Preparing tomorrow's teachers to use technology (PT3) at Boston university through faculty development.

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Reaffirm to Affirm: Enhancing Minority Faculty Development at the PWI

The objective of this roundtable discussion is to examine the preparation of minority faculty as it relates to succeeding in an academic career. Although substantial research has been conducted on faculty preparation (Gaff, 1997; Garcia, 2000, Tice, Gaff, and Pruitt-Logan, 1998), conversations fall short when it comes to ongoing success development of faculty. This discussion will focus primarily on initiatives/plans to encourage the expansion and success of minority faculty at PWI's. For the purposes of this discussion, minority faculty is defined in terms of race/ethnic and gender.

Critical Reflection on a Faculty Development Research Project

Critical reflection is imperative for the practitioner who seeks to grow and improve in the important work of teaching. This paper is a critical reflection of one author’s experience in creating a faculty development initiative.

EWS-FLI-1 modulates miRNA145 and SOX2 expression to initiate mesenchymal stem cell reprogramming toward Ewing sarcoma cancer stem cells

Introduction: Cancer stem cells (CSC) display plasticity and self renewal properties reminiscent of normal tissue stem cells but the events responsible for their emergence remain obscure. We have recently identified CSC in Ewing sarcoma family tumors (ESFT) and shown that they arise from mesenchymal stem cells from the bone marrow. Objective of the study: To analyze the mechanisms underlying cancer stem cell development in ESFT. Methods: Primary human mesenchymal stem cells (MSC) isolation from adult and pediatric bone marrow. Retroviral delivery of fusion protein (EWS-FLI1) to primary MSC, and transcriptional and phenotypical analysis. Results: We show that the EWS-FLI-1 fusion gene, associated wit 85-90% of ESFT and believed to initiate their pathogenesis, induces expression of the embryonic stem cell (ESC) genes OCT4, SOX2 and NANOG in human pediatric MSC (hpMSC) but not in their adult counterparts. Moreover, under appropriate culture conditions, hpMSC expressing EWS-FLI-1 generate a cell subpopulation displaying ESFT CSC features in vitro. We further demonstrate that induction of the ESFT CSC phenotype is the result of the combined effect of EWSFLI- 1 on its target gene expression and repression of microRNA-145 (miRNA145) promoter activity. Finally, we provide evidence that EWS-FLI-1 and miRNA-145 function in a mutually repressive feedback loop and identify their common target gene SOX2, in addition to miRNA145 itself, as key players in ESFT cell differentiation and tumorigenicity. Conclusion: Our observations provide insight for the first time into the mechanisms whereby a single oncogene can reprogram primary cells to display a cancer stem cell phenotype.

Exploring Interprofessional Education: Through the values of the students and the eyes of exemplary faculty

Thesis (Ph.D.)--University of Washington, 2016-06

Promoting faculty professionalism: a case-based approach.

INTRODUCTION: Professionalism is a key attribute for health professionals. Yet, it is unknown how much faculty development is directed toward skills and behaviours of faculty professionalism. Faculty professionalism includes boundaries in teacher-student relationships, self-reflection, assuring one's own fitness for duty, and maintaining confidentiality when appropriate. METHODS: For five years, we have incorporated faculty professionalism as a routine agenda item for the monthly Physician Assistant Programme faculty meetings, allowing faculty members to introduce issues they are comfortable sharing or have questions about. We also have case discussions of faculty professionalism within faculty meetings every three months. RESULTS: Faculty professionalism is important in the daily work lives of faculty members and including this as part of routine agendas verifies its importance. A faculty survey showed that a majority look forward to the quarterly faculty professionalism case discussions. These have included attempted influence in the admissions process, student/faculty social boundaries, civic professionalism, students requesting medical advice, and self-disclosure. CONCLUSION: A preventive approach works better than a reactionary approach to faculty missteps in professionalism. Routine discussion of faculty professionalism normalizes the topic and is helpful to both new and experienced faculty members. We recommend incorporation of faculty professionalism as a regular agenda item in faculty meetings.

