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The modern workplace is a transdisciplinary, information-rich environment, and this makes information literacy skills vital for students. With this grant funded project, we are developing, piloting, assessing, and promoting a suite of micro-learning modules for undergraduate engineering, technology, and business students at a large, public university. The modules revolve around information literacy topics relevant to the workplace, integrated into a scalable micro-credentialing platform. The topics covered include (1) effective information gathering strategies, (2) competitive analysis, (3) patent information, (4) industry standards, and (5) informed communication. We, the module creators, take a broad view of information literacy, including gathering information from other individuals in addition to published information sources. With this, a recurring theme throughout the modules is the importance of considering intercultural communication and inclusion within information literacy and the workplace. The goal is to provide students with foundational training relevant to their future careers (as well as transferable credentials that they can share with potential employers and post on badge-compliant platforms such as LinkedIn) and to provide instructors across campus a flexible set of information literacy tools that they can use to improve student outcomes. The modules are designed with accessibility in mind and are integrated into the campus learning management system. Stakeholders were consulted during project development, including creating content, scripting, and piloting the modules. These stakeholders included industry, business, and entrepreneurship professionals, as well as undergraduate students and course instructors. This poster presentation we will explain our module development and pilot course integration process and share preliminary results.

Technical standards are a vital source of information for providing guidelines during the design, manufacture, testing, and use of whole products, materials, and components. To prepare students—especially engineering students—for the workforce, universities are increasing the use of standards within the curriculum. Employers believe it is important for recent university graduates to be familiar with standards. Despite the critical role standards play within academia and the workforce, little information is available on the development of standards information literacy, which includes the ability to understand the standardization process; identify types of standards; and locate, evaluate, and use standards effectively. Libraries and librarians are a critical part of standards education, and much of the discussion has been focused on the curation of standards within libraries. However, librarians also have substantial experience in developing and teaching standards information literacy curriculum. With the need for universities to develop a workforce that is well-educated on the use of standards, librarians and course instructors can apply their experiences in information literacy toward teaching students the knowledge and skills regarding standards that they will need to be successful in their field. This title provides background information for librarians on technical standards as well as collection development best practices. It also creates a model for librarians and course instructors to use when building a standards information literacy curriculum., https://docs.lib.purdue.edu/pilh/1004/thumbnail.jpg

Due to ABET accreditation requirements and industry expectations, integrating technical standards into Engineering Technology (ET) curricula is crucial for student success. However, previous studies have shown that faculty report access and knowledge challenges in working to integrate standards into ET course content. Additionally, academic librarians have long acknowledged there are many issues with providing access to standards to campus users, such as high costs and extensive digital rights management (DRM) restrictions. The purpose of this study is to conduct an environmental scan of library websites at institutions with ET programs to investigate library-provided access to standards and to survey ET faculty members about their contemporary standards education approaches and practices. A key finding is that ET students at larger schools are much more likely to have access to standards online, with 82% of libraries at institutions with over 15,000 students subscribing to standards online versus only 46% of libraries at institutions under 10,000 students. Additionally, the results show there is a disconnect between library-provided access to standards (58% of libraries provide online access) and ET faculty members’ use of academic libraries for standards access (28% report using standards through the library). More education about technical standards is needed for ET faculty members working to integrate standards into curricula. Standards developing organizations (SDOs) should consider investigating ways they can offer educational opportunities for faculty, provide specific case studies and examples of how standards could be implemented into various ET courses, and if they are not already doing so, offer free or low-cost solutions for faculty to obtain standards for use within a course.

