bluuebunny/crossref_metadata_2025 huggingface dataset:
ANTIDIABETIC ACTIVITY OF BACOLEPIS NERVOSA (WIGHT AND ARN.) DECNE. EX MOQ. EXTRACT ON ALLOXAN INDUCED DIABETIC RATS
Authors: Alphonse A. Arockia Jenecius , R. Mohan V. , A. Doss
Published: April 2017

Objective: The aim of this study was to investigate the effect of ethanol extracts of stem and leaf of Bacolepis nervosa as antihyperglycemic, anti-hyperlipidemic and antioxidant activity in alloxan-induced diabetic rats. Methods: Diabetes was induced in wistar albino rats by administration of alloxan monohydrate (150 mg/kg). The ethanol extract of B. nervosa leaf and stem at a dose of 150 and 300 mg/kg body weight was administrated at a single dose per day to diabetes-induced rats for a period of 14 d. The effect of ethanol extract of B. nervosa leaf and stem on blood glucose, insulin, urea, creatinine, HbA1C, serum protein, albumin, globulin, serum enzymes, serum lipid profiles, lipid peroxidase (LPO) and antioxidant enzymes like superoxide dismutase (SOD), catalase (CAT), glutathione peroxidase (GPx) and reduced glutathione (GSH) were measured in the diabetic rats.Results: The ethanol extract of B. nervosa stem and leaf elicited significant reduction in blood glucose (p<0.001), serum enzymes (SGPT, SGOT, ALP) (p<0.01), lipid parameters (TC, TG, VLDL-LDL, PL) (p<0.01) except HDL-C and significantly increased insulin (p<0.01), HDL-C (p<0.05),, GPx, GSH, SOD and CAT (p<0.05) at the dose of 300 mg/kg when compared with the diabetic-induced control.Conclusion: From the above results, it is concluded that ethanol extracts of B. nervosa leaf and stem possesses significant antihyperglycemic, antihyperlipidemic and antioxidant effect in alloxan induced diabetic rats.
COMBINATORIAL EFFECT OF D-AMINOACIDS AND TETRACYCLINE AGAINST PSEUDOMONAS AERUGINOSA BIOFILM
Authors: Jayalekshmi H. , Harikrishnan C. , Sali Sajin , Kaushik N. , Victus Norin Mary G. , Anoop R. , Sarath T. M. , Athira O. , Kumar Geetha B. , Nair Bipin
Published: April 2017

Objective: The present study attempted to evaluate the anti-biofilm activity of D-amino acids (D-AAs) on Pseudomonas aeruginosa and determine if the combination of D-AAs with tetracycline enhances the anti-biofilm activity in vitro and ex vivo.Methods: Different D-AAs were tested for antibiofilm activity against wild type P. aeruginosa PAO1 and two multidrug resistant P. aeruginosa clinical strains in the presence of sub inhibitory concentrations of tetracycline using crystal violet microtitre plate assay. Results were further validated using in vitro wound dressing and ex vivo porcine skin models followed by cytotoxicity and hemocompatibility studies.Results: D-tryptophan (5 mmol) showed 61 % reduction in biofilm formation of P. aeruginosa. Interestingly combinatorial effect of 5 mmol D-tryptophan and 0.5 minimum inhibitory concentration (MIC) (7.5µg/ml) tetracycline showed 90% reduction in biofilm formation. 5 mmol D-methionine shows 28 % reduction and combination with tetracycline shows 41% reduction in biofilm formation of P. aeruginosa. D-leucine and D-tyrosine alone or in combination with tetracycline did not show significant anti-biofilm activity. D tryptophan-tetracycline combination could reduce 80 % and 77 % reduction in biofilm formation in two multi drug resistant P. aeruginosa clinical strains. D-tryptophan-tetracycline-combination could also reduce 76% and 66% reduction in biofilm formation in wound dressing model and porcine skin explant respectively. The cytotoxicity and hemocompatibility studies did not show significant toxicity when this combination was used.Conclusion: The results established the potential therapeutic application of D-tryptophan alone or in combination with tetracycline for treating biofilm associated clinical problems caused by P. aeruginosa.
A CASE SERIES ON ANTI NMDAR ENCEPHALITIS
Authors: Reji Reshma , Alexander Sherin , Vijayan Meenu
Published: April 2017

N-methyl-D-aspartate receptor (NMDAR) encephalitis is an autoimmune neurological disorder arising from the generation of antibodies which binds to the synaptic proteins. Here we present a case series of 3 cases where the different aspects of treating NMDAR encephalitis are dealt with. The association of ovarian teratoma and the importance of its removal before treating the encephalitis have been discussed in the second case. Apart from the first line and second line agents used in the therapy of NMDAR encephalitis, the importance of managing infections especially urinary tract infection and lower respiratory tract infection with antibiotics have also been discussed. The article also aims to throw light into the treatment of extrapyramidal side effects induced by antipsychotics. At the end, the significance of putting the patient on a ketogenic diet to manage refractory seizures associated with anti-NMDA receptor encephalitis has also been discussed based on reviewing literature.
PHYSICO-CHEMICAL CHARACTERISTICS OF RUSSIAN TEA FUNGUS: KOMBUCHA
Authors: Ali Sumaiya Ahmad , Shivanna Gunashree B.
Published: April 2017

