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Impact of a regional community of practice for academic developers engaged in institution-level support for SoTL

INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT 2024年第3期29卷 393-405页

作者： Lukes, Laura A. A. Abbot, Sophia Henry, Dayna Wells, Melissa Baum, Liesl Case, Kim Brantmeier, Edward J. J. Wheeler, Lindsay Univ British Columbia Earth Ocean & Atmospher Sci Dept Vancouver BC Canada George Mason Univ Higher Educ Program Fairfax VA USA James Madison Univ Ctr Fac Innovat Harrisonburg VA USA Univ Mary Washington Coll Educ Fredericksburg VA USA Virginia Tech Ctr Excellence Teaching & Learning Blacksburg VA USA Virginia Commonwealth Univ Ctr Teaching & Learning Excellence Richmond VA USA Univ Virginia Ctr Teaching Excellence Charlottesville VA USA

Academic developers play a key role in advancing instructor engagement in the Scholarship of teaching and Learning (SoTL) at their higher education institutions, but face structural and epistemological isolation. To leverage the knowledge and experience of developers leading SoTL efforts at their respective institutions, a group of academic developers co-created a regional community of practice (CoP) centered on developing evidence-based strategic plans and programming models to advance SoTL at their. We describe the development and outcomes of this regional CoP. Future directions for the use of such a regional CoP model to collaboratively develop cross-institutional offerings are also discussed.

关键词： Community of practice cross-institutional educational developer scholarship of teaching and learning scholarship of educational development

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Knowledge, usability and challenges of e-learning platforms for continuing Professional Development of healthcare professionals at University teaching Hospital of Kigali

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BMC MEDICAL EDUCATION 2024年第1期24卷 613页

作者： Mukamana, Agnes Byungura, Jean Claude Manirakiza, Felix Rushingabigwi, Gerard Univ Rwanda Reg Ctr Excellence Biomed Engn & e hlth CEBE Hlth Informat Dept Kigali Rwanda Univ Rwanda Coll Business & Econ CBE Dept Business Informat Technol Kigali Rwanda Univ Rwanda Coll Med & Hlth Sci Pathol Dept POB 3286 Kigali Rwanda Univ Teaching Hosp Kigali Pathol Dept POB 655 Kigali Rwanda Univ Rwanda Reg Ctr Excellence Biomed Engn & E hlth CEBE Biomed Engn Program Kigali Rwanda

Background Healthcare professionals constitute a critical component of clinical care services. To provide the expected service, they must continuously develop their profession through continuous learning. This kind of learning is recognized as continuing professional development (CPD). Traditionally, CPD is offered onsite. Onsite training is associated with some barriers that prevent healthcare professionals from attending such educational activities, including financial difficulties and long distance. This is why online learning is proposed to overcome these *** The main purpose was to evaluate usability, knowledge and challenges of e-learning platforms for CPD of healthcare professionals at University teaching Hospital of Kigali (CHUK).Methods The cross-sectional quantitative study approach was utilized;the data was collected at the workplace of nurses, midwives, and allied health professionals by using a pre-designed questionnaire. The data were analyzed using Statistical Package for the Social Sciences (SPSS) version 25 and presented as *** A significant majority was aware of CPD e-learning platforms. For example, 95.7% of the participants were familiar with these platforms, indicating that they had some degree of knowledge about their existence and purpose. Regarding the mode of accessing CPD courses, 82.1% of participants preferred online platforms, demonstrating a strong will to use e-learning *** This study highlighted a high level of awareness and utilization of CPD e-learning platforms among healthcare professionals at CHUK, additionally, participants expressed confidence in using the platforms but emphasized the need for further support and training.

关键词： E-learning usability Healthcare professionals CPD

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An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study

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ADVANCES IN PHYSIOLOGY EDUCATION 2024年第3期48卷 621-638页

作者： Stieha, Vicki Earl, Brittnee Hagens, Harrisen Haynes, Meagan Ulappa, Amy Bond, Laura Oxford, Julia Thom Boise State Univ Dept Org Performance & Workplace Learning Boise ID 83725 USA Boise State Univ Ctr Teaching & Learning Boise ID USA Boise State Univ Program Evaluat & Res Lab Boise ID USA Boise State Univ Dept Biol Sci Boise ID USA Boise State Univ Biomol Res Ctr Boise ID USA Boise State Univ Ctr Biomed Res Excellence Matrix Biol Boise ID USA

Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combi

关键词： active learning evidence-based instructional practices STEM education student motivation

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Adaptive responses of skeletal muscle to calcaneal tendon partial injury in rats: insights into remodeling and plasticity

