Teaching Analytical Instrumental Analysis to Undergraduates in Specialized Degree Programs with Heterogeneous Prior Knowledge: Reflections on Inquiry Based Lecture Activities

An adjunct faculty member and graduate instructional assistant (GIA) introduced inquiry-based activities into a 20-student undergraduate analytical instrumental analysis (AIA) lecture course, and reflect on their teaching assumptions, practices and experiences. The increased need for interdisciplinary scientific programs now has an AIA course serving multiple Bachelor of Science degrees in environmental sciences, forensic sciences, molecular biology, and secondary science education. However, we learned degree specialization also introduces into a course, student populations possessing heterogeneous prior knowledge, making an instructor’s rendering of student prerequisite skills a greater challenge. Guided by a pretest assessment, instructional activities were modified or developed by the authors and aimed at enhancing student engagement and motivation to mitigate prior knowledge gaps, improve analytical problem-solving skills, and facilitate a deeper understanding of modern instrumentation design and function. Detailed activity rationale and descriptions are presented. Activities included using readily available Internet bioinformatics and database tools for analytical problem-solving; demonstrating principles of electronic hardware and software design and integration; and creating interdisciplinary scientific narratives using biological, environmental, and industrial molecular exemplars. Our teaching reflections reference weekly post-lecture instructor/GIA discussions, strategic student questioning, collaborative classroom activity observations, and formative assessments. We propose continual instructional reflection is essential for a course serving multiple specialized degrees programs in a scientific field and facilitates preparation for students entering the workforce or graduate school. Further, our observations suggest inquiry-based, real-world activities relevant to modern instrumentation and its applications, assisted students in resolving heterogeneous prior knowledge gaps.

A Cross-Sectional Study of School Experiences of Boys with Duchenne and Becker Muscular Dystrophy

The objectives of this study were to investigate types of supportive school services received and factors related to provision of these services. We conducted a cross-sectional study to describe the school experience of males with Duchenne and Becker muscular dystrophies. Study subjects were identified through the Muscular Dystrophy Surveillance, Tracking, and Research Network. Non-ambulatory males with Duchenne muscular dystrophy (DMD) were significantly more likely to use an instructional assistant and resource room support when compared to ambulant males with DMD at the time of the caregiver interview. Males with DMD who received occupational therapy were more likely to use an instructional assistant, while those who received speech therapy were more likely to repeat a grade, use an instructional assistant, and receive resource room support. Males with DMD whose primary caregivers had less than 12 years of education were more likely to use an instructional assistant and resource room support. Non-ambulatory males with DMD should continue receiving appropriate school accommodations so they can keep pace with their physical demands. Males with DMD with speech deficits should be considered for various educational interventions.

An Instructional Assistant Collaboration Server System Based on Cloud Platform

In order to take full advantage of available resources in existed campus experimental platform and be able to integrate and optimize resources of the platform, increase the rate of resource sharing, and promote the reform of the existing education system, this paper built an instructional assistant collaboration service system based on cloud platform, named briefly IACSS, in campus for teaching assistant. At first, the existed experimental system was discussed deeply. Then, aiming at the lacking of efficiency and resource sharing degree and so on, the system platform of IACSS based on cloud and mobile technology introduces the data fusion and interaction. The architecture of IACSS was given after that. Then, the system platform was built. The system platform of IACSS supports the optimization of resources and personalized services customized mechanism. And it also supports the accessed and cooperated with each other at anytime and anywhere. Nowadays, the system has been successfully deployed in the campus and the test run, the practice shows that the platform can reasonably integrate resources, improve resource sharing rate, improvement of the existing education system.

Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.

Clubs: Chi Alpha Mu Junior Mathematics Clubs

Chi Alpha Mu is the national mathematics club for junior high and upper-middle-school students. The Greek letters stand for Creative Adventures in Mathematics-the goal of the organization. Chi Alpha Mu is the brainchild of Sarah M. Burkhart, who initiated the program in three schools in Tulsa, Oklahoma, in 1967. By 1978 there were sixty-five clubs in about a dozen states and nearly sixty-three hundred members. The group affiliated with NCTM about that time. Sarah Burkhart's death last April left a void, but Jack Skelton, Instructional Assistant for Secondary Mathematics, Tulsa Public Schools, P.O. Box 45208, Tulsa, OK 74145, has agreed to coordinate the administrative affairs of the national office. Inquiries to Jack Skelton will be answered with a public-relations kit providing information on goals, rules, dues, and benefits.