Effectiveness of a Cloning and Sequencing Exercise on Student Learning with Subsequent Publication in the National Center for Biotechnology Information GenBank

With rapid advances in biotechnology and molecular biology, instructors are challenged to not only provide undergraduate students with hands-on experiences in these disciplines but also to engage them in the “real-world” scientific process. Two common topics covered in biotechnology or molecular biology courses are gene-cloning and bioinformatics, but to provide students with a continuous laboratory-based research experience in these techniques is difficult. To meet these challenges, we have partnered with Bio-Rad Laboratories in the development of the “Cloning and Sequencing Explorer Series,” which combines wet-lab experiences (e.g., DNA extraction, polymerase chain reaction, ligation, transformation, and restriction digestion) with bioinformatics analysis (e.g., evaluation of DNA sequence quality, sequence editing, Basic Local Alignment Search Tool searches, contig construction, intron identification, and six-frame translation) to produce a sequence publishable in the National Center for Biotechnology Information GenBank. This 6- to 8-wk project-based exercise focuses on a pivotal gene of glycolysis (glyceraldehyde-3-phosphate dehydrogenase), in which students isolate, sequence, and characterize the gene from a plant species or cultivar not yet published in GenBank. Student achievement was evaluated using pre-, mid-, and final-test assessments, as well as with a survey to assess student perceptions. Student confidence with basic laboratory techniques and knowledge of bioinformatics tools were significantly increased upon completion of this hands-on exercise.     

Nonverbal ability and hearing impaired

Research concerning the relationship of nonverbal ability measures recommended for hearing impaired (HI) students and learning potential is reviewed. Earlier studies indicate that nonverbal measures can be used to predict academic achievement, while the more recent studies urge caution or suggest questionable predictability when interpreting the data. Recommendations for interpreting and communicating the nonverbal ability results are included.     

University students’ perceptions of the Internet: an exploratory study

Focus group participants are more sophisticated in their perceptions and appreciation of both Internet resources and traditional library resources than was hypothesized. They do not, however, associate the Internet with the library and do not think of asking a librarian for help when using the Internet for research.     

EXPO-nential Success Redux,or, If You Plan It They Will Come

An important aspect of the lifecycle of electronic resources is disseminating the arrival of new resources on campus and reminding the campus of currently subscribed materials. A database page accessible by subject, topic or format, training sessions by vendors, either live or via the Web, information literacy presentations for one-shot classes or workshops for the entire campus are standard marketing strategies; however, even with clear and comprehensive presentations demonstrating awareness of the strengths and limitations of subscribed resources, if only a handful of the 15,000+ users show up, the program may appear to be an exercise in futility. Another route to disseminate this important information is the library expo or vendor fair. Vendors set up booths for three to five hours to meet with users. They provide booth giveaways and help with door prizes to attract students, faculty, and administrators to the fair. Users can spare a short time to browse the booths between classes and meetings to learn about new resources and ask questions about their old favorites. This article will provide insights in the planning, marketing, and assessment of the library expo held at Indiana University of Pennsylvania.     

EMPLOYING SERVICE-LEARNING TO TEACH RESEARCH METHODS TO GERONTOLOGY STUDENTS

Undergraduate student interest in aging was examined in relation to age, gender, and contact with older adults. Interest in aging is conceived of along a continuum, ranging from initial interest-taking an aging course-to substantial interest as evidenced by academic and career interest. Undergraduate students who have taken an aging course (n = 189) and a stratified random comparison group (n = 261) self-assessed their interest in aging. Background information, including the frequency and duration of contact with older family and non-family individuals, was reported. Being female (p < 001) and having frequent contact with older family members (p < .01) significantly explains initial interest in aging. Initial interest in aging (i.e., taking an aging course) significantly contributes to substantial interest in aging (p < .0001) i.e., taking more aging courses, majoring in gerontology, working or planning to work with older adults. Contact with older adults positively affects undergraduate interest in aging. Interest in aging proceeds along a continuum, from preceding factors to initial interest in aging and then to substantial interest in aging. Aging courses and opportunities for interaction with older adults should be offered at the undergraduate level.     

Ensuring Communication Research Makes a Difference

Rephrasing the forum question to “How can we ensure communication research has a positive effect on communication practice?” focuses on the present, points to a specific purpose for communication research, emphasizes the scope and type of difference to be made, and places accountability and responsibility on researchers. In general, the public has not found the expertise of communication scholars. The essay addresses ways to overcome this research to practice dilemma: establishing a common framework, complementing the top-down research approach with a practice-driven, bottom-up approach, and adjusting research and practice assumptions.     

FCP and Mediation Styles: Factors Associated With Parents' Intentions to Let Their Children Watch Violent,Sexual and Family-Oriented Television Content

An online survey of 457 parents identifies factors associated with parents' intentions to allow their children to watch 18 common television scenes. Results of an exploratory factor analysis indicated that, with some exceptions, parents identified the scenes as 3 distinct factors representing violence, nudity and sexuality-related, and family-oriented content. Further, results from hierarchical multiple regression analyses indicated that mediation style explained a greater portion of the variance in parents' likelihood to let their children watch this content than either family communication patterns (FCP) or relevant demographic characteristics.     

Immigrant students' experience of schooling: a narrative inquiry theoretical framework

We explore immigrant students' experience of schooling focusing on Yang Yang and his family. We present insights into immigrant Chinese educational experience in Canada and bring forward a narrative‐inquiry framework for the study of student experience. We find that—contrary to some of the expectations of Chinese immigrants—family relations, student learning, and school policies are complicated, with families finding it difficult to translate Chinese educational values in the Canadian context and their children facing serious learning and social difficulties.