scholarly journals Emerging Scholars and Junior Faculty Present New Strategies for Student Engagement in Gerontology

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 101-102
Author(s):  
Sarah Hahn ◽  
Jennifer Kinney
Keyword(s):  
Student Learning ◽  
Junior Faculty ◽  
Pedagogical Strategies ◽  
Major Transitions ◽  
Team Based Learning ◽  
Faculty Experience ◽  
Written Assignments ◽  
Shed Light ◽  
New Strategies ◽  
Innovative Approaches

Abstract With the rapid aging of the population, the need for gerontological educators to identify pedagogical strategies to increase interest and prepare students continues to grow. Innovative approaches and educational practices contribute greatly to student success in the gerontological classroom. Literature on gerontological pedagogy has shed light on the success of high-impact practices, creative assignments, pedagogical interventions, and even different course modalities when it comes to effectively delivering gerontological content and engaging students. Additionally, the Academy for Gerontology in Higher Education (AGHE) provides a wealth of suggestions for creating and implementing effective gerontology courses and assignments. However, while we are familiar with these practices, we are not familiar with how specific groups of academics, such as emerging scholars and junior faculty, are utilizing them. Emerging scholars and junior faculty experience several major transitions as they prepare for life in academia. To ensure that emerging scholars and junior faculty are well prepared, we need to continue to empower these individuals to foster growth. This can be done by highlighting how emerging scholars and junior faculty have met the goals of maximizing and optimizing student learning. As such, the purpose of this symposium is to examine innovative approaches used by emerging scholars and junior academics in the gerontological classroom that have optimized student learning. This includes presentations on strategies for team-based learning, using intersectionality as a theoretical lens, and two creative written assignments, The Gerontological Movie Database Review and Interview an Elder.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

scholarly journals Hypoxia Transcriptomic Modifications Induced by Proton Irradiation in U87 Glioblastoma Multiforme Cell Line

2021 ◽  
Vol 11 (4) ◽  
pp. 308
Author(s):  
Valentina Bravatà ◽  
Walter Tinganelli ◽  
Francesco P. Cammarata ◽  
Luigi Minafra ◽  
Marco Calvaruso ◽  
...  
Keyword(s):  
Glioblastoma Multiforme ◽  
Cell Line ◽  
Acute Hypoxia ◽  
Hypoxic Condition ◽  
Biological Processes ◽  
Microarray Gene Expression ◽  
Hypoxic Conditions ◽  
Gene Expression Analyses ◽  
Shed Light ◽  
New Strategies

In Glioblastoma Multiforme (GBM), hypoxia is associated with radioresistance and poor prognosis. Since standard GBM treatments are not always effective, new strategies are needed to overcome resistance to therapeutic treatments, including radiotherapy (RT). Our study aims to shed light on the biomarker network involved in a hypoxic (0.2% oxygen) GBM cell line that is radioresistant after proton therapy (PT). For cultivating cells in acute hypoxia, GSI’s hypoxic chambers were used. Cells were irradiated in the middle of a spread-out Bragg peak with increasing PT doses to verify the greater radioresistance in hypoxic conditions. Whole-genome cDNA microarray gene expression analyses were performed for samples treated with 2 and 10 Gy to highlight biological processes activated in GBM following PT in the hypoxic condition. We describe cell survival response and significant deregulated pathways responsible for the cell death/survival balance and gene signatures linked to the PT/hypoxia configurations assayed. Highlighting the molecular pathways involved in GBM resistance following hypoxia and ionizing radiation (IR), this work could suggest new molecular targets, allowing the development of targeted drugs to be suggested in association with PT.

Teaching Large Sections of a Business Communication Course

2017 ◽  
Vol 80 (1) ◽  
pp. 114-129
Author(s):  
Carol Wright
Keyword(s):  
Student Learning ◽  
Business Communication ◽  
Pedagogical Strategies ◽  
Communication Course ◽  
Face To Face ◽  
Large Sections ◽  
Large Face

The purpose of this research is to examine specific examples of how business communication courses are delivered in large, face-to-face university classes to discover implications of these large courses. This case study reviewed four classes from two different midsized universities whose classes range from 48 to 300 students. Findings suggest that, when faced with the possibility of teaching more students, it is important to understand that pedagogical strategies may need to be adjusted to maintain student learning. These strategies include modifying the course to the lecture/lab structure, limiting the amount of writing, or allowing the instructor to teach fewer courses.