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MOLECULAR BIOLOGY REPORTS 2024年第1期51卷 1078页

作者： Assis, Victoria de Andrade, Rosangela Vieira Neto, Ivo Vieira de Sousa Barin, Fabricio Reichert Ramos, Gracielle Vieira Franco, Octavio Luiz Nobrega, Otavio Mesquita-Ferrari, Raquel Agnelli Malavazzi, Taina Caroline dos Santos Rosa, Thiago dos Santos Correa, Hugo de Luca Petriz, Bernando Durigan, Joao Luiz Quaglioti Marqueti, Rita de Cassia Univ Brasilia Fac Ceilandia Grad Program Rehab Sci Lab Mol Anal Campus UnivCtr Metropolitano 1Conjunto A BR-72220900 Brasilia Brazil Univ Catolica Brasilia Grad Program Genom Sci & Biotechnol Brasilia Brazil Univ Sao Paulo Sch Phys Educ & Sport Ribeirao Preto Ribeirao Preto SP Brazil Orthoped Hosp & Specialized Med Brasilia Brazil Univ Paulista IPE HOME Inst Res Teaching Orthopaed Hosp & Specia Physiotherapy Dept HOME FIFA Med Ctr Excellence Brasilia Brazil Univ Brasilia Fac Hlth Sci Brasilia Brazil Univ Paulista Inst Hlth Sci Sao Paulo Brazil Univ Brasilia Grad Program Sci & Technol Hlth Brasilia Brazil Univ Catolica Dom Bosco Grad Program Biotechnol S Inova Biotech Campo Grande Brazil Univ Brasilia Grad Program Med Sci Brasilia Brazil Univ Nove Julho Grad Programs Med Biophoton & Rehabil Sci Sao Paulo Brazil Univ Brasilia Grad Program Publ Management Brasilia Brazil

BackgroundSkeletal muscle is a highly adaptive tissue, capable of responding to different physiological and functional demands, even in situations that may cause instability. Objectives: To evaluate how partial calcaneal tendon (CT) injuries affect the remodeling and plasticity of the gastrocnemius muscle over *** and resultsThe study was carried out with Wistar rats randomly divided into five groups. The control group comprised animals not subjected to partial CT damage. The remaining four groups were subjected to partial CT damage and were further categorized based on the time of euthanasia: 3, 14, 28, and 55 days after injury. The gastrocnemius muscle was collected and used for gene expression analysis, zymography, flow cytometry, and morphology. The calcaneal tendon was analyzed only to verify the presence of the partial injury. Results: The impact of partial CT injury on the gastrocnemius homeostasis, particularly on gene expression, was more pronounced in the 3-day group compared to the other groups, especially the control group. Cytokine profile and morphologic alterations occurred in the 55 days group when compared to the other *** data reported here suggest that partial injury can negatively affect intracellular signaling and degradation pathways, disturbing the muscular extracellular matrix regulatory mechanisms and communication with the tendon. However, skeletal muscle seems to mitigate these harmful effects in comparison with lesions that affect muscle and tendon.

关键词： Skeletal muscle remodeling Gene expression Intracellular signaling Tendon lesion

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Prevalence and trends of pregnancy-related acute kidney injury in sub-Saharan Africa: a systematic review and meta-analysis

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JOURNAL OF NEPHROLOGY 2024年 1-15页

作者： Jalo, Rabiu Ibrahim Tsiga-Ahmed, Fatimah Ismail Kwaku, Aminatu Ayaba Adamu, Aishatu Lawal Amole, Taiwo Gboluwaga Garzali, Ibrahim Umar Umar, Zainab Abdulazeez Muhammad, Ibrahim Danladi Adamu, Halima Kyari, Fatime Othman Jibril, Yasir Nuhu Yusuf, Mustapha Ahmed Babatunde, Ademola Lawrence Ismail, Hasiya Tijjani Nalado, Aisha Muhammad Sani, Mahmoud Umar Wester, William Aliyu, Muktar Hassan Bayero Univ Fac Clin Sci Kano Nigeria Aminu Kano Teaching Hosp AKTH Kano Nigeria Bayero Univ African Ctr Excellence Populat Hlth & Policy Kano Nigeria Bayero Univ Fac Clin Sci MScPH Program Kano Nigeria Vanderbilt Inst Global Hlth VIGH Nashville TN USA Vanderbilt Univ Med Ctr VUMC Dept Med Div Infect Dis Nashville TN USA Vanderbilt Univ Med Ctr VUMC Dept Hlth Policy Nashville TN USA