Objective: To characterize various physicochemical parameters for Russian tea fungus: Kombucha. Methods: In the present investigation, various physicochemical analyses of kombucha such as, estimation of biomass, ascorbic acid, acetic acid, carotenoid contents, antioxidant activity and antibacterial activity against E. coli, Salmonella sp and Staphylococcus aureus were carried out after growing at different temperature and pH with varied concentrations of 5, 10, 15 and 20% tea powder boiled for 10 min along with 5% sugar and filtered to obtain tea decoction. Results: The bacteria in kombucha were Gram-negative, flexible rods. Both bacteria and yeast were positive for acid and gas production with glucose and sucrose and negative with lactose. A highest biomass content of 33.39 and 32.9 g/l in 5 and 10% tea decoction respectively was observed when grown statically at 25 °C and pH 5.0. Highest carotenoids (92.5 μg/ml) content was found at normal pH without setting, while 85 and 84 μg/ml at pH 4.5 and 5.0 respectively under static condition. A highest DPPH(2,2-diphenyl-1-picrylhydrazyl) inhibition of 76.95% with IC50 value 3.26 mg/ml and ascorbic acid content of 33.19% were found with 5% tea at 25 °C and pH 4.5. Acetic acid, which was shown to be one of the antimicrobial agents in kombucha had the highest strength of 2.25 g/l in 5% tea grown at 25 °C and normal pH, while 4.5g/l at pH 4.5. The antibacterial activity showed the sensitivity of Escherichia Coli with 57% and Salmonella sp with 42.9% inhibition for kombucha grown at 25 °C and pH 4.5 when compared to positive control.Conclusion: Kombucha, a miracle drink can be exploited furthermore for human well-being through combating various health issues due to changing lifestyle.
PHYTOCHEMICAL SCREENING AND PHARMACOLOGICAL EVALUATION OF DIFFERENT EXTRACTS OF PLANT CASEARIA TOMENTOSA LEAVES
Authors: Tyagi Ritu , Shukla Abha , Shukla Rishi Kumar
Published: April 2017

Objective: In present study different extracts of the leaves of plant Casearia tomentosa was investigated for the phytochemical screening, total phenolic content and various pharmacological activities like antioxidant, antidiabetic, antibacterial.Methods: Leaves of C. tomentosa were successively extracted by soxhlet extraction method using petroleum ether, chloroform, ethyl acetate and ethanol. The preliminary phytochemical investigation of different extracts was carried out according to standard methods. Antioxidant activity evaluated by 1, 1-diphenyl-2-picrylhydrazyl (DPPH) radical scavenging assay and ferric reducing antioxidant potential (FRAP) method. Total phenolic content was evaluated by Folin-ciocalteau method. Antidiabetic activity estimated by α-amylase and α-glucosidase inhibitory assay while antibacterial activity was performed by disk diffusion method.Results: C. tomentosa leaves show the presence of various phytochemicals like alkaloids, flavonoids, carbohydrates, glycosides, protein etc. Results of antioxidant studies revealed that the ethanol extract possessed highest 2, 2-diphenyl-1-picryl-hydrazyl (IC50 31.87±0.65 μg/ml) activity, ferric reducing antioxidant power (43.78±0.65μM/ml, FRAP value=2.30). Among different extracts, ethanol extract shows highest (228.17±0.63 mg gallic acid equivalents (GAE)/gram of dry mass) amount of total phenolic content. The ethyl acetate extract exhibited highest inhibition on α-amylase (IC50 262.08±1.26 μg/ml) and α-glucosidase (IC50 459.25±1.80 μg/ml) enzymes. Results of antibacterial activity revealed that all extracts show inhibition against selected bacterial strains like Staphylococcus aureus, Escherichia coli, Pseudomonas aeruginosa, Klebsiella pneumonia and Salmonella typhi.Conclusion: The present study suggests that Casearia tomentosa leaves can be used as a potential source of natural antioxidant and natural antidiabetic, antibacterial agents.
INCIDENCE OF HYPERTENSION IN ASTHMA PATIENTS WHO TREATED WITH BETA-2 AGONISTS BRONCHODILATORS
Authors: Eff Aprilita Rina Yanti
Published: April 2017