E-Pedagogical Support Strategies to Teaching Methodology of Economics Students at an Open Distance Learning University

2020 ◽  
Vol 10 (3) ◽  
pp. 1-18
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Student Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Teaching Methodology ◽  
Learning Context ◽  
Online Questionnaire ◽  
Pedagogical Strategies ◽  
Support Strategies

A systematic review of the literature of e-pedagogical support strategies for an open distance learning context was done to explore the knowledge “gap” on existing scholarly works. This paper investigates the use of pedagogical support strategies employed to support student learning in an online Teaching Methodology of Economics course. The research followed a pragmatic approach—an explanatory mixed-methods design—to conduct the research. An online questionnaire and eDiscussion forum entries were employed to collect data. Convenient and purposive sampling of postgraduate students (n=179) in Teaching Methodology of Economics were selected. Students voluntarily completed the online survey. Findings and practical implications were formulated to advance online pedagogical strategies to support student learning and thus promote essential competencies for the course in the college of education at an open distance learning university. The current study has only examined a small sampling of student views regarding pedagogical strategies employed in a teacher education online course. More research is needed to establish whether a larger sample, comparing similar courses in the teacher education programme, will yield different results.

scholarly journals Using research to inform learning technology practice and policy: a qualitative analysis of student perspectives

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Carol Russell ◽  
Janne Malfroy ◽  
Maree Gosper ◽  
Jo McKenzie
Keyword(s):  
Student Learning ◽  
Learning Technologies ◽  
Student Experiences ◽  
Education Student ◽  
Learning Technology ◽  
Strategic Choices ◽  
Institutional Goals ◽  
Institutional Learning ◽  
New Strategies

<p>As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academic-led technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools.</p><p> </p>

scholarly journals Virulence Factors in Hypervirulent Klebsiella pneumoniae

2021 ◽  
Vol 12 ◽  
Author(s):  
Jie Zhu ◽  
Tao Wang ◽  
Liang Chen ◽  
Hong Du
Keyword(s):  
Membrane Proteins ◽  
Klebsiella Pneumoniae ◽  
Outer Membrane ◽  
Virulence Factors ◽  
Outer Membrane Proteins ◽  
Pyogenic Liver Abscess ◽  
Secretion System ◽  
Asian Pacific ◽  
Shed Light ◽  
New Strategies

Hypervirulent Klebsiella pneumoniae (hvKP) has spread globally since first described in the Asian Pacific Rim. It is an invasive variant that differs from the classical K. pneumoniae (cKP), with hypermucoviscosity and hypervirulence, causing community-acquired infections, including pyogenic liver abscess, pneumonia, meningitis, and endophthalmitis. It utilizes a battery of virulence factors for survival and pathogenesis, such as capsule, siderophores, lipopolysaccharide, fimbriae, outer membrane proteins, and type 6 secretion system, of which the former two are dominant. This review summarizes these hvKP-associated virulence factors in order to understand its molecular pathogenesis and shed light on new strategies to improve the prevention, diagnosis, and treatment of hvKP-causing infection.

Team-Based Learning in a Coaching Education Course: Impact on Student Learning

2020 ◽  
Vol 39 (1) ◽  
pp. 28-35
Author(s):  
Karen E. Collins ◽  
Catherine E. Overson ◽  
Victor A. Benassi
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching Strategy ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Applied Learning ◽  
Coaching Education ◽  
Team Based Learning

Purpose: The authors implemented an active learning teaching strategy in a coaching education course utilizing a modified team-based learning (TBL) approach, assessing the learning benefits and satisfaction of students’ experience. Method: After reviewing preparatory background materials, 35 students responded in-class to prompts in developing coaching action plans. Students completed two in-class learning activities: one on their own (Solo) and one as a group (TBL). The authors examined student performance on exam transfer questions for the two activities. Later, students reported on their satisfaction with the learning activities. Results: Students performed better on exam transfer questions related to their TBL and Solo conditions (p < .003, d = 0.75). Students reported a preference for working in teams compared with working on their own in developing case studies (p < .06, d = 0.63). Discussion/Conclusion: Results highlight the benefits of TBL in a coaching education classroom emphasizing how preparation, collaboration, and applied learning activities impact student learning outcomes.

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