The modern workplace is a transdisciplinary, information-rich environment, and this makes information literacy skills vital for students. With this grant funded project, we are developing, piloting, assessing, and promoting a suite of micro-learning modules for undergraduate engineering, technology, and business students at a large, public university. The modules revolve around information literacy topics relevant to the workplace, integrated into a scalable micro-credentialing platform. The topics covered include (1) effective information gathering strategies, (2) competitive analysis, (3) patent information, (4) industry standards, and (5) informed communication. We, the module creators, take a broad view of information literacy, including gathering information from other individuals in addition to published information sources. With this, a recurring theme throughout the modules is the importance of considering intercultural communication and inclusion within information literacy and the workplace. The goal is to provide students with foundational training relevant to their future careers (as well as transferable credentials that they can share with potential employers and post on badge-compliant platforms such as LinkedIn) and to provide instructors across campus a flexible set of information literacy tools that they can use to improve student outcomes. The modules are designed with accessibility in mind and are integrated into the campus learning management system. Stakeholders were consulted during project development, including creating content, scripting, and piloting the modules. These stakeholders included industry, business, and entrepreneurship professionals, as well as undergraduate students and course instructors. This poster presentation we will explain our module development and pilot course integration process and share preliminary results.

Due to ABET accreditation requirements and industry expectations, integrating technical standards into Engineering Technology (ET) curricula is crucial for student success. However, previous studies have shown that faculty report access and knowledge challenges in working to integrate standards into ET course content. Additionally, academic librarians have long acknowledged there are many issues with providing access to standards to campus users, such as high costs and extensive digital rights management (DRM) restrictions. The purpose of this study is to conduct an environmental scan of library websites at institutions with ET programs to investigate library-provided access to standards and to survey ET faculty members about their contemporary standards education approaches and practices. A key finding is that ET students at larger schools are much more likely to have access to standards online, with 82% of libraries at institutions with over 15,000 students subscribing to standards online versus only 46% of libraries at institutions under 10,000 students. Additionally, the results show there is a disconnect between library-provided access to standards (58% of libraries provide online access) and ET faculty members’ use of academic libraries for standards access (28% report using standards through the library). More education about technical standards is needed for ET faculty members working to integrate standards into curricula. Standards developing organizations (SDOs) should consider investigating ways they can offer educational opportunities for faculty, provide specific case studies and examples of how standards could be implemented into various ET courses, and if they are not already doing so, offer free or low-cost solutions for faculty to obtain standards for use within a course.

The modern workplace is a transdisciplinary, information-rich environment, and this makes information literacy skills vital for students. With this grant funded project, we are developing, piloting, assessing, and promoting a suite of micro-learning modules for undergraduate engineering, technology, and business students at a large, public university. The modules revolve around information literacy topics relevant to the workplace, integrated into a scalable micro-credentialing platform. The topics covered include (1) effective information gathering strategies, (2) competitive analysis, (3) patent information, (4) industry standards, and (5) informed communication. We, the module creators, take a broad view of information literacy, including gathering information from other individuals in addition to published information sources. With this, a recurring theme throughout the modules is the importance of considering intercultural communication and inclusion within information literacy and the workplace. The goal is to provide students with foundational training relevant to their future careers (as well as transferable credentials that they can share with potential employers and post on badge-compliant platforms such as LinkedIn) and to provide instructors across campus a flexible set of information literacy tools that they can use to improve student outcomes. The modules are designed with accessibility in mind and are integrated into the campus learning management system. Stakeholders were consulted during project development, including creating content, scripting, and piloting the modules. These stakeholders included industry, business, and entrepreneurship professionals, as well as undergraduate students and course instructors. This poster presentation we will explain our module development and pilot course integration process and share preliminary results.

The modern workplace is a transdisciplinary, information-rich environment, and this makes information literacy skills vital for students. With this grant funded project, we are developing, piloting, assessing, and promoting a suite of micro-learning modules for undergraduate engineering, technology, and business students at a large, public university. The modules revolve around information literacy topics relevant to the workplace, integrated into a scalable micro-credentialing platform. The topics covered include (1) effective information gathering strategies, (2) competitive analysis, (3) patent information, (4) industry standards, and (5) informed communication. We, the module creators, take a broad view of information literacy, including gathering information from other individuals in addition to published information sources. With this, a recurring theme throughout the modules is the importance of considering intercultural communication and inclusion within information literacy and the workplace. The goal is to provide students with foundational training relevant to their future careers (as well as transferable credentials that they can share with potential employers and post on badge-compliant platforms such as LinkedIn) and to provide instructors across campus a flexible set of information literacy tools that they can use to improve student outcomes. The modules are designed with accessibility in mind and are integrated into the campus learning management system. Stakeholders were consulted during project development, including creating content, scripting, and piloting the modules. These stakeholders included industry, business, and entrepreneurship professionals, as well as undergraduate students and course instructors. This poster presentation we will explain our module development and pilot course integration process and share preliminary results.

