Creating a Student Centered Learning Environment at the University of Denver

A team of faculty members at the University of Denver changed the learning environment in key courses in the Department of Engineering from predominately teacher centered to student centered. Through this funded project new grading methods were implemented, classrooms were renovated and wired with studio layouts to facilitate learning, the Engineering Circuits Laboratory was rewired and instrumented for automated data acquisition and reporting, and two new pedagogical approaches were developed. At the onset of the project, six goals were established related to student learning. The introduction of industry standard hardware and software provided students with unprecedented hands‐on experience and project related activities stimulated faculty innovations in other current and future courses. Assessment results indicate that the new grading system improved the clarity of expectations for students before assignments were given resulting in increased reported motivation for learning in many courses. Even though course GPAs did not always reflect higher achievement on graded work, faculty members firmly believe that deeper understanding was achieved because more complex material was assimilated.     

Extraction and quantification of phytoestrogens in foods using automated solid-phase extraction and LC/MS/MS

Phytoestrogens are a group of polyphenolic plant metabolites that can induce biological responses. Their bioactivity is based on their similarity to 17beta-estradiol and their ability to bind to the beta-estrogen receptor. Although epidemiological data are inconclusive, phytoestrogens are considered to be beneficial for a variety of conditions, for example, hormone-related cancers like breast and prostate cancer. To investigate the biological effects of these compounds and to assess the exposure of larger cohorts or the general public, reliable data on the phytoestrogen content of food is necessary. Previously, food analysis for phytoestrogens was performed using either HPLC-UV or GC/MS. Here, we describe the development of the first generic method for the analysis of phytoestrogens in food, using automated solid-phase extraction and liquid chromatography-tandem mass spectrometry. The presented method shows a good reproducibility and can be easily adapted to other phytoestrogens if required.     

Use of elemental analysis to determine comparative performance of established DNA quantification methods

Quantification of genomic DNA is critical for many analyses in molecular biology. Current methods include optical density (OD) measurements or fluorescent enhancement but both approaches have limitations on achievable accuracy. In this study we performed an elemental analysis to quantify genomic DNA to provide an independent value for comparing the performance of four quantification methods. Specifically ICP-OES (inductively coupled plasma-optical emission spectroscopy) was used to assign a concentration value to a DNA stock solution, based on the stoichiometry of phosphorus within the molecule. Two absorbance- and two fluorescence-based methods were then used to quantify the same DNA solution using replicate analyses. The precision of each method was assessed by measurement of replicate spread (coefficient of variation) and trueness by t-test. Results showed that performance of the methods was variable, both in terms of concordance with the independent ICP-OES value and repeatability of data. While need for expensive equipment and technical expertise may preclude widespread replacement of more traditional methods for DNA quantification, use of primary methods such as ICP-OES analysis for production of accurate calibrants may increase quantitative accuracy and give greater appreciation of the true performance of current methods.     

Molecular self-assembly of "nanowires"and "nanospools" using active transport

Mastering supramolecular self-assembly to a similar degree as nature has achieved on a subcellular scale is critical for the efficient fabrication of complex nanoscopic and mesoscopic structures. We demonstrate that active, molecular-scale transport powered by biomolecular motors can be utilized to drive the self-assembly of mesoscopic structures that would not form in the absence of active transport. In the presented example, functionalized microtubules transported by surface-immobilized kinesin motors cross-link via biotin/streptavidin bonds and form extended linear and circular mesoscopic structures, which move in the presence of ATP. The self-assembled structures are oriented, exhibit large internal strains, and are metastable while the biomolecular motors are active. The integration of molecular motors into the self-assembly process overcomes the trade-off between stability and complexity in thermally activated molecular self-assembly.     

A preliminary study of clinical interventions in custody & access disputes.