Differential expression of HIF-1 alpha in CD44(+)CD24(-/) (low) breast ductal carcinomas

Background: Cancer stem cell (CSC) hypothesis postulates that tumors are maintained by a self-renewing CSC population that is also capable of differentiating into non-self-renewing cell populations that constitute the bulk of tumor. Stem cells renewal and differentiation can be directly influenced by the oxygen levels of determined tissues, probably by the reduction of oxidative DNA damage in hypoxic regions, thus leading to a friendlier microenvironment, regarding to clonal expansion and for resistance to chemotherapeutic regimens. Furthermore, there have been strong data indicating a pivotal role of hypoxic niche in cancer stem cells development. There are evidence that hypoxia could drive the maintenance of CSC, via HIF-1 alpha expression, but it still to be determined whether hypoxia markers are expressed in breast tumors presenting CD44(+)CD24(-/low) immunophenotype. Methods: Immunohistochemical analysis of CD44(+)CD24(-/low) expression and its relationship with hypoxia markers and clinical outcome were evaluated in 253 samples of breast ductal carcinomas. Double-immunolabeling was performed using EnVision Doublestain System (Dako, Carpinteria, CA, USA). Slides were then scanned into high-resolution images using Aperio ScanScope XT and then, visualized in the software Image Scope (Aperio, Vista, CA, USA). Results: In univariate analysis, CD44(+)CD24(-/low) expression showed association with death due to breast cancer (p = 0.035). Breast tumors expressing CD44(+)CD24(-/low) immunophenotype showed relationship with HIF-1 alpha (p = 0.039) and negativity for HER-2 (p = 0.013). Conclusion: Considering that there are strong evidences that the fraction of a tumour considered to be cancer stem cells is plastic depending upon microenvironmental signals, our findings provide further evidence that hypoxia might be related to the worse prognosis found in CD44(+)CD24(-/low) positive breast tumors.

Normal hemopoiesis and lymphopoiesis in the combined absence of numb and numblike.

The mammalian ortholog of the conserved Drosophila adaptor protein Numb (Nb) and its homolog Numblike (Nbl) modulate neuronal cell fate determination at least in part by antagonizing Notch signaling. Because the Notch pathway has been implicated in regulating hemopoietic stem cell self-renewal and T cell fate specification in mammals, we investigated the role of Nb and Nbl in hemopoiesis using conditional gene targeting. Surprisingly simultaneous deletion of both Nb and Nbl in murine bone marrow precursors did not affect the ability of stem cells to self-renew or to give rise to differentiated myeloid or lymphoid progeny, even under competitive conditions in mixed chimeras. Furthermore, T cell fate specification and intrathymic T cell development were unaffected in the combined absence of Nb and Nbl. Collectively our data indicate that the Nb family of adaptor proteins is dispensable for hemopoiesis and lymphopoiesis in mice, despite their proposed role in neuronal stem cell development.

Wnt-3a and Wnt-3 differently stimulate proliferation and neurogenesis of spinal neural precursors and promote neurite outgrowth by canonical signaling

Wnt factors regulate neural stem cell development and neuronal connectivity. Here we investigated whether Wnt-3a and Wnt-3, expressed in the developing spinal cord, regulate proliferation and the neuronal differentiation of spinal cord neural precursors (SCNP). Wnt-3a promoted a sustained increase of SCNP proliferation, whereas Wnt-3 enhanced SCNP proliferation transiently and increased neurogenesis through β-catenin signaling. Consistent with this, Wnt-3a and Wnt-3 differently regulate the expression of Cyclin-dependent kinase inhibitors. Furthermore, Wnt-3a and Wnt-3 stimulated neurite outgrowth in SCNP-derived neurons through ß-catenin and TCF4-dependent transcription. GSK-3ß inhibitors mimicked Wnt signaling and promoted neurite outgrowth in established cultures. We conclude that Wnt-3a and Wnt-3 signal through the canonical Wnt/β-catenin pathway to regulate different aspects of SCNP development. These findings may be of therapeutic interest for the treatment of neurodegenerative diseases and nerve injury.

