Microfluidic endothelial cell culture model to replicate disturbed flow conditions seen in atherosclerosis susceptible regions

Atherosclerotic lesions occur non-randomly at vascular niches in bends and bifurcations where fluid flow can be characterized as "disturbed" (low shear stress with both forward and retrograde flow). Endothelial cells (ECs) at these locations experience significantly lower average shear stress without change in the levels of pressure or strain, which affects the local balance in mechanical stresses. Common in vitro models of atherosclerosis focus primarily on shear stress without accounting for pressure and strain loading. To overcome this limitation, we used our microfluidic endothelial cell culture model (ECCM) to achieve accurate replication of pressure, strain, and shear stress waveforms associated with both normal flow seen in straight sections of arteries and disturbed flow seen in the abdominal aorta in the infrarenal segment at the wall distal to the inferior mesenteric artery (IMA), which is associated with high incidence of atherosclerotic lesion formation. Human aortic endothelial cells (HAECs) were cultured within the ECCM under both normal and disturbed flow and evaluated for cell shape, cytoskeletal alignment, endothelial barrier function, and inflammation using immunofluorescence microscopy and flow cytometry. Results clearly demonstrate quantifiable differences between cells cultured under disturbed flow conditions, which are cuboidal with short and randomly oriented actin microfilaments and show intermittent expression of β-Catenin and cells cultured under normal flow. However, in the absence of pro-inflammatory stimulation, the levels of expression of activation markers: intra cellular adhesion molecule-1 (ICAM-1), vascular cell adhesion molecule-1 (VCAM-1), platelet endothelial cell adhesion molecule-1 (PECAM-1), and vascular endothelial cell growth factor - receptor 2 (VEGF-R2) known to be involved in the initiation of plaque formation were only slightly higher in HAECs cultured under disturbed flow in comparison to cells cultured under normal flow.     

Study experiences and the post-study intentions of female international undergraduate students

The number of female international students is increasing exponentially, and whilst international study may engender many benefits and challenges, little is known about their intentions once they complete their studies. This article reviews the literature on female international students with specific focus on exploring post-study intentions. A scoping review of four electronic databases was completed. After applying criteria to determine suitability, 30 publications were included in the final review. Analysis revealed three key foci: (1) the rationale for studying internationally; (2) the study experience; and (3) post-study intentions. The literature illustrates that an international study experience has the potential to be a powerful transformative opportunity if positive experiences outweigh the negatives. The findings also indicate that the post-study intentions of female international students are under-researched. The article contends that attention should be given to supporting the needs of this group, with a view to maximizing post-study opportunities.     

Approaching assessment from a learning perspective: Elevating assessment beyond technique

Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL in an effort to identify a systems approach to program management practices. The goal is not to dismiss the value of mechanics and tools in assessment but to highlight the value of building an assessment process that brings together the respective components of assessment with the scholarship that constitutes teaching and learning and an understanding of assessment as learning. Incorporating the use of curriculum maps and Fink’s taxonomy of significant learning advances a framework-driven practice that supports assurance of learning.