Objective: To determine the prevalence of hypertension in hospitalized patients with asthma who were treated with beta-2 agonists. To evaluate the correlation between the duration of the use of beta-2 agonist with the incidence of hypertension.Methods: This research is a descriptive epidemiological, observational cross-sectional and retrospective study design. The study population was all adult asthma patients (age ≥ 25) without a concomitant diseases such as hypertension or metabolic syndrome treated with β2 agonists as a bronchodilator and underwent hospitalized in January 2015-December 2015 (n=108). Patient data were collected from the medical record. Data were analyzed using univariate and bivariate to count the number of occurrences of hypertension and recognizing the correlation between the duration of the use of β2 agonists with hypertension event.Results: The incidence of hypertension in patients with asthma who were treated with beta-2 agonists are 50, 93% at the stage of pre-hypertension (120 mm Hg/80 mm Hg) and 25, 9% in stage I hypertension (140 mmHg/90 mmHg). Body weight and duration of therapy with a β2 agonist positively correlated with the incidence of hypertension with a correlation coefficient (r) 0.231 and 0.386 respectively.Conclusion: In this study, duration of therapy with a β2 agonist in asthma patients positively correlated with the incidence of hypertension.
Discrepancies in Risk Preference in Other-regarding Decision Making
Authors: Sun Qingzhou , Wang Peng , Liu Hongyu , Liu Yongfang
Published: April 2017

We explored the discrepancies in risk preference in other-regarding decision making from the perspective of construal level theory. We recruited 166 university undergraduates to participant in a 2 (other: close or distant) × 2 (role of the decision maker: deciding for others vs.
predicting the decisions of others) × 2 (domain: gain or loss) experiment. Results showed that participants were more risk seeking in distant other-regarding decisions than in close other-regarding decisions, when predicting the decisions of others than when deciding for others, and
in the loss domain than in the gain domain. Such effects were stronger in the gain domain than in the loss domain. These findings suggest that people's risk preferences in other-regarding decision making are changeable, depending on whom they decide for and which role they play.
Bidirectional Work–Family Enrichment Mediates The Relationship Between Family-Supportive Supervisor Behaviors and Work Engagement
Authors: Qing Guoxia , Zhou Erhua
Published: April 2017

We applied the resource–gain–development perspective to test a theoretical model in which family-supportive supervisor behaviors (FSSB) were expected to predict work engagement through the mediator of bidirectional work–family enrichment (work–family enrichment
and family–work enrichment) over time. Using a 2-wave survey conducted over a 5-month interval, we collected data from 268 full-time employees of Chinese industries. When controlling for perceived general supervisor support and perceived organizational support at Time 1, the hierarchical
regression analysis results revealed that FSSB at Time 1 increased bidirectional work–family enrichment and work engagement at Time 2. In addition, bidirectional work–family enrichment was found to fully mediate the relationship between FSSB and work engagement. Theoretical contributions
and managerial implications are discussed.
4. Practice Makes Perfect? University Students’ Response to a First-Year Transition Course
Authors: Browning Catherine , Le-May Sheffield Suzanne
Published: April 2017

This paper shares new insights on the first-year university student transition experience. Our research focuses on students’ practice of academic skills developed in a ‘Foundations for Learning’ course, from their own perspective, after they completed the course. Once they had an opportunity to practice what they learned in subsequent courses we investigated how such practice impacts students’ attitudes toward learning and their university experience.
6. Transforming Diversity Tensions: Shifting Knowledge Through Arts-Based Practices
Authors: Macdonald Geraldine (Jody) , MacDonnell Judith A.
Published: April 2017

In this paper, the authors engage in a dialogue to illustrate their teaching practice with experiential arts-based diversity learning. The adult education theoretical frameworks of transformative learning/unlearning and experiential learning frame the paper. Examples of experiential arts-based diversity learning include: participating in experiential role-playing during the ‘animal game,’ creating paper figures that represent participant diversities, and creating an impromptu human installation.
11. Question Me an Answer: Re-awakening the Art of Inquiry in Post-Secondary Science Education
Authors: O’Beirne-Ryan Anne Marie
Published: April 2017

In our science learning and teaching environment, how often do we present science as a body of facts, or at best, a compendium of knowledge to which we can add more information, if we ask the “right” questions? In reality, the nature of science is significantly more complex, and the number of iterations we go through to resolve a given inquiry is often considerable. Similarly, how often do we vocalize the hope that our students will develop critical thinking, yet in reality, encourage only logical, linear thinking? Would science become more inclusive if we actually encouraged creative and divergent thinking in addition to logical-analytical thinking? Instead of “What?” can we ask “What if?” or even better, “What if not?” How might we begin to create learning environments where students themselves generate questions that facilitate deeper learning?
13. Evolving Toward Laughter in Learning
Authors: Strean William B.
Published: April 2017

