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This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in perceptions of engineering, and recognized appropriateness of engineering as a career option for their students. They transferred content learning and perceptions to students, through experiential narratives and instructional activities. Teachers reported that their secondary math and science students demonstrated observable change in knowledge, skill and beliefs about engineering, subject area score and skill improvement, class engagement, and engineering-related career aspirations.

This paper reports an innovative, hybrid teaching model for a junior level lab course. This model leverages in-person lab operation by adding a student-led online learning mode. Both course outcomes and student outcomes were evaluated. Student feedback was collected, and its analysis showed both positive and negative impacts in this hybrid model. This work is not only valuable for developing online lab courses but also in terms of long-term development of distance learning.

Many secondary math and science teachers don't understand the nature and application of engineering adequately to transfer that understanding to their students. Research is needed that investigates and illuminates the process and characteristics of development that addresses this gap. This mixed-method study examines the developmental experiences of 16 public math and science teachers in a yearlong engineering experience. Teachers partnered with university engineering professor-mentors for six weeks on campus followed by ongoing support for transfer to their secondary classes (grades 9-12). Teachers gained engineering knowledge and skills, and an understanding of engineering's diversity and interdisciplinary nature, plus integrative applied strategies for math and science instruction. They developed productive perceptions (of value, utility, benefits, feasibility and fit) of engineering for their grade 9-12 students, along with efficacy and intent to use what they had learned. Teachers identified positive, profound shifts in their perceptions of engineering and engineers. All teachers integrated engineering principles into their classrooms, but the process was more challenging for math teachers than for science teachers. This developmental experience may help bridge gaps of school-to-life and disciplinary boundaries that separate formal educational environments from authentic life experience.

This study examines the inputs (processes and strategies) and outputs (perceptions, skill development, classroom transfer, disciplinary integration, social networking, and community development) of a yearlong, interdisciplinary teacher learning and development experience. Eleven secondary math and science teachers partnered with an interdisciplinary team of university engineering mentors in a yearlong engineering education and project implementation program. It consisted of a 6-week on-site resident professional development and collaboration experience, with an ongoing support and follow-up including digital systems. Mixed-method, multisource data indicate that teachers engaged with motivations combining personal, intrinsic interest and classroom integration goals. They formed and sustained an active community of learning and practice that supported their success, on-site and through classroom integration, thereby promoting innovations. Teachers reported positive perceptions throughout the program and demonstrated significant, productive trajectories of change-over-time. Teachers learned and transferred task-specific engineering and scientific skills, as well as more general inquiry-based pedagogical strategies to their secondary classrooms.

This study examines the inputs (processes and strategies) and outputs (perceptions, skill development, classroom transfer, disciplinary integration, social networking, and community development) of a yearlong, interdisciplinary teacher learning and development experience. Eleven secondary math and science teachers partnered with an interdisciplinary team of university engineering mentors in a yearlong engineering education and project implementation program. It consisted of a 6-week on-site resident professional development and collaboration experience, with an ongoing support and follow-up including digital systems. Mixed-method, multisource data indicate that teachers engaged with motivations combining personal, intrinsic interest and classroom integration goals. They formed and sustained an active community of learning and practice that supported their success, on-site and through classroom integration, thereby promoting innovations. Teachers reported positive perceptions throughout the program and demonstrated significant, productive trajectories of change-overtime. Teachers learned and transferred task-specific engineering and scientific skills, as well as more general inquiry-based pedagogical strategies to their secondary classrooms. Keywords professional development, mixed methods, teacher learning, Challenged by federal mandates, K-12 teachers are expected to educate and motivate youth to seek careers in math, science, and engineering (National Academy of Sciences, 2007). To do so, those [...]

Students in four biochemical and biological engineering courses for upper-­level undergraduates and graduate students were required to write a research proposal. Breaking the requirements down into segments (such as a summary with specific aims, rough draft, and final draft) due on different dates helped make the assignment more manageable for the students. By the final draft, a great majority of the students were able to produce a proposal without major problems.

