A Collaborative Final Examination for the Basic Public Speaking Course

Objective: To enact a model of collaborative communication, demonstrate communication as coordinated management of meaning, to require active listening during the final, and to help students think through a complex social issue

Course: Introduction to Public-Speaking     

Microfluidic impedance cytometry of tumour cells in blood

The dielectric properties of tumour cells are known to differ from normal blood cells, and this difference can be exploited for label-free separation of cells. Conventional measurement techniques are slow and cannot identify rare circulating tumour cells (CTCs) in a realistic timeframe. We use high throughput single cell microfluidic impedance cytometry to measure the dielectric properties of the MCF7 tumour cell line (representative of CTCs), both as pure populations and mixed with whole blood. The data show that the MCF7 cells have a large membrane capacitance and size, enabling clear discrimination from all other leukocytes. Impedance analysis is used to follow changes in cell viability when cells are kept in suspension, a process which can be understood from modelling time-dependent changes in the dielectric properties (predominantly membrane conductivity) of the cells. Impedance cytometry is used to enumerate low numbers of MCF7 cells spiked into whole blood. Chemical lysis is commonly used to remove the abundant erythrocytes, and it is shown that this process does not alter the MCF7 cell count or change their dielectric properties. Combining impedance cytometry with magnetic bead based antibody enrichment enables MCF7 cells to be detected down to 100 MCF7 cells in 1 ml whole blood, a log 3.5 enrichment and a mean recovery of 92%. Microfluidic impedance cytometry could be easily integrated within complex cell separation systems for identification and enumeration of specific cell types, providing a fast in-line single cell characterisation method.     

Whitman and the American idiom

Alexander Bain popularized six rules for paragraph construction within his rhetorical theory. As a result, he is usually called the founder of paragraph theory. His concept of the paragraph appears to be analogically derived from sentence theory. Bain, however, was not the first to theorize about paragraphs and may have been influenced by his predecessors. Furthermore, his compositional theory in general as well as his sentence theory could have influenced his paragraph theory. An examination of his association psychology reveals a logically consistent rationale for the derivation of Bain's paragraph theory.     

Matthew effects in children with learning disabilities: Development of reading,IQ, and psychosocial problems from grade 2 to grade 8

Reading achievement, IQ, and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. Changes in these scores over time were compared for children with no learning disabilities versus children with math or reading disabilities (research-identified and/or school-identified). A widening of the group difference in IQ was seen between the math disabled and nondisabled groups, but otherwise the gaps between groups remained unchanged or narrowed over the six-year interval, indicating that hypothesized negative consequences of initial academic difficulties (“Matthew effects”) did not occur for most of the children with learning disabilities. Elevated rates of behavior problems were seen only for the group with math disabilities, suggesting that the type of learning disability needs to be taken into account in research on the association between academic and psychosocial problems.     

Supporting the Professional Development of Science Teacher Educators Through Shadowing

Despite calls for more attention to the preparation of those who prepare teachers, there have been few examples of institutionally sanctioned and structured learning opportunities created to equip faculty with the knowledge and skills necessary to become effective teacher educators. In this paper, we describe a cross-disciplinary and collaborative initiative that involves shadowing of colleagues as a means of supporting the professional learning of science teacher educators. We illustrate the unique affordance of this model and highlight our professional learning across multiple dimensions: cognitive, practical, relational, and emotional. We illustrate how shadowing can support the learning of faculty at different career stages and from different disciplinary backgrounds and entry points to teacher education through a series of vignettes of shadowing in a variety of course contexts. Finally, we offer considerations for the transferability of our model to other institutions and contexts, and how further research conducted in the context of shadowing could help deepen our understanding of the knowledge base of science teacher educators and how this knowledge is developed.

     

Relative Effectiveness of Reading Intervention Programs for Adults with Low Literacy

To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.     

Implementation of Real‐World Experiential Learning in a Food Science Course Using a Food Industry‐Integrated Approach

Success skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and written communication, critical thinking, problem solving, and team work. The aim of this study was to incorporate “real‐world” experiential learning into a food product development course. Undergraduate students enrolled in a food product development course worked on a semester‐long product development case study developed by the Instructor of the course and the Manager from ACH Food Companies, Inc. The case study was presented to students in the form of a product development competition. Students were placed into groups and given the task to develop a cake mix with specified parameters. At the end of the semester, student groups participated in a case study competition to showcase their product concepts. Each student group gave a PowerPoint presentation and was evaluated using selected criteria. Students rated the course overall as being very good. Students perceived the case study to be beneficial and informative regarding employer (ACH's) expectations. Students recommended that the Instructor minimize restrictions/specifications for product concepts and increase the quantity of course/laboratory meetings per week. This approach will continue to be used and further evaluated as an approach to incorporate active learning and provide food science undergraduates with a sense of employer expectations.