Lowman (1995) described the relationship between teacher and student and student engagement as the two most important ingredients in learning in higher education. Humour builds teacher-student connection (Berk, 1998) and engages students in the learning process. The bond between student and teacher is essential for learning, satisfaction, and retention. Humour helps students to learn better, remember more, improve problem-solving, absorb and retain information more quickly, and reduce their anxiety about subjects like math and science. Humour also reduces classroom management problems. This essay reviews research findings that support the use of humour in teaching and it provides strategies that teachers can use to bring more humour into their classrooms.
15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems
Authors: Pelton Tim , Pelton Leslee Francis , Sanseverino Mary
Published: April 2017

This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.
16. “Learning by Doing” in a Graduate Course in Human Development and Family Studies: Service Learning Utilizing an Evaluation Project
Authors: Kopera-Frye Karen , Hilton Jeanne
Published: April 2017

The purpose of this paper is to share our experiences involving a creative approach to service learning that was implemented in a Human Development and Family Studies graduate course. In our departmental pursuit of evolving scholarship and promoting scholarly teaching and learning (Kopera-Frye, Hilton, & Cavote, 2003), this course represents an example of how one can promote higher-level learning among our future professionals. This service learning approach utilized in this particular course focuses on needs assessment and program evaluation, a direction not usually found in typical service learning projects that involve a social volunteerism approach. By discussing the theoretical basis for the project, course format, and providing some qualitative/evaluative data, we will contribute to the knowledge base on innovative ways to promote scholarly learning. Challenges and issues that need to be anticipated before designing this type of service learning experience will be highlighted.
21. Making the Most of Multiple-Choice Questions: Getting Beyond Remembering
Authors: DiBattista David
Published: April 2017

Multiple-choice questions are widely used in higher education and have some important advantages over constructed-response test questions. It seems, however, that many teachers underestimate the value of multiple-choice questions, believing them to be useful only for assessing how well students can memorize information, but not for assessing higher-order cognitive skills. Several strategies are presented for generating multiple-choice questions that can effectively assess students’ ability to understand, apply, analyze, and evaluate information.
2. What do Professors Want to Learn to Improve Their Teaching?
Authors: Mather Jennifer A.
Published: April 2017

This paper recounts the author’s experience with giving a Needs Assessment for improvement by university teachers. Subjects were from the University of Lethbridge and the 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session. Teachers at the University (n=77) indicated they could spend 5-15 hours in teaching development per semester and wanted a variety of information access but favoured quick one-hour workshops. STLHE participants (n=34) were willing to attend three-hour workshops and spend more time per semester (over 20 hours) improving their teaching. Topics that both groups wanted to hear about were teaching efficiently, using student feedback, fostering critical thinking, and marking fairly. STLHE participants were more interested in fostering group work, student writing, and dealing with student disabilities and diversity, whereas the University sample cared more about preventing cheating and presenting the results of their teaching for promotion and tenure. All in all, there were many things that teachers wanted to learn.
9. Improving the Outcomes for College Students Transferring to University
Authors: Carter Irene , Coyle James P. , Leslie Donald R.
Published: April 2017

The authors discuss the challenges of transferring from college to university programs. Following consideration of the practices associated with transferring credits and creating articulation agreements, the authors suggest the use of learning outcomes. Noting the challenges, as well as the benefits, they propose using learning outcomes as an alternative to existing transfer practices. Continued collaborative research and planning efforts between colleges and universities are stated as being essential to improving the transfer process.
16. Using Content-Specific Lyrics to Familiar Tunes in a Large Lecture Setting
Authors: McLachlin Derek T.
Published: April 2017

Music can be used in lectures to increase student engagement and help students retain information. In this paper, I describe my use of biochemistry-related lyrics written to the tune of the theme to the television show, The Flintstones, in a large class setting (400-800 students). To determine student perceptions, the class was surveyed several weeks after the song was used. Students reported a high level of engagement and enjoyment during the song. Many students found the song to be a helpful study tool. To guide future song selection, the students were also asked to indicate their familiarity with 30 popular songs from the past 50+ years. The songs that were least familiar to the students were all released before 1980, but some older songs were well known. The results support the use of content-specific lyrics set to familiar tunes as an educational tool, and provides information about specific songs that would or would not be suitable for this purpose.
21. Enhancing Undergraduate Critical Reading Skills in Neuroscience Using Instructor-Developed Study Guides
Authors: Moraru Andreea , LeBoutillier Janelle C.
Published: April 2017

This study proposes an innovative instructional method for enhancing critical reading skills. Students enrolled in an undergraduate neuroscience course offered at the University of Toronto Scarborough reported that they often experience difficulty in analyzing and interpreting empirical and review journal articles. Our research focuses on student attitudes and perceptions of learning following exposure to instructor-developed study aids based on course readings from various scientific journals. The results of this study can be translated across disciplines to courses that use journal articles as part of the reading requirements, and can further impact course development to better facilitate student learning.
36. Greening the 2008 STLHE Conference: Sustainability as a Teaching and Learning Challenge
Authors: Prendi Lindita , Hamilton Beverley , Henshaw Paul
Published: April 2017