Workplace preparedness is an integral application of information literacy skills for our students as they move forward and leave the university. It is also important to prepare students for the information needs they will face as they complete co-ops and internships during their time in academia. To best educate students in the information literacy skills they will need on-the-job, it is important for librarians to understand what types of information employers are requiring students to use in these co-op and internship experiences and in what ways. While work has been done on this regarding engineering students (Jeffryes and Lafferty, 2012), this topic is relatively unexplored with business students. In an effort to better understand the workplace information literacy needs of business students during co-ops and internships, two librarians (one business librarian and one engineering librarian) and an undergraduate researcher (a senior in the business school) collaborated to survey business students and alumni who have completed an internship or a co-op regarding their information use in these experiences. Students were asked about their experiences finding and using articles (e.g., scholarly, trade, news), books/ebooks, company information (e.g., competitor information, financials), court cases or law reviews, industry standards (e.g., International Organization of Standardization (ISO)), laws and regulations, market and industry research reports, patents, and technical reports/white papers. The information from this survey will be used to determine both successes and gaps in current information literacy instruction. This presentation will provide an overview of this project and share the initial findings and planned applications of this research.

Information literacy is essential for business students as they prepare for the workplace they will enter after leaving the university. Prior to graduation, students must also prepare for the information needs they will experience during internships and co-ops. To optimize instruction and teach students the information literacy skills they will need on-the-job, librarians need to understand what information sources employers require students to use during internship/co-op experiences and in what ways. In this study we surveyed business students and alumni at a large Midwestern university who had completed an internship or co-op regarding their information use during these workplace experiences.

At Purdue University, librarians worked with an undergraduate researcher to survey business students who had completed an internship or co-op to determine their information use during these experiences. We asked students about the information tasks they completed, the information source types they used, where they learned to use these sources, and their perceived difficulty in finding information sources. This lightning talk will present a brief overview of our findings.

Workplace preparedness is an integral application of information literacy skills for our students as they move forward and leave the university. It is also important to prepare students for the information needs they will face as they complete co-ops and internships during their time in academia. To best educate students in the information literacy skills they will need on-the-job, it is important for librarians to understand what types of information employers are requiring students to use in these co-op and internship experiences and in what ways. While work has been done on this regarding engineering students (Jeffryes and Lafferty, 2012), this topic is relatively unexplored with business students. In an effort to better understand the workplace information literacy needs of business students during co-ops and internships, two librarians (one business librarian and one engineering librarian) and an undergraduate researcher (a senior in the business school) collaborated to survey business students and alumni who have completed an internship or a co-op regarding their information use in these experiences. Students were asked about their experiences finding and using articles (e.g., scholarly, trade, news), books/ebooks, company information (e.g., competitor information, financials), court cases or law reviews, industry standards (e.g., International Organization of Standardization (ISO)), laws and regulations, market and industry research reports, patents, and technical reports/white papers. The information from this survey will be used to determine both successes and gaps in current information literacy instruction. This presentation will provide an overview of this project and share the initial findings and planned applications of this research.