Reviewed, retrospectively, 30 custody and access dispute cases (8 assessments, 22 arbitrations, and 10 mediations) and analyzed factors associated with each procedure. The factors examined were based on parents' views of their dispute, as recorded in an initial intake questionnaire completed preintervention. Findings suggest that couples who resolve their dispute through mediation tend to be more child-focused, future-oriented, positive about themselves, and helpful in providing suggestions for dispute resolution than parents involved in an assessment process. (French abstract) (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal reflections: Barriers and strategies in increasing diversity in psychology.

In this article, six faculty and students of color who participated in a panel discussion at a symposium during the National Multicultural Conference and Summit of 2003 talk about the barriers they encountered and continue to encounter in their graduate training and places of employment. They also discuss strategies they found to be effective, enhancing, and positive and suggest other possibilities. The contributors describe their relationships with dominant-group and minority peers and talk about how issues of social class, disability, and sexual orientation as well as color have been part of their experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory": Correction to Brown, Brady, Lent, Wolfert, and Hall.

Reports an error in "Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory" by Steven D. Brown, Theresa Brady, Robert W. Lent, Jenny Wolfert and Sheila Hall (Journal of Counseling Psychology, 1987[Jul], Vol 34[3], 337-354). In Table 5, the reliable change (RC) values for Clients 1-7 on the UCLA Loneliness Scale and the College Student Satisfaction Scale were incorrect. The corrected values are presented in the erratum. In addition, a note should be added to Table 5 that reads: "Posttreatment scores used in the calculation of RC are means obtained from the sum of posttreatment and follow-up scores." (The following abstract of the original article appeared in record 1987-32914-001.) Perceived social support has been shown to relate to psychological distress and well-being. However, measurement of the construct has been limited by a failure to embed perceived support in a body of psychological theory that would suggest how perceived support is produced and modified. In three studies we assessed the psychometric characteristics and counseling uses of a theory-derived measure of perceived social support, the Social Support Inventory (SSI). Results of the first study indicated that the SSI possessed excellent internal consistency reliability and concurrent validity, and it performed in theoretically predicted ways in a series of construct validity analyses. Results of the second study suggested that the SSI may not be influenced by mood state or demand characteristics. The third study concerned a counseling intervention developed from the SSI's theoretical base. Reported outcomes are from the first 7 consecutive college student clients exposed to the intervention for difficulties in their social transition to college. We also describe the person-environment fit theory from which the SSI was derived and discuss future conceptual and research needs on the theory, instrument, and intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Direct, indirect, and controlled observation and rating accuracy.

Videotaping of assessment center exercises has become an increasingly common practice, yet little is known about the impact of video technology on rating accuracy. This study compared ratings of a group discussion made after live observation (direct), after viewing a video (indirect), or after viewing a video with opportunities to pause and rewind (controlled). Results indicated some differences in observational accuracy but not in rating accuracy. Implications for the use of video technology in assessment centers are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences among young children in Logo environments

Computers are becoming an integral part of the classroom and home environments of children. Yet, there are unanswered questions concerning their effects on young children's learning. Conceptualized within the framework of Piagetian theory and the educational philosophy provided by Papert, this study is a longitudinal investigation of the qualitative changes shown by fourteen preschool children in the development of programming knowledge about Logo over a period of 8 months. Based on their performance, children were grouped into three groups: (1) those who are sophisticated Logo learners; (2) those who function well in Logo environments under support and continuous direction from the Logo teacher; and (3) children who do not function well in Logo environments. In the second part of the study, an investigation of individual difference variables such as field dependent-independent cognitive styles, mathematical ability, creativity, computer and computer-related experiences within the home and outside the home, indicated that only the variable computer-related experiences within the home and outside the home was important in differentiating between the three groups. The findings of the study do not support the claims made by Papert about learning in Logo environments and suggest that Logo learning environments for preschool children be designed by taking into consideration developmental levels of children and individual differences among children. Furthermore, a new set of concepts and paradigms for studying learning in Logo environments needs to be formulated.