Conferences are a great way to exchange ideas, communicate research findings, network, and more. However, as a teaching and learning community, we are becoming increasingly aware of the importance of environmental sustainability. The 2008 Society for Teaching and Learning in Higher Education conference organizers chose A World of Learning as its central theme, evoking the challenges and possibilities of internationalization and globalization in post-secondary settings and encouraging presenters to explore the impact of these trends in colleges and universities. As the conference program began to evolve, it became clear that the theme also represented an important opportunity to consider the ecological impact of this annual event. This paper examines the intent, outcomes, and implications of the initiative, illuminating the ways in which initiatives that, at first glance, appear logistical and material-based, are in fact better understood as changes in individual, community, departmental, and institutional values and practices. The potential of projects, such as this one, to function as co-curricular teaching and learning opportunities in promoting institutional change is also explored.
3. Qui a Peur d’une Pédagogie Différentielle des Sexes?
Authors: Lamontagne Claude
Published: April 2017

tente ici de faire valoir le point de vue selon lequel il demeure pertinent, contrairement à ce que la rectitude politique me semble vouloir prêcher, de s’interroger sur les possibles différences entre les hommes et les femmes en ce qui a trait aux aspects de la dynamique psychique que la problématique pédagogique interpelle. Je fais d’abord remarquer que je n’ai pu trouver aucune « théorie scientifique » s’y rapportant dans les sciences humaines prétendant s’y intéresser. Je propose ensuite une amorce de traitement théorique de la problématique, que je pousse jusqu’à l’opérationnalisation, puis à un premier test empirique, qui m’apparaît concluant quant à l’intérêt de poursuivre la lancée. En conclusion, je lance quelques pistes de réflexions sur les implications de ma théorie relatives à la pratique pédagogique.
5. Exploring Identities Through Poetic Inquiry: Heartful Journeys Into Tangled Places of Complicated Truths and Desires
Authors: Guiney Yallop John J. , Naylor Kathleen , Sharif Shamimara , Taylor Nancy
Published: April 2017

One of the challenges we face in higher education is knowing who we are as individuals and as communities. Poetic inquiry (Prendergast, Leggo, & Sameshima, 2009) is a way into that knowing, a way of exploring our own identities and our relationships with each other. Poetic inquiry creates a space for evocative knowing. This research project, supported by the Acadia University Research Fund, included two graduate students as co-participants, one graduate student as co-investigator, and a principal investigator. Through writing, feedback, editing, and rewriting, we sought to create poetry that would show our identities as individuals and in relationships with our communities. We met for four three-hour sessions to write poetry, after reading the work of a poet / scholar. For our fifth session, we performed our poetry at a public reading that was advertised throughout the University community. Audience members were given a copy of our chapbook of poetry (Guiney Yallop, Naylor, Sharif, & Taylor, 2009), which included participant-selected pieces from our own work completed during, or between, the sessions.
11. Learning Portfolios: Creative Connections Between Formal and Informal Learning
Authors: Cassidy Alice
Published: April 2017

How do you know what students in your course “took away” with them? Why not ask? Through a learning portfolio assignment, I invited students to show: how they met the course objectives; connections they made to other courses as well as aspects of their lives; and their views and perspectives about the course material and processes. They were asked to include tangible evidence, examples, connections, and reflections from all class sessions, discussions, and other assignments. They were also required to express themselves through a creative variety of styles and formats, including a concept map and a world map. What were their reactions to the assignment? Many noted that it encouraged them to think critically and that it was a fun way to show the links between the course and their own lives. Might you like to use or adapt some or all parts of my learning portfolio assignment in a course (any discipline) that you teach? Through reading this paper and trying the described activities, you will have completed your own mini-learning portfolio and explored methods of assessment.
13. Paddle Your Own Canoe: Metaphors for Teaching Between the Tides
Authors: Wright W. Alan , Monette Marie-Jeanne , Hamilton Beverley
Published: April 2017

Nearly twenty college and university voyageurs hailing from Atlantic Canada to the Pacific Coast and points in between, as well as intrepid pedagogues from institutions of higher education from Asia and Australia rendezvous at the Small Craft Aquatic Centre in Fredericton, New Brunswick, on the shores of the St. John River. The sun shines brightly on this warm, mid-June morning, and the water sparkles, inviting the assembled paddlers to embark on a fleeting voyage of discovery in the great Canadian out-of-doors. The group leader addresses the circle of eager life vest-clad participants as they stand, paddles in hand, in anticipation of the day’s activity. “Welcome to this pre-conference workshop” begins the facilitator, “let us begin with a warm-up activity!” A casual observer of the scene would surely be perplexed: a canoe-based conference workshop activity? For professors of all ages, shapes, and sizes? What’s this about?
15. Academic In/Civility: Co-Constructing the Foundation for a Civil Learning Community
Authors: Marini Zopito , Polihronis Christine , Blackwell Wendy
Published: April 2017