Background: Pregnancy-Related Acute Kidney Injury (PRAKI) is an important contributor to maternal-fetal morbidity and mortality. The burden of PRAKI in sub-Saharan Africa is not well documented. We conducted a systematic literature review and meta-analysis to estimate the prevalence of PRAKI in sub-Saharan Africa. Methods: We systematically searched the literature published between January 2000 and May 2024 on PubMed, Embase, Scopus, and African Journals Online. We used a random-effects model to derive the pooled prevalence estimates and analysed trends in prevalence using weighted meta-regression. We assessed the quality of the included studies using the Joanna Briggs Institute critical appraisal tool and evaluated the presence of publication bias using Begg's rank correlation and Egger's test. Results: Thirteen studies satisfied the inclusion criteria, with a total sample size of 5273 individuals, ranging between 46 and 1547 across the studies. The pooled prevalence of PRAKI was 15.6% (95% CI 11.5-20.1%) with significant heterogeneity in prevalence rates (heterogeneity chi-square: 179.2, p < 0.001, I-2: 93.4%). We observed an increase in the trend of PRAKI at a rate of 0.8% per year, with insufficient evidence of a difference in prevalence over the years (p = 0.119). Conclusion: Our findings show a high prevalence of PRAKI and suggest a rising trend in the prevalence of PRAKI within sub-Saharan Africa. Future studies should investigate interventions to improve access to, and the quality of, antenatal care services to reduce maternal-fetal morbidity and mortality.

关键词： Prevalence Trends Pregnancy-RELATED acute kidney injury Sub-Saharan Africa

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Ending the neglect of paediatric, maternal, and congenital mpox

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LANCET GLOBAL HEALTH 2024年第4期12卷 e533-e534页

作者： Sam-Agudu, Nadia Adjoa Ogoina, Dimie Inst Human Virol Nigeria Int Res Ctr Excellence Abuja Nigeria Univ Cape Coast Sch Med Sci Dept Paediat & Child Hlth Cape Coast Ghana Univ Minnesota Med Sch Dept Pediat Global Pediat Program Minneapolis MN 55455 USA Univ Minnesota Med Sch Dept Pediat Div Infect Dis Minneapolis MN 55455 USA Niger Delta Univ Teaching Hosp Dept Internal Med Infect Dis Unit Bayelsa Nigeria

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Limited or complete? teaching and learning conceptions and instructional environments fostered by STEM teaching versus research faculty

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INTERNATIONAL JOURNAL OF STEM EDUCATION 2023年第1期10卷 51页

作者： Rozhenkova, Veronika Snow, Lauren Sato, Brian K. Lo, Stanley M. Buswell, Natascha Trellinger Univ Calif Irvine Div Teaching Excellence & Innovat AIRB 3000Off 3088 Irvine CA 92697 USA Univ Calif Irvine Sch Educ Irvine CA USA Univ Calif Irvine Dept Mol Biol & Biochem 2238 McGaugh Hall Irvine CA 92697 USA Univ Calif San Diego Dept Cell & Dev Biol San Diego CA USA Univ Calif San Diego Program Math & Sci Educ San Diego CA USA Univ Calif Irvine Dept Mech & Aerosp Engn Irvine CA USA

BackgroundAn instructor's conceptions of teaching and learning contribute to the establishment of learning environments that may benefit or hinder student learning. Previous studies have defined the continuum of teaching and learning conceptions, ranging from limited to complete, as well as the instructional practices that they help to inform (instructor-centered to student-centered), and the corresponding learning environments that these conceptions and practices establish, ranging from traditional to student-centered. Using the case of one STEM department at a research-intensive, minority serving institution, we explored faculty's conceptions of teaching and learning and their resulting instructional practices, as well as uncovered their perspectives on the intradepartmental faculty interactions related to teaching. The study participants were drawn from both teaching-focused (called Professors of teaching, PoTs) and traditional research (whom we call Research Professors, RPs) tenure-track faculty lines to identify whether differences existed amongst these two populations. We used interviews to explore faculty conceptions and analyzed syllabi to unveil how these conceptions shape instructional ***, PoTs exhibited complete conceptions of teaching and learning that emphasized student ownership of learning, whereas RPs possessed intermediate conceptions that focused more on transmitting knowledge and helping students prepare for subsequent courses. While both PoTs and RPs self-reported the use of active learning pedagogies, RPs were more likely to also highlight the importance of traditional lecture. The syllabi analysis revealed that PoTs enacted more student-centered practices in their classrooms compared to RPs. PoTs appeared to be more intentionally available to support students outside of class and encouraged student collaboration, while RPs focused more on the timeliness of assessments and enforcing more instructor-centered approaches in

