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Online courses can feel isolating and sometimes lack human connections that can motivate students. We developed a fully online geoscience course to build a ‘Community of Inquiry’ with atten...

Promoting collaboration and discourse in asynchronous online courses is challenging; students need something engaging to talk about, a communications medium in which to fluidly discuss it, and a so...

What teachers believe about their own effectiveness in the classroom influences what and how they teach, so teacher preparation programs should work to cultivate strong self-efficacy beliefs (SEBs)...

Each year our physical science class for pre-service elementary teachers launches water-powered rockets based on the activity from NASA.1 We analyze the rocket flight using data from frame-by-frame video analysis of the launches. Before developing the methods presented in this paper, we noticed our students were mired in calculation details while losing sight of physical concepts. Sloppy measurements and calculations (even when using spreadsheets with formulas provided) sometimes led to such poor results that physical concepts could not be reliably taught from the data, but students were unmotivated to either notice or correct their errors. We adopted a collaborative, computer supported approach using simple and easily available functions in Google Spreadsheets to pool observations, provide instant feedback, and publicly display results from all teams side-by-side in real time. These instant comparisons promote student accountability and engagement, inspiring them to think more carefully about why answers...

Students who have a strong urban place-identity may perceive the natural world differently from many geoscience instructors. These urban thinkers have less experience in the natural world and are more comfortable in built environments. They may have subtle differences in cognitive and spatial skill development, interest level in the natural environment, comfort with field experiences, and possible fears of outdoor settings. Curriculum is more effective at reaching urban thinkers when it accounts for these differences. Since urban thinkers are more comfortable in the built environment, short excursions on campus or in the schoolyard can be a bridge between settings familiar to urban thinkers and geologic processes important for the study of geosciences. These mini–field experiences provide opportunities for students to ask questions about the world around them, especially if emphasis is placed on the physical processes that shape the urban landscape. Once students are familiar with the observation...

Clinical studies have estimated a 10- to 20-fold increased risk for celiac disease (CD) in patients with selective IgA deficiency (SIgAD). For this reason, screening for CD is mandatory in SIgAD patients, but it represents a special challenge since the specific IgA class antibodies against gliadin (AGA), endomysium (EMA), and tissue-transglutaminase (tTG) are not produced in patients with CD. IgG class counterparts of these antibodies may be informative; in particular IgG EMA has been demonstrated to be a valid marker for diagnosing CD in SIgAD cases, but it is not used much in clinical laboratories, because it is cumbersome and involves some technical difficulties. Even if it was widely used in clinical laboratories, the measuring of IgG AGA has shown a less-than-optimum diagnostic accuracy, so that now it tends to be substituted by tests for anti-tTG IgG, for which the few available studies have shown diagnostic performances superior to AGA. Since it is not known whether various available methods for measuring IgG anti-tTG antibodies offer similar diagnostic performances, we have compared the results obtained from nine second-generation commercial methods (D-tek, Phadia, Immco, Orgentec, Radim, Euroimmun, Inova, Aesku, Generic Assays), measuring IgG anti-tTG antibodies in 20 patients with CD and SIgAD and in 113 controls (9 patients with SIgAD without CD, 54 patients with chronic liver disease, and 50 healthy individuals). Diagnostic sensitivity, calculated by means of ROC plot analysis, ranged between 75% and 95%, and specificity ranged from 94% to 100%. In the same population, the diagnostic sensitivity and specificity of AGA IgG were 40% and 87%, respectively. Even though they perform differently, all IgG anti-tTG methods evaluated are reliable serological assays for the diagnosis of CD in SIgAD patients, with diagnostic accuracy superior to the AGA IgG method. The methods that use a mix of tTG and gliadin peptides as the antigenic preparation have a specificity slightly lower than that of the methods that use only tTG.