Group mentoring for junior medical students: perceptions of mentees and mentors

Entering medical school can be associated with a number of difficulties that can hinder students' performance. Mentoring programs are designed to help students circumvent difficulties and improve their learning and personal development. The current study aimed to evaluate the perceptions of both students and mentors regarding a recently introduced, group-based mentoring program designed to support first-year students. After one year of regular meetings, students and mentors' perceptions of the program were assessed by means of structured questionnaires. Response content categories were identified through multiple readings. Both regular attendees and non-participating students had positive opinions about the program. Mentors were highly satisfied at having participated and acknowledged that the program has been useful not only for assisting students, but also for fostering their own personal and professional development. In conclusion, the group-based mentoring program is feasible and can elicit positive views from both mentors and students. In addition, faculty members' participation as mentors can also be beneficial, since the program appears to contribute to their own personal and professional development

Leadership in higher education : a decanal perspective /

This is a study which examines the roles and responsibilities of Deans, specifically focussing on the Deans in the Faculties of Education at three Ontario Universities - Brock University, the University of Western Ontario, and the University of Windsor. This study examines the roles of Deans in the context of leadership and as a management position. The initial belief of the researcher was that Deans acted as middle managers at their institution besides being role models, scholars and leaders. Data were collected through interviews with the various participants and through the examination of the official job descriptions at each institution. Concepts such as leadership, motivation, empowerment, and management are discussed in relation to the position of Dean. The research concludes that a Dean is a leader in higher education who is responsible for a variety of issues. Besides academic related responsibilities such as faculty development, program development and research, a Dean is also responsible for a wide range of administrative tasks including financial management and obligations to external groups. As a role model and scholar, the Dean must ensure that all areas have sufficient energies devoted to them. This creates a heavy burden on Deans as they have a great deal of responsibilities to manage while still maintaining their role as a scholar. The researcher concludes that the position of Dean requires additional support from the institution. This support could be in an Associate Dean or an Executive Assistant with training and support mechanisms on an ongoing basis.

La réflexion, processus déclenché et constructeur : cas d’enseignants de FLS en formation ou en exercice et d’aspirants coopérants internationaux

Depuis les années 1990, les formations à visée professionnelle, comme l’enseignement, adoptent le paradigme du praticien réflexif. Au Québec, le référentiel de compétences proposé par le ministère de l’Éducation introduit l’idée que tout futur enseignant doit apprendre à « réfléchir sur sa pratique » (MEQ, 2001). Malgré de nombreuses études sur la réflexion, le concept reste flou et polysémique. Comment, dans ces conditions, « faire réfléchir » ? Des chercheurs contemporains, dans la mouvance éducative, humaniste et pragmatique de Dewey (1933), aboutissent à des conceptions convergentes de l’apprentissage par réflexion sur l’expérience (Osterman et Kottkamp, 2004; Brouwer et Korthagen, 2005; Loughran, 2006; Brockbank et McGill, 2007; Donnay et Charlier, 2008, entre autres). De leurs points communs est synthétisée une définition de la réflexion qui peut aider à clarifier son rôle en formation. La recherche se donne comme objectif de « saisir » des événements réflexifs pour élucider comment des formations universitaires contribuent à développer des mécanismes de réflexion favorables à un autorenouvellement professionnel à long terme. La démarche est qualitative, l’approche interprétative-compréhensive. Des entrevues semi-structurées ont permis de recueillir des données auprès de finissants en enseignement du français langue seconde (FLS), en coopération internationale, à l’Université de Montréal, ainsi que d’enseignants de FLS expérimentés d’une université québécoise. Du corpus d’« occurrences de réflexion » ont émergé les significations que les acteurs donnaient à leur expérience d’apprentissage ou de travail. Les résultats sont présentés en trois articles. Le premier décrit la méthodologie construite pour repérer des occurrences de réflexion. Le second révèle deux grandes caractéristiques de dispositifs qui la stimulent particulièrement: 1) l’agir en situation de travail authentique ou vraisemblable; 2) la confrontation interactive à l’altérité (pairs, clientèle). Le troisième article aborde les représentations plus riches, nuancées et critiques de la profession, l’Autre et soi-même sur lesquelles débouche la réflexion. L’étude documente aussi les effets de ces reconceptualisations sur l’acteur et l’action, et produit des typologies des préoccupations des (futurs) professionnels et des objets réfléchis Des pistes de recherche et d’application sont dégagées pour les formations professionnalisantes et le développement professionnel en milieu de travail.

