Project description:An easily accessible experimental set-up to grow large single crystals of two sweeteners readily available in supermarkets, erythritol and xylitol, is described. The crystallization of these compounds illustrates the principles of crystallization by evaporation. As these artificial sweeteners are also known to induce a cool sensation in the mouth, the crystal-growing experiment is complemented with a simple calorimetric set-up to demonstrate the endothermic nature of the dissolution of the selected sweeteners in a more qu-anti-tative approach by measuring the heat of dissolution (ΔH diss). The choice of these two sweeteners also allows use of the freely available WebCSD and Mercury tools to visualize their three-dimensional structure, crystal packing and powder diffractograms, and to deepen stereochemical concepts such as stereoisomers and meso compounds.
Project description:While both federal agencies and professional associations emphasize the importance of neuroscience outreach, this goal seldom reaches the undergraduate neuroscience classroom. However, incorporating outreach into undergraduate neuroscience classes is an efficient means to reach not only future scientists, but also the future practitioners (K-12 teachers, social service workers, etc.) with whom neuroscientists hope to communicate. It also provides a vehicle for faculty members to engage in outreach activities that are typically un- or under-rewarded in faculty reviews. In this article, a Neuroscience Community Outreach Project (NCOP) is described. The project has been used in three offerings of a Cognitive Neuroscience course at a small liberal arts college, shared and applied at a large state university, and presented at a regional Society for Neuroscience meeting as an example of outreach opportunities for faculty. The NCOP assignment is a student-driven, modular activity that can be easily incorporated into existing neuroscience course frameworks. The assignment builds on student interests and connections in the community, providing a way for faculty at institutions without formal outreach programs to incorporate neuroscience outreach into the classroom and connect students to online resources. Several sample student projects are described across three broad domains (K-12 outreach, presentations to social service organizations, and media / popular press presentations). The article ends with a set of suggestions addressing common faculty concerns about incorporating community outreach into the undergraduate neuroscience classroom.
Project description:BackgroundFostering a Sense of Classroom Community is considered to be associated with the reduction of student's dropout rate in an online environment. Many scales have been developed to measure sense of community in online and traditional learning, and Rovai's Classroom Community Scale has been widely used. This study was designed to examine the psychometric properties and the theoretical structure of the Classroom Community Scale.Materials and methodsA total of 215 postgraduate virtual students responded to the Classroom Community Scale. A measurement model was evaluated using confirmatory factor analysis to determine the adequacy of goodness-of-fit to sample data.ResultsThe confirmatory factor analysis provided valid data that the Classroom Community Scale with a two-factor structure is a valid scale with adequate model fit. Connectedness and learning subscales were also valid and reliable. Overall, the results supported the high reliability, face and content validity of all items of the scale.ConclusionsThe 20 item Classroom Community Scale provides a valid and reliable scale to measure sense of community among postgraduate medical education students.
Project description:The influence of community-built environments on physical activity (PA) support in Early Childhood Education settings (ECEs) is unknown. The purpose of this cross-sectional study was to determine associations between community PA environments and ECE classroom PA practices. We included licensed Oklahoma ECE directors serving 3-to-5-year-old children. Parks and playground locations were exported from Google Earth. National Walkability Index was derived from 2010 US Census data. ArcMap 10.6 was used to geocode ECE locations, which were within an Activity Desert if no parks/playgrounds were located within a 1-mile radius or if Walkability Index was 10.5 or below. Classroom PA practices were determined by using the Nutrition and PA Self-Assessment tool (NAP SACC). Barriers to implementing practices were reported. Most Head Starts (n = 41; 80.3%), center-based childcare settings (CBC; n = 135; 87.0%), and family childcare homes (FCCHs; n = 153; 96.4%) were in an Activity Desert. Parks/playgrounds within a 10-mile buffer were correlated with classroom PA practices in FCCHs only (p < 0.001). Activity Desert status was not related to classroom PA practices for any ECE context (p > 0.029). While FCCHs may be the most vulnerable to lack of park and playground access, overall findings suggest ECEs provide a healthful micro-environment protective of the typical influence of community-built environments.
Project description:Discord is an instant messaging platform that facilitates voice and video calls and media exchanges. Although Discord was initially developed for video gaming, it is currently used by other communities where voice chatting is frequent. Here, Discord is described as a useful tool in the science classroom. We implemented Discord in several biology labs and classes and gained experience using it as a professor (AW) and as both a teaching assistant and a student (SS). In this Discord-enhanced learning space, students seemed to be more engaged with the subject material, their peers, and their instructors in comparison with a more traditional physical classroom and an entirely online classroom. In addition, real-time communication was augmented in a physical lab or classroom by Discord's interconnectivity. Discord facilitated real-time peer and instructor discussion and provided opportunities for group interaction outside conventional science teaching spaces. These increased connections also extended to the lab setting, both in and out of scheduled class time, providing a space to build community within and between groups and between students and instructors. Introducing Discord to a physical classroom or using it for an online class provided us with opportunities for a more engaged and active student, and they found it may lead to greater productivity and learning.
Project description:Over the past two decades, a growing body of work has focused attention on the need for change in science, technology, math, and engineering (STEM) undergraduate education in order to broaden the participation and retention of a more diverse population of students. Increasing course structure and the use of active learning strategies are two of the ways that educators have successfully created more inclusive classrooms. This growing body of work makes it possible to adopt pedagogies based on the evidence that these strategies are effective for all of our students, and that they can help us close the achievement gap for underrepresented populations of students. This paper provides a brief summary of some of the strategies instructors may consider adopting in their own classes to provide an inclusive, structured environment.
Project description:Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed "classroom as genome" (CAG). We illustrate how real-time classroom observation data and genomic data can be viewed as quite analogous, both conceptually and in terms of downstream analysis. We provide both abstract and concrete examples of how the tools of genomics and bioinformatics can be applied to classroom observation outputs. We also show how this philosophy of analysis allows for the layering of information from multiple observation protocols onto the same classroom data. The CAG approach enables biology education researchers to explore detailed patterns within observed classrooms in a highly scalable manner.