (HR 0.64, 95% confidence interval 0.61–0.67). A change over time in serum P level towards the 3.5–<5.5 mg/dL range from higher or lower ranges was associated with a decreased mortality, whereas only change in PTH level from <150 pg/mL to 150–<300 pg/mL range was associated with a lower risk of mortality. Upon discordant changes of PTH and P, i.e., decrease in one of the two measures while the other increased, no change in mortality risk was observed. CONCLUSION: In CKD–MBD management, patent survival is the greatest with controlling both serum P and PTH levels in balance. Tailoring an individualized treatment strategy in CKD-MBD may benefit patients. Further studies are needed

Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course

An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a flipped classroom course. The largest improvements were achieved by replacing face-to-face lecture with active learning exercises and using quizzes to verify student engagement with offline materials. Using conditional release of course materials to encourage homework completion also provided a significant benefit to students who missed class often

Understanding How Inclusive Teaching Practices Shape Teacher Identiy and Role Identity in Graduate Teaching Assistants

Each year graduate teaching assistants (GTAs) enter classrooms to teach an increasingly diverse student body. GTAs represent significant cost savings, yet colleges and universities have failed to prepare GTAs for teaching diverse audiences. Role identity and teacher identity play an essential role in GTAs\u27 understanding of themselves as teachers. Role identity helps clarify expectations for GTAs in their instructional roles, and teacher identity impacts critical aspects of their teaching practices. GTAs must be prepared to instruct students of diverse backgrounds. No empirical studies have considered role identity, teacher identity, and inclusive teaching practices related to GTAs. A model derived from a constructivist grounded theory study will be presented