Workplace preparedness is an integral application of information literacy skills for our students as they move forward and leave the university. It is also important to prepare students for the information needs they will face as they complete co-ops and internships during their time in academia. To best educate students in the information literacy skills they will need on-the-job, it is important for librarians to understand what types of information employers are requiring students to use in these co-op and internship experiences and in what ways. While work has been done on this regarding engineering students (Jeffryes and Lafferty, 2012), this topic is relatively unexplored with business students. In an effort to better understand the workplace information literacy needs of business students during co-ops and internships, two librarians (one business librarian and one engineering librarian) and an undergraduate researcher (a senior in the business school) collaborated to survey business students and alumni who have completed an internship or a co-op regarding their information use in these experiences. Students were asked about their experiences finding and using articles (e.g., scholarly, trade, news), books/ebooks, company information (e.g., competitor information, financials), court cases or law reviews, industry standards (e.g., International Organization of Standardization (ISO)), laws and regulations, market and industry research reports, patents, and technical reports/white papers. The information from this survey will be used to determine both successes and gaps in current information literacy instruction. This presentation will provide an overview of this project and share the initial findings and planned applications of this research.

Workplace preparedness is an integral application of information literacy skills for our students as they move forward and leave the university. It is also important to prepare students for the information needs they will face as they complete co-ops and internships during their time in academia. To best educate students in the information literacy skills they will need on-the-job, it is important for librarians to understand what types of information employers are requiring students to use in these co-op and internship experiences and in what ways. While work has been done on this regarding engineering students (Jeffryes and Lafferty, 2012), this topic is relatively unexplored with business students. In an effort to better understand the workplace information literacy needs of business students during co-ops and internships, two librarians (one business librarian and one engineering librarian) and an undergraduate researcher (a senior in the business school) collaborated to survey business students and alumni who have completed an internship or a co-op regarding their information use in these experiences. Students were asked about their experiences finding and using articles (e.g., scholarly, trade, news), books/ebooks, company information (e.g., competitor information, financials), court cases or law reviews, industry standards (e.g., International Organization of Standardization (ISO)), laws and regulations, market and industry research reports, patents, and technical reports/white papers. The information from this survey will be used to determine both successes and gaps in current information literacy instruction. This presentation will provide an overview of this project and share the initial findings and planned applications of this research.

Information literacy is essential for business students as they prepare for the workplace they will enter after leaving the university. Prior to graduation, students must also prepare for the information needs they will experience during internships and co-ops. To optimize instruction and teach students the information literacy skills they will need on-the-job, librarians need to understand what information sources employers require students to use during internship/co-op experiences and in what ways. In this study we surveyed business students and alumni at a large Midwestern university who had completed an internship or co-op regarding their information use during these workplace experiences.

At Purdue University, librarians worked with an undergraduate researcher to survey business students who had completed an internship or co-op to determine their information use during these experiences. We asked students about the information tasks they completed, the information source types they used, where they learned to use these sources, and their perceived difficulty in finding information sources. This lightning talk will present a brief overview of our findings.

This article explores how librarians and lecturers at the University of California, Berkeley, worked together to make their union more participatory in a context of increasing corporatization in public higher education. Written as a case study, we examine this ongoing revitalization process initiated by lecturers in the summer of 2016 and how it transformed librarian activism and bargaining strategy. For context, we also examine the history and unique nature of the University Council–American Federation of Teachers, the union representing both librarians and lecturers. We discuss why librarians had become ambivalent about their union and how an active group of librarians changed the culture in the organization and worked to bring members' voices into the 2018/2019 librarian contract negotiations. Engaging membership and encouraging participation required a group of committed organizers, with the support of paid union staff, to actively seek feedback from members, to communicate regularly, and to organize solidarity events. Throughout this process, the local worked to build coalitions with other campus unions, and members became increasingly aware of the important role unions play in protecting and advancing the mission of a public university and as a site for social justice activism.

This article explores how librarians and lecturers at the University of California, Berkeley, worked together to make their union more participatory in a context of increasing corporatization in public higher education. Written as a case study, we examine this ongoing revitalization process initiated by lecturers in the summer of 2016 and how it transformed librarian activism and bargaining strategy. For context, we also examine the history and unique nature of the University Council–American Federation of Teachers, the union representing both librarians and lecturers. We discuss why librarians had become ambivalent about their union and how an active group of librarians changed the culture in the organization and worked to bring members' voices into the 2018/2019 librarian contract negotiations. Engaging membership and encouraging participation required a group of committed organizers, with the support of paid union staff, to actively seek feedback from members, to communicate regularly, and to organize solidarity events. Throughout this process, the local worked to build coalitions with other campus unions, and members became increasingly aware of the important role unions play in protecting and advancing the mission of a public university and as a site for social justice activism.