关键词： Active learning Conceptions of teaching and learning Learning environment Instructional practices Research faculty STEM education Student-centered learning Syllabus analysis teaching faculty

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Quantifying Native Speakerism in Second Language (L2) Writing: A Study of Student Evaluations of teaching

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APPLIED LINGUISTICS 2021年第3期42卷 541-568页

作者： Lee, Sei Du, Qian Univ Calif Irvine Div Undergrad Educ Student Success Initiat Int Student Excellence Programs Irvine CA 92697 USA Univ Calif Irvine Teaching Irvine CA USA Univ Calif Irvine Program Acad English Irvine CA USA

Despite the continually growing number of non-native English-speaking (NNES) teachers in English language teaching, the profession is nonetheless still shaped by native speakerism (Holliday 2005), the idealization of native English speakers (NESs) as linguistically and culturally superior to their NNES counterparts. Such an ideology leads to negative perceptions toward NNES faculty even if they hold equal qualifications to their NES counterparts. This study sought to determine whether multilingual students themselves evaluate instructors differently based on the instructors' language background. Based on 5,050 Student Evaluation of teaching (SET) scores compiled over three years (2015-18), independent t-tests and MANCOVA analysis revealed a statistically significant relationship between NNES students' perceptions of teacher effectiveness and instructor's language background. Such findings were further compounded by instructor's gender and course variables, additionally disadvantaging NNES instructors. The broader implications are for institutional stakeholders to be cognizant of the prevalence of native speakerism in L2 writing contexts and use holistic models for teacher assessment to adapt more equitable approaches to assessing underrepresented faculty.

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Design patterns for teaching in academic settings in future learning spaces

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2020年第4期51卷 1061-1077页

作者： Eyal, Liat Gil, Einat Levinsky Coll Educ 15 Shoshana Persitz St Tel Aviv Israel MOFET Inst Program Teachers Educators Tel Aviv Israel Levinsky Coll Educ Learning Sci Tel Aviv Israel Ctr Innovat & Excellence Teaching CIET Div Teaching Innovat Tel Aviv Israel

A Future Learning Space (FLS) is a dynamic and a technology-rich learning environment that enables teaching and learning using innovative pedagogical methods. However, introducing innovation and technology into any educational setting, whether in K-12 schools or higher education institutions, is known to be challenging. This paper introduces design patterns (DPs) for teaching in FLS. The patterns emerged from creative teaching in a college of education, which was preceded by mentoring for some of the lecturers. The patterns involve hybridity, including both formal and informal social structures and a combination of physical and digital tools mediating individuals' interactions with peers. Based on a process of mining patterns, we extracted four DPs for teaching in academic FLS. The patterns, which encapsulate threads of hybridity, are: convergent groups;teaching in an interactive orchestrated learning space;presentation fair;and Think-Join-Share. These patterns can be used as learning design scaffolds in a social constructivist approach in which pedagogy, technology and space interact.

关键词： Collaborative learning Design patterns future learning spaces technology-enhanced learning Higher Education

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Effect of a Concurrent Enrollment Preparatory Course on Student Achievement and Persistence in General Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2021年第9期98卷 2820-2828页

作者： Denaro, Kameryn Lo, Stanley M. Holton, Amanda J. Univ Calif Irvine Div Teaching Excellence & Innovat Irvine CA 92697 USA Univ Calif San Diego Div Biol Sci Sect Cell & Dev Biol La Jolla CA 92093 USA Univ Calif San Diego Program Math & Sci Educ La Jolla CA 92093 USA Univ Calif Irvine Dept Chem Irvine CA 92697 USA

A concurrent preparatory course was developed for a university-level general chemistry course to replace prerequisite classes and online exercises implemented in previous years. The concurrent preparatory course was structured with 3 h of active learning class time. Lecture content was delivered asynchronously online. Topics were chosen on the basis of fundamental topics needed to succeed in general chemistry. Topics included both those typically found in a preparatory chemistry class as well as some simpler topics being taught in the first course of general chemistry. Two cohorts of students in a program designed to facilitate minoritized student achievement in biological sciences were compared. In the initial year of this study, a prerequisite online homework module was required. In the following year, the concurrent preparatory course was required. Students who took concurrent preparatory course did significantly better on the common final exam than those who did not.

关键词： First-Year Undergraduate/General Curriculum Testing/Assessment Minorities in Chemistry Collaborative/Cooperative Learning

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