L’identification et la remédiation des difficultés de raisonnement clinique en médecine (État des pratiques, recherche d’outils et processus pour soutenir les cliniciens enseignants)

INTRODUCTION : Le raisonnement clinique est au coeur de l’exercice professionnel. Cependant, nous manquons d'instruments pour identifier et objectiver les difficultés de raisonnement clinique, et il existe relativement peu de descriptions de méthodes de remédiation définies. Un important travail reste donc à faire, pour mieux comprendre comment les difficultés se manifestent dans le raisonnement clinique des étudiants en formation, mais également pour rendre ces concepts plus accessibles aux enseignants; ceci permettra alors d’améliorer la qualité de la démarche d’identification des difficultés, et d’envisager des remédiations ciblées et efficaces. OBJECTIFS : Cette recherche s’articule d’une part, autour de l’objectivation et la compréhension des pratiques actuelles des cliniciens enseignants en médecine, d’autre part, autour de la construction et l’implantation d’outils et de processus susceptibles de faciliter la démarche de diagnostic et de remédiation des difficultés de raisonnement clinique. MÉTHODOLOGIE : Une recherche de type qualitative, utilisant les méthodes de la recherche action participative s’est révélée pertinente pour atteindre nos objectifs. La recherche est composée de quatre étapes : 1. Une étude exploratoire. 2. La construction et de l’implantation d’un premier outil dans trois milieux cliniques en médecine familiale. 3. L’élaboration d’une taxonomie des difficultés de raisonnement clinique ainsi que la construction d’un nouvel outil. 4. Le développement d’une approche globale pour soutenir et former les cliniciens enseignants. RÉSULTATS : Les enseignants ont une perception rapide, mais qui demeure globale et intuitive, des potentielles difficultés de raisonnement clinique des résidents. Cette perception ne se traduit pas forcément en termes pédagogiques. Nous avons pu observer l’absence de processus pédagogiques organisés et structurés pour la gestion de ces difficultés. Ceci semble projeter les cliniciens enseignants dans une zone d’inconfort, en les confrontant à un manque de maîtrise et à l’incertitude au sujet de leurs actions pédagogiques. La catégorisation des difficultés de raisonnement clinique que nous avons construite permet d’identifier les difficultés telles qu’elles se manifestent dans le quotidien des supervisions cliniques. Cet outil a cependant besoin d’être intégré dans un processus plus global. CONCLUSION : Une approche globale qui comprenne le développement de processus implantés par le Département, l’implantation d’outils, la vulgarisation de la théorie, et la formation des enseignants est déterminante.

Liderazgo educativo: revisión de la situación actual

Este trabajo lleva a cabo una compilación del material escrito acerca del liderazgo educativo, sus implicaciones sociales, educativas y culturales. Así mismo identifica las corrientes que actualmente predominan en el liderazgo educativo como es el Liderazgo pedagógico y el liderazgo administrativo. También brinda un acercamiento a los esfuerzos y la situación actual del liderazgo educativo en Colombia, con el fin de determinar si existe en efecto y liderazgo educativo efectivo en nuestro país. Este trabajo se lleva a cabo recopilando la información de la situación actual y literatura de varios países y encontrando puntos en comuna lo largo de los mismos.

La insuficiencia de las disposiciones del pensamiento para cubrir la brecha del pensamiento crítico a la acción crítica

En esta tesis se evalúan las disposiciones del pensamiento crítico; se demuestra la circularidad de sus enunciados y, consecuencia de ello, su insuficiencia para cubrir la brecha que va de las habilidades del pensamiento crítico a la acción crítica.