This document contains a survey protocol created in 2021 to study the information literacy experiences and needs of business student experiences during internships and co-ops.

CONTRIBUTION: This paper highlights one approach to fostering the entrepreneurial mindset in the engineering classroom. BACKGROUND: Entrepreneurship and innovation are currently trending topics in engineering education and will continue developing for the foreseeable future. INTENDED OUTCOMES: The guiding research question is: How can an entrepreneurial mindset focused learning experience improve student self-regulation, seeing value, and lifelong learning through metacognitive reflections? APPLICATION DESIGN: The study is implemented within a five-week module focused on developing the entrepreneurial mindset as part of a required course on supply chain management technology. The supporting pedagogical interventions include authentic learning, information literacy, a mix of low stakes and high stakes assessment, and parallel scaffold and collaborative learning. The module is assessed through a metacognitive reflection centered around self-regulated learning, seeing value, and lifelong learning. FINDINGS: First, the metacognitive reflections showed ~50% of participants would approach their work differently (e.g., make changes to management and scheduling, using credible sources, obtaining writing assistance through the university writing lab). Second, participants were able to articulate soft skill development and/or subject matter expertise as benefits as it relates to entering the workforce. Third, participants were able to express opportunities for extending their knowledge in the future.

Contributions: The main contribution is to share a series of practical methods that improve the writing quality of capstone reports. Background: The ability to write well is critical to the success of an engineering technology graduate. However, the evidence points to the fact that industries are disappointed with the quality of writing skills graduates demonstrate. Intended Outcomes: A faculty review of capstone reports showed little improvement in writing quality from the first course to the second in a two-semester capstone sequence. Therefore, the instructors explored what actions were needed to improve the writing quality of the capstone reports. Application Design: Several changes in the capstone courses were developed and implemented. The changes included 1) using instructional technology as a scaffolding to help frame the writing required for the course and 2) engaging students in iterative writing with feedback. Findings: The assessment data showed a significant improvement, at the 5% level. The iterative process of writing and rewriting the report, coupled with frequent meetings with faculty mentors, proved to be a powerful combination for improving the writing prowess of the students.

Lesson plan for a 50 minute in-class standards module in MGMT 110: Introduction to Management and Information Strategies. Offered Fall 2021.

Pre and Post module standards quiz for MGMT 110: Introduction to Management and Information Studies. Offered Fall 2021.

Group project for MGMT 110: Introduction to Management and Information Studies covering the use of standards in business decision-making. Course offered Fall 2021.

Pre-Class Standards Assignment in MGMT 110: Introduction to Management and Information Studies. Offered Fall 2021.

Slide deck for standards module lesson in MGMT 110: Introduction to Management and Information Studies. Presented Fall 2021.

Engineering is very much an applied discipline where math and science concepts, skills, and tools can be used to design products or processes with new and/or increased value. Research suggests active learning is an effective method for teaching and learning in the engineering classroom. Moreover, students continue to express increased satisfaction when taught using this experiential pedagogical approach. One approach to active learning gaining traction in the engineering classroom is the use of online discussions. The purpose of this paper is to offer a structured approach for engineering educators to develop online discussion prompts aimed to prepare engineering students for entering the workforce; this structure approach includes an intentional and purposeful focus on three core elements: (1) interdisciplinary viewpoints, (2) real-world and authentic experiences, and (3) information literacy applications. A mixed methods analysis provides evidence towards student exposure and awareness to the three core elements of interdisciplinary viewpoints, real world and authentic experiences, and information literacy applications. In addition, students reported a positive experience participating in online discussions, and improvements in student perception changes related to blended learning and self-regulated learning.