While it has important implications for the success of students as well as for institutions, academic in/civility is not an issue that is readily engaged by many professors. However, the creation of a civil learning community should be a high priority for everyone in the academe for it has the potential to benefit both individuals and institutions. The exercises outlined in this paper should help professors to engage students in reflective activities designed to provide valuable information about individual understanding and perceptions of in/civility as well as to provide opportunities for developing a shared vision and foundation for a civil learning community.
19. Two Sides of the Same Coin: Student-Faculty Perspectives of the Course Syllabus
Authors: McDonald Jeanette , Siddall Gillian , Mandell Deena , Hughes Sandy
Published: April 2017

Course syllabi play an important role in teaching, learning, and course design. They serve multiple functions and audiences and represent the end product of a scholarly process. In the following article, select findings from a mixed methods study examining how faculty and students conceptualize course syllabi are presented, specifically the design implications of what faculty include in their syllabi and those items students perceive to be most important and attend to most often throughout the course.
25. Experiences of New Faculty in a Transitional Institution
Authors: Yeo Michelle , Bennett Deb , Bennett Deb , Merkley Cari , Merkley Cari , McNichol Jane , McNichol Jane , Osakwe Carlton , Osakwe Carlton , Pada Carolyn , Pada Carolyn
Published: April 2017

This research project studies the induction and socialization of new faculty at Mount Royal University, recently transitioned from college to undergraduate university status. There is extensive documentation in the literature on issues faced by new faculty in post-secondary institutions; however, very little is published on how a culture in flux may complicate this socialization. This project uses interpretive inquiry to study the experience over three successive years of new faculty experience. We use themes found in the prior literature of stress, time, socialization, and evaluation to structure our initial findings, but propose that a more complex framework is required to understand new faculty experience under these conditions of institutional transformation.
1. Building Passion and Potential for Creative Learning in Higher Education
Authors: Keller-Mathers Susan
Published: April 2017

Building passion and potential for creative learning in higher education involves deliberately seeking to understand, appreciate, and teach for creativity. Recognizing the urgent need for creativity and problem solving skills, and understanding that instructors must embrace creative learning for themselves first, is central. Creativity cannot be left to chance. Developments in the field of creativity, both with regard to defining aspects of creativity and providing frameworks for integrating creative learning into higher education practices are discussed.
21. The Academic, Social, and Migratory Experiences of International Graduate Students Enrolled at the Université de Montréal: A Study of Persistence
Authors: Mainich Sarah
Published: April 2017

From its earliest times, higher education transcended geographic boundaries so nowadays international students are a significant element of the social and cultural landscape of higher education, but international graduate students form a diverse group with different motivations for study and have become a sizeable segment of the student body in the Canadian higher educational system. However, this specific student population has not been completely understood and their diverse experiences have not been explained. This research paper deals with the issue of persistence among international graduate students enrolled at the Université de Montréal. Because the number of international graduate students has increased, strategic, social, and economic goals must be discussed. Hence, the purpose of this research is to develop a strong understanding of the factors influencing persistence and student success.
10. Teaching World Literature for the 21st Century: Online Resources and Interactive Approaches
Authors: Bernstein Lisa
Published: April 2017

This paper introduces a pedagogical approach and strategies for using online resources and interactive media to teach in English about writers and writing from around the world without colonizing or excluding other languages and cultures.  First, I explain the context and challenges of teaching world literature: the importance of including diverse works and authors; competing definitions and information overload; barriers to international availability and accessibility of non-dominant works and of non-English languages; and students’ limited historical and cross-cultural knowledge.  I then show how faculty can incorporate open-source Internet and interactive multimedia resources into world literature courses in ways that allow alternative and outsider voices to challenge and expand national, ethnic, linguistic, socio-political, and disciplinary boundaries.  Faculty can use web resources such as blogs and wikis; online self-publishing and translation sites; maps, timelines, primary documents, and other sources of historical and socio-political context; and social media platforms to create a more inclusive notion of world literature, as well as a learning process that is dynamic, collaborative, and relevant to students’ daily lives.
Motivations for Going to University: A Qualitative Study and Class Project
Authors: Schmidt Heather
Published: April 2017

We explored student motivations for attending university, including how motivations may change over the course of one’s postsecondary career, by conducting semi-structured interviews with 8 upper-year undergraduates. Participants were also asked to reflect back on their own experiences and provide advice for new university students. We conducted a grounded theory analysis to identify common themes running across the 8 interviews. What emerged was a pattern of transition from a predominance of external/extrinsic motivators at the beginning of one’s university career, into increasingly internal/intrinsic motivators as students discovered their passions and interests. Two unexpected external/extrinsic themes to emerge included: ‘Unhelpful high-school guidance-counselling’ and a ‘Motivation to disprove people who underestimate you’. The strongest internal/intrinsic motivation was the ‘Desire to help others’. Students can apply these findings to their own lives and universities can gain a better understanding of the supports that are needed to retain students through to graduation.
Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations
Authors: Samson Patricia L
Published: April 2017

Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.
Transforming Passive Receptivity of Knowledge into Deep Learning Experiences at the Undergraduate Level: An Example from Music Theory
Authors: Ferenc Anna
Published: April 2017

This article discusses transformation of passive knowledge receptivity into experiences of deep learning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke natural critical learning environments. It presents an example of such a project, addresses key features of its design to keep in mind for adaptation to other disciplines, and analyzes its effectiveness through a qualitative study of student reflections. The study yields compelling evidence of enhanced engagement with subject learning, meta-learning and transfer of learning.
Making Students' Metacognitive Knowledge Visible Through Reflective Writing in a Mathematics-for-Teachers Course
Authors: Menz Petra , Xin Cindy
Published: April 2017

Metacognition directly contributes to learning, performance, and beliefs about the self as a learner.  This paper describes the rationale, implementation, and assessment of a weekly online reflection activity based on instructor prompts designed for post-secondary students who aspire to be elementary school teachers. Our study defines four categories of metacognitive knowledge that speak to the specific goals of the course and the characteristics of the students. Using these categories, 71 students’ written responses to four reflection prompts from three course offerings were coded, and their effects were examined in terms of types of metacognitive knowledge demonstrated. Our results not only confirm that students were engaged in metacognition through the reflection activity but also show that students exhibited different categories of metacognitive knowledge in relation to the varying emphases of the prompts.
Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia
Authors: Kanevsky Lannie , Xin Cindy , Ram Ilana
Published: April 2017

In this paper, we describe and investigate small group discussions of assigned readings in an online version of a “triple-entry activity” in a blended course used an annotation tool, Marginalia. We wondered if students would interact in this structured, critical, reflective reading activity as effectively online as they had when the activity was undertaken on paper in face-to-face classes. We investigated what happened, why, and if successful, and how these findings might inform the use of annotated discussions in the future. We found 30% of comments acknowledged the value of ideas expressed in a group member’s response to a reading, 30% extended those ideas, 11% connected the reading to personal experience, 9% were questions, and 6% answers. Approximately 60% of the interactions were between one group member and the author of the response; 40% involved comments that were connected to each other as well as the author’s response to the reading. Students felt using Marginalia to comment on classmates’ responses and having classmates comment on their responses facilitated their learning from assigned readings. The instructor agreed and felt the online discussions also contributed to the development of a community of learners between face-to-face classes. In addition, reading students’ responses and discussions before each class informed the instructor’s preparation for in-class activities.
Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces
Authors: Chen Victoria , Leger Andy , Riel Annie
Published: April 2017

This paper examines the effect of the architectural layout of two classrooms (one flexible and one less-flexible) on Teaching Assistants’ (TAs) movement and interactions with students. Four TAs from a first-year undergraduate introductory course were chosen for the two studies. In study 1, the TAs taught the same lesson twice to two groups of students on the same day but in different classrooms, thereby controlling for content differences. Study 2 investigated the impacts that flexible and non-flexible spaces have on the same cohort of students, as the TAs continued to teach the same students but the students switched classrooms for the second half of the course, thereby controlling for differences in student participants. From the video analyses, there was a clear difference in how the TAs moved in the classroom and the interactions they had with students. Both TAs and students reported in surveys that there was a difference in their movement in the respective rooms that had an impact on their teaching and learning quality. This finding starts the conversation on how space can affect TAs, in order for TAs to consider how their movement is affected by classroom configurations, and how this change in movement can affect teaching strategies and impact their students’ learning.
Expanding on #YouDoYou: Reflections from the 2015 Cohort of 3M National Student Fellows on Exploring Authenticity in Education
Authors: Young Karen , Baek Justine , Thompson Piper Riley , Shah Wali , Spencer Vrindy , Zowmi Aniqah
Published: April 2017

The fourth cohort of 3M National Student Fellows explores the current state of our post-secondary education system across Canada and opportunities to further tune into practice in order to pursue an authentic and meaningful academic life. Six of the 2015 3M National Student Fellows propose recommendations for decision-makers at post-secondary institutions across Canada to challenge the status quo through embracing varied methods of teaching and learning.
Insulin Resistance Predicts Cognitive Decline: An 11-Year Follow-up of a Nationally Representative Adult Population Sample
Authors: Ekblad Laura L. , Rinne Juha O. , Puukka Pauli , Laine Hanna , Ahtiluoto Satu , Sulkava Raimo , Viitanen Matti , Jula Antti
Published: April 2017

OBJECTIVE

The aim of this study was to examine whether insulin resistance, assessed by HOMA of insulin resistance (HOMA-IR), is an independent predictor of cognitive decline.

