Search

Evidence-based teaching practices (EBPs) foster college science, technology, engineering, and mathematics (STEM) students' engagement and performance, yet our knowledge of what contributes to the effectiveness of these practices is less established. We propose a framework that links four social-cognitive variables--students' trust in their instructors, growth mindset, buy-in to instructional practices, and course engagement--to long-standing desired student outcomes of academic performance and intent to persist in science. This framework was tested in classrooms identified as having a high level of EBP implementation with a multi-institutional sample of 2102 undergraduates taught by 14 faculty members. Results indicate that the buy-in framework is a valid representation of college students' learning experiences within EBP contexts overall as well as across underrepresented student groups. In comparison to students' level of growth mindset, students' trust in their instructors was more than twice as predictive of buy-in to how the course was being taught, suggesting that students' views of their instructors are more associated with thriving in a high-EBP course environment than their views of intelligence. This study contributes to the dialogue on transforming undergraduate STEM education by providing a validated student buy-in framework as a lens to understand how EBPs enhance student outcomes.

OBJECTIVE: ApoC-III (apolipoprotein C-III) glycosylation can predict cardiovascular disease risk. Higher abundance of disialylated (apoC-III2) over monosialylated (apoC-III1) glycoforms is associated with lower plasma triglyceride levels. Yet, it remains unclear whether apoC-III glycosylation impacts TRL (triglyceride-rich lipoprotein) clearance and whether apoC-III antisense therapy (volanesorsen) affects distribution of apoC-III glycoforms. Approach and Results: To measure the abundance of human apoC-III glycoforms in plasma over time, human TRLs were injected into wild-type mice and mice lacking hepatic TRL clearance receptors, namely HSPGs (heparan sulfate proteoglycans) or both LDLR (low-density lipoprotein receptor) and LRP1 (LDLR-related protein 1). ApoC-III was more rapidly cleared in the absence of HSPG (t1/2=25.4 minutes) than in wild-type animals (t1/2=55.1 minutes). In contrast, deficiency of LDLR and LRP1 (t1/2=56.1 minutes) did not affect clearance of apoC-III. After injection, a significant increase in the relative abundance of apoC-III2 was observed in HSPG-deficient mice, whereas the opposite was observed in mice lacking LDLR and LRP1. In patients, abundance of plasma apoC-III glycoforms was assessed after placebo or volanesorsen administration. Volanesorsen treatment correlated with a statistically significant 1.4-fold increase in the relative abundance of apoC-III2 and a 15% decrease in that of apoC-III1. The decrease in relative apoC-III1 abundance was strongly correlated with decreased plasma triglyceride levels in patients. CONCLUSIONS: Our results indicate that HSPGs preferentially clear apoC-III2. In contrast, apoC-III1 is more effectively cleared by LDLR/LRP1. Clinically, the increase in the apoC-III2/apoC-III1 ratio on antisense lowering of apoC-III might reflect faster clearance of apoC-III1 because this metabolic shift associates with improved triglyceride levels.

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with the potential to fill this gap. Unlike curriculum mapping--which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study--course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors.

The emphasis on STEM disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of science, technology, engineering and mathematics, transforming STEM into STEAM. However, it is important that the larger purposes of art and education that have traditionally been embraced by the liberal arts are not lost in STEAM education and that the arts are not reduced to a role of cognitive enhancer for other STEM subjects. STEAM education is closely linked to ideas and research about arts integration and is often implemented using the methods of 'design thinking'. The use of design thinking as a method for interdisciplinary collaboration has many connections to how STEAM education is practised in schools. Research describing arts integration is also relevant to how art is included in STEAM education. This article describes rationales for STEAM education and how the work of contemporary artists provides generative examples of how STEAM education might be put into practice. Both the affordances and limitations of STEAM education are explored. [Translation from English by Mercè Rius.]

Arts education advocates sometimes point to extrinsic benefits of arts learning, including Social Emotional Learning (SEL). This study considers if and how the National Core Arts Standards (NCAS) in dance, media arts, music, theater, and visual art may align with SEL standards adopted by the state of Illinois, upon which other SEL standards have been modeled. A team of arts education experts coded 15,500 intersections of arts standards & SEL goals. They found a great deal of indirect alignment between the NCAS and SEL objectives, but direct alignment was rare. As the types and degrees of alignment varied by discipline, broad discussions of "arts education" that assume similar types of SEL happens in similar ways in all arts disciplines are problematic. Given the generally indirect alignment of the NCAS and SEL goals, the authors recommend that educators who wish to pursue both arts learning and SEL goals engage in conscious planning to ensure both types of learning occur. From a theoretical, standards-based perspective it seems unlikely that SEL will automatically take place in arts learning scenarios without deliberate planning. While recognizing the potential for deliberately structured lessons to promote both arts learning and SEL, the authors caution against advocating for arts education programs primarily on the basis of presumed extrinsic benefits such as SEL.