The ATPase Family, AAA domain-containing protein 2 (ATAD2) bromodomain (BRD) has a canonical bromodomain structure consisting of four -helices. ATAD2 functions as a coactivator of the androgen and estrogen receptors as well as the MYC and E2F transcription factors. ATAD2 also functions during DNA replication, recognizing newly synthesized histones. In addition, ATAD2 is shown to be up-regulated in multiple forms of cancer including breast, lung, gastric, endometrial, renal, and prostate. Furthermore, up-regulation of ATAD2 is strongly correlated with poor prognosis in many types of cancer, making the ATAD2 bromodomain an innovative target for cancer therapeutics. In this study, we describe the recognition of histone acetyllysine modifications by the ATAD2 bromodomain. Residue-specific information on the complex formed between the histone tail and the ATAD2 bromodomain, obtained through nuclear magnetic resonance spectroscopy (NMR) and X-ray crystallography, illustrates key residues lining the binding pocket, which are involved in coordination of di-acetylated histone tails. Analytical ultracentrifugation, NMR relaxation data, and isothermal titration calorimetry further confirm the monomeric state of the functionally active ATAD2 bromodomain in complex with di-acetylated histone ligands. Overall, we describe histone tail recognition by ATAD2 BRD and illustrate that one acetyllysine group is primarily engaged by the conserved asparagine (N1064), the “RVF” shelf residues, and the flexible ZA loop. Coordination of a second acetyllysine group also occurs within the same binding pocket but is essentially governed by unique hydrophobic and electrostatic interactions making the di-acetyllysine histone coordination more specific than previously presumed.

During the symptomatic human blood phase, malaria parasites replicate within red blood cells. Parasite proliferation relies on the uptake of nutrients, such as amino acids, from the host cell and blood plasma, requiring transport across multiple membranes. Amino acids are delivered to the parasite through the parasite-surrounding vacuolar compartment by specialized nutrient-permeable channels of the erythrocyte membrane and the parasitophorous vacuole membrane (PVM). However, further transport of amino acids across the parasite plasma membrane (PPM) is currently not well characterized. In this study, we focused on a family of Apicomplexan amino acid transporters (ApiATs) that comprises five members in Plasmodium falciparum. First, we localized four of the P. falciparum ApiATs (PfApiATs) at the PPM using endogenous green fluorescent protein (GFP) tagging. Next, we applied reverse genetic approaches to probe into their essentiality during asexual replication and gametocytogenesis. Upon inducible knockdown and targeted gene disruption, a reduced asexual parasite proliferation was detected for PfApiAT2 and PfApiAT4. Functional inactivation of individual PfApiATs targeted in this study had no effect on gametocyte development. Our data suggest that individual PfApiATs are partially redundant during asexual in vitro proliferation and fully redundant during gametocytogenesis of P. falciparum parasites. IMPORTANCE Malaria parasites live and multiply inside cells. To facilitate their extremely fast intracellular proliferation, they hijack and transform their host cells. This also requires the active uptake of nutrients, such as amino acids, from the host cell and the surrounding environment through various membranes that are the consequence of the parasite’s intracellular lifestyle. In this paper, we focus on a family of putative amino acid transporters termed ApiAT. We show expression and localization of four transporters in the parasite plasma membrane of Plasmodium falcipa