RESEARCH DESIGN AND METHODS

The roles of HOMA-IR, fasting insulin and glucose, HbA1c, and hs-CRP as predictors of cognitive performance and its change were evaluated in the Finnish nationwide, population-based Health 2000 Health Examination Survey and its 11-year follow-up, the Health 2011 study (n = 3,695, mean age at baseline 49.3 years, 55.5% women). Categorical verbal fluency, word-list learning, and word-list delayed recall were used as measures of cognitive function. Multivariate linear regression analysis was performed and adjusted for previously reported risk factors for cognitive decline.

RESULTS

Higher baseline HOMA-IR and fasting insulin levels were independent predictors of poorer verbal fluency performance (P = 0.0002 for both) and of a greater decline in verbal fluency during the follow-up time (P = 0.004 for both). Baseline HOMA-IR and insulin did not predict word-list learning or word-list delayed recall scores. There were no interactions between HOMA-IR and apolipoprotein E ε4 (APOEε4) genotype, hs-CRP, or type 2 diabetes on the cognitive tests. Fasting glucose and hs-CRP levels at baseline were not associated with cognitive functioning.

CONCLUSIONS

Our results show that higher serum fasting insulin and insulin resistance predict poorer verbal fluency and a steeper decline in verbal fluency during 11 years in a representative sample of an adult population. Prevention and treatment of insulin resistance might help reduce cognitive decline later in life.
Blastomycosis in Wisconsin: Beyond the Outbreaks
Authors: Thompson Katrina , Sterkel Alana K. , Brooks Erin G.
Published: April 2017

In the summer of 2015, many individuals visiting the Little Wolf River in Waupaca County were exposed to the pathogenic fungus, Blastomyces. Over time, 59 confirmed and 39 probable cases were reported to the Wisconsin Department of Health Services (W-DHS), making this one of the largest outbreaks in recent state history. Though most instances of blastomycosis are not associated with common source outbreaks, cases such as this highlight the need for vigilance regarding this preventable cause of death. In the state of Wisconsin, an average of 118.6 cases (range, 84-174) of confirmed blastomycosis are diagnosed annually; the majority of these cases are sporadic rather than outbreak-associated. In the current study, we review characteristics of blastomycosis cases diagnosed at our academic medical center, as well as examine statewide W-DHS data, in order to familiarize pathologists with the epidemiologic and histologic characteristics of this disease.
The impossibility of finitism: from SSK to ESK?
Authors: Tyfield David
Published: April 2017

The dramatic and ongoing changes in the funding of science have stimulated interest in an economics of scientific knowledge (ESK), which would investigate the effects of these changes on the scientific enterprise. Hands (1994) has previously explored the lessons for such an ESK from the existing precedent of the sociology of scientific knowledge (SSK). In particular, he examines the philosophical problems of SSK and those that any ESK in its image would face. This paper explores this argument further by contending that more recent literature in SSK exposes even deeper philosophical problems than those identified by Hands. Meaning finitism has emerged as the philosophical core of SSK. An examination of the profound problems with this position is used to show that an underlying extensionalism is the root of SSK's intractable philosophical difficulties, and to illustrate the entirely different approach of a critical philosophy that is advocated in its place. In this way, the project of an ESK is shown to depend upon a critical philosophy.
Doing the best one can: a new justification for the use of lotteries
Authors: Nissan-Rozen Ittay
Published: April 2017

In some cases in which rational and moral agents experience moral uncertainty, they are unable to assign exact degrees of moral value—in a non-arbitrary way—to some of the different acts available to them, and so are unable to choose with certainty the best act. This article presents a new justification for the use of lotteries in this kind of situation. It is argued that sometimes the only rational thing for a morally motivated agent to do here is to use a lottery.
Adam Smith's theory of absolute advantage and the use of doxography in the history of economics
Authors: Schumacher Reinhard
Published: April 2017

This article reconstructs Adam Smith's theory of international trade and compares it with the way it is presented in modern textbooks as the theory of absolute advantage. This textbook presentation falls short of Smith's original ideas. I argue that the reason for this is the doxographic reconstruction of Smith's theory to fit him into a Whig history of international trade theory. In this way the historiography of international trade theory has falsely established Smith as a forerunner of modern neoclassical trade theory. I conclude by discussing to what extent Smith's insights can still be relevant today and what can be learnt from the mistreatment Smith has suffered in the historiography of international trade theory.
Mark Blaug on the normativity of welfare economics
Authors: Hands D. Wade
Published: April 2017

This article examines Mark Blaug's position on the normative character of Paretian welfare economics in general, and also specifically with respect to his debate with Pieter Hennipman over this question during the 1990s. The article also clarifies some of the confusions that emerged within the context of this debate, and provides as a conclusion some additional arguments supporting Mark Blaug's position, which he himself did not provide.