Abstract Nitric oxide (NO) is a free radical that plays an important role in modulating platelet adhesion and aggregation. Platelets are a source of vascular NO, but since erythrocytes avidly scavenge NO, the functional significance of platelet-derived NO is not clear. Our purpose was to determine if NO from platelets affects platelet thrombus formation in the presence of anticoagulated whole blood in an in vitro parallel plate flow system. We studied platelet adhesion and aggregation on a collagen type III surface in the presence of physiologically relevant fluid mechanical shear stress. We found that certain receptor mediated agonists (insulin and isoproterenol) caused a concentration dependent reduction in thrombus formation at a shear rate of 1000 s-1. This effect was mediated by NO since it was abolished in the presence of the NO inhibitor L-nitro-arginine-methyl-ester (L-NAME). As expected, at venous levels of shear rate (100 s-1) neither of the agonists had any effect on thrombus formation since platelet adhesion does not depend on activation at these low levels of shear. Interestingly, at a shear rate of 2000 s-1 the addition of L-NAME caused an increase in platelet coverage suggesting that shear, by itself, induces NO production by platelets. This is the first demonstration of shear stress causing platelets to produce an inhibitor of platelet activation. These results demonstrate that the development of a platelet thrombus is regulated in a complex way and that platelets produce functionally significant amounts of NO even in the presence of whole blood.

Many secondary math and science teachers don’t understand the nature and application of engineering adequately to transfer that understanding to their students. Research is needed that investigates and illuminates the process and characteristics of development that addresses this gap. This mixed-method study examines the developmental experiences of 16 public math and science teachers in a yearlong engineering experience. Teachers partnered with university engineering professor-mentors for six weeks on campus followed by ongoing support for transfer to their secondary classes (grades 9–12). Teachers gained engineering knowledge and skills, and an understanding of engineering’s diversity and interdisciplinary nature, plus integrative applied strategies for math and science instruction. They developed productive perceptions (of value, utility, benefits, feasibility and fit) of engineering for their grade 9–12 students, along with efficacy and intent to use what they had learned. Teachers identified positive, profound shifts in their perceptions of engineering and engineers. All teachers integrated engineering principles into their classrooms, but the process was more challenging for math teachers than for science teachers. This developmental experience may help bridge gaps of school-to-life and disciplinary boundaries that separate formal educational environments from authentic life experience. [ABSTRACT FROM PUBLISHER]

Nitric oxide (NO) is a free radical that plays an important role in modulating platelet adhesion and aggregation. Platelets are a source of vascular NO, but since erythrocytes avidly scavenge NO, the functional significance of platelet-derived NO is not clear. Our purpose was to determine if NO from platelets affects platelet thrombus formation in the presence of anticoagulated whole blood in an in vitro parallel plate flow system. We studied platelet adhesion and aggregation on a collagen type III surface in the presence of physiologically relevant fluid mechanical shear stress. We found that certain receptor mediated agonists (insulin and isoproterenol) caused a concentration dependent reduction in thrombus formation at a shear rate of 1000 s-1. This effect was mediated by NO since it was abolished in the presence of the NO inhibitor L-nitro-arginine-methyl-ester (L-NAME). As expected, at venous levels of shear rate (100 s-1) neither of the agonists had any effect on thrombus formation since platelet adhesion does not depend on activation at these low levels of shear. Interestingly, at a shear rate of 2000 s-1 the addition of L-NAME caused an increase in platelet coverage suggesting that shear, by itself, induces NO production by platelets. This is the first demonstration of shear stress causing platelets to produce an inhibitor of platelet activation. These results demonstrate that the development of a platelet thrombus is regulated in a complex way and that platelets produce functionally significant amounts of NO even in the presence of whole blood. [ABSTRACT FROM AUTHOR]

Single-walled carbon nanotubes (SWNT) have been the focus of considerable attention as a material with extraordinary mechanical and electrical properties. SWNT have been proposed in a number of biomedical applications, including neural, bone, and dental tissue engineering. In these applications, it is clear that surrounding tissues will come into surface contact with SWNT composites, and compatibility between SWNT and host cells must be addressed. This investigation describes the gross physical and chemical effects of different SWNT preparations on in vitro cell viability and metabolic activity. Three different SWNT preparations were analyzed: as purchased (AP-NT), purified (PUR-NT), and functionalized with glucosamine (GA-NT), over concentrations of 0.001-1.0% (wt/vol). With the exception of the lowest SWNT concentrations, increasing concentrations of SWNT resulted in a decrease of cell viability, which was dependent on SWNT preparation. The metabolic activity of 3T3 cells was also dependent on SWNT preparation and concentration. These investigations have shown that these SWNT preparations have significant effects on in vitro cellular function that cannot be attributed to one factor alone, but are more likely the result of several unfavorable interactions. Effects, such as destabilizing the cell membrane, soluble toxic contaminants, and limitations in mass transfer as the SWNT coalesce into sheets, may all play a role in these interactions. Using comprehensive purification processes and modifying the NT-surface chemistry to introduce functional groups or reduce hydrophobicity or both, these interactions can be significantly improved., ((c) 2005 Wiley Periodicals, Inc.)