This article describes a qualitative study of pre-service art education students that was designed to explore relationships between mindfulness, self-inquiry, and artistic practices. The researchers, who are art educators, were curious about how mindfulness practices might connect, overlap or influence the personal artistic practice of the participants. Although mindfulness is often used as an intervention to counter the stresses of school and teaching, mindfulness can also be thought of as a counter cultural phenomenon that explores possibilities of a critical pedagogy. While mindfulness and self-care practices can have important positive benefits and may lead to deeper personal understanding, these practices might also have more problematic purposes such as helping teachers and students adapt to oppressive social, political, or cultural positionings in education. The study explored mindfulness as a form of education through the practice of art-making. Artistic applications of data visualization emerged as a significant connection between art and self-inquiry. The study investigated how the critical responsiveness and awareness of the artist might contribute to an understanding of mindfulness and create an awareness of how mindfulness might be practiced within existing social and cultural structures.

Fluorine-containing saturated nitrogen heterocycles are very attractive structures in medicinal and biological chemistry because fluorine can be used to tune conformation as well as key properties such as basicity and bioavailability. At present cyclic fluorinated amines are accessed using hazardous reagents such as DAST or by lengthy synthesis routes. Here we report a modular two-step synthesis of cyclic β-fluoroalkyl amines using a photoredox-catalysed cyclisation/hydrogen atom transfer reaction of bromodifluoroethylamines. [ABSTRACT FROM AUTHOR]

Visual representations, such as pathway models, are increasingly being used to both communicate higher education science, technology, engineering, and mathematics (STEM) education program evaluation plans as well as accurately represent complex programs and the systems within which the educational programs reside. However, these representations can be overwhelming to audiences that are not familiar with the program's structure or engaged in the evaluation process. The goal of this methods essay is to help both evaluators and discipline-based education researchers improve communication about program evaluation with a variety of stakeholders. We propose a three-stage method for developing progressively less complex visualizations to build affordances that help make the program evaluation process and statements of program impact more meaningful to a wider range of audiences. The creation of less complex visualizations can facilitate understanding by allowing a stakeholder to more easily "see" the structure of the program and thereby may evoke a greater willingness to take action and make meaningful programmatic changes based on strategic evaluation planning. To aid readers, we describe how we modified the Systems Evaluation Protocol (SEP) to develop simplified visualizations when evaluating a long-standing college science faculty development program, the Summer Institutes on Scientific Teaching.

The emphasis on science, technology, engineering, and math (STEM) disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of STEM, transforming STEM into STEAM. One method of implementing STEAM is Design Thinking (Henriksen, 2017). STEAM education and Design Thinking are both models for interdisciplinary collaboration and problem solving to foster economic innovation, develop 21st-century skills and entrepreneurial literacy, and prepare students to work within a capitalist designer economy (jagodzinski, 2012; Kalin, 2019). But what is often missing in arguments for arts integration, STEAM education, or Design Thinking is the power of art to encourage rebellion, critical self-awareness, refusals, reconstructions, and provocations (Greene, 1978, 1995; Kalin, 2019). The emphasis on developing creativity to contribute to a capitalistic, designer economy may neglect other important purposes of art and education. It is important to imagine relationships between art, science, and technology that draw on the deeper purposes of art and education.

Engaging undergraduate students in scientific research promises substantial benefits, but it is not accessible to all students and is rarely implemented early in college education, when it will have the greatest impact. An inclusive Research Education Community (iREC) provides a centralized scientific and administrative infrastructure enabling engagement of large numbers of students at different types of institutions. The Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) is an iREC that promotes engagement and continued involvement in science among beginning undergraduate students. The SEA-PHAGES students show strong gains correlated with persistence relative to those in traditional laboratory courses regardless of academic, ethnic, gender, and socioeconomic profiles. This persistent involvement in science is reflected in key measures, including project ownership, scientific community values, science identity, and scientific networking.