The ATPase Family, AAA domain-containing protein 2 (ATAD2) bromodomain (BRD) has a canonical bromodomain structure consisting of four -helices. ATAD2 functions as a coactivator of the androgen and estrogen receptors as well as the MYC and E2F transcription factors. ATAD2 also functions during DNA replication, recognizing newly synthesized histones. In addition, ATAD2 is shown to be up-regulated in multiple forms of cancer including breast, lung, gastric, endometrial, renal, and prostate. Furthermore, up-regulation of ATAD2 is strongly correlated with poor prognosis in many types of cancer, making the ATAD2 bromodomain an innovative target for cancer therapeutics. In this study, we describe the recognition of histone acetyllysine modifications by the ATAD2 bromodomain. Residue-specific information on the complex formed between the histone tail and the ATAD2 bromodomain, obtained through nuclear magnetic resonance spectroscopy (NMR) and X-ray crystallography, illustrates key residues lining the binding pocket, which are involved in coordination of di-acetylated histone tails. Analytical ultracentrifugation, NMR relaxation data, and isothermal titration calorimetry further confirm the monomeric state of the functionally active ATAD2 bromodomain in complex with di-acetylated histone ligands. Overall, we describe histone tail recognition by ATAD2 BRD and illustrate that one acetyllysine group is primarily engaged by the conserved asparagine (N1064), the “RVF” shelf residues, and the flexible ZA loop. Coordination of a second acetyllysine group also occurs within the same binding pocket but is essentially governed by unique hydrophobic and electrostatic interactions making the di-acetyllysine histone coordination more specific than previously presumed.

The ATPase Family, AAA domain-containing protein 2 (ATAD2) bromodomain (BRD) has a canonical bromodomain structure consisting of four -helices. ATAD2 functions as a coactivator of the androgen and estrogen receptors as well as the MYC and E2F transcription factors. ATAD2 also functions during DNA replication, recognizing newly synthesized histones. In addition, ATAD2 is shown to be up-regulated in multiple forms of cancer including breast, lung, gastric, endometrial, renal, and prostate. Furthermore, up-regulation of ATAD2 is strongly correlated with poor prognosis in many types of cancer, making the ATAD2 bromodomain an innovative target for cancer therapeutics. In this study, we describe the recognition of histone acetyllysine modifications by the ATAD2 bromodomain. Residue-specific information on the complex formed between the histone tail and the ATAD2 bromodomain, obtained through nuclear magnetic resonance spectroscopy (NMR) and X-ray crystallography, illustrates key residues lining the binding pocket, which are involved in coordination of di-acetylated histone tails. Analytical ultracentrifugation, NMR relaxation data, and isothermal titration calorimetry further confirm the monomeric state of the functionally active ATAD2 bromodomain in complex with di-acetylated histone ligands. Overall, we describe histone tail recognition by ATAD2 BRD and illustrate that one acetyllysine group is primarily engaged by the conserved asparagine (N1064), the “RVF” shelf residues, and the flexible ZA loop. Coordination of a second acetyllysine group also occurs within the same binding pocket but is essentially governed by unique hydrophobic and electrostatic interactions making the di-acetyllysine histone coordination more specific than previously presumed.

The ATPase Family, AAA domain-containing protein 2 (ATAD2) bromodomain (BRD) has a canonical bromodomain structure consisting of four -helices. ATAD2 functions as a coactivator of the androgen and estrogen receptors as well as the MYC and E2F transcription factors. ATAD2 also functions during DNA replication, recognizing newly synthesized histones. In addition, ATAD2 is shown to be up-regulated in multiple forms of cancer including breast, lung, gastric, endometrial, renal, and prostate. Furthermore, up-regulation of ATAD2 is strongly correlated with poor prognosis in many types of cancer, making the ATAD2 bromodomain an innovative target for cancer therapeutics. In this study, we describe the recognition of histone acetyllysine modifications by the ATAD2 bromodomain. Residue-specific information on the complex formed between the histone tail and the ATAD2 bromodomain, obtained through nuclear magnetic resonance spectroscopy (NMR) and X-ray crystallography, illustrates key residues lining the binding pocket, which are involved in coordination of di-acetylated histone tails. Analytical ultracentrifugation, NMR relaxation data, and isothermal titration calorimetry further confirm the monomeric state of the functionally active ATAD2 bromodomain in complex with di-acetylated histone ligands. Overall, we describe histone tail recognition by ATAD2 BRD and illustrate that one acetyllysine group is primarily engaged by the conserved asparagine (N1064), the “RVF” shelf residues, and the flexible ZA loop. Coordination of a second acetyllysine group also occurs within the same binding pocket but is essentially governed by unique hydrophobic and electrostatic interactions making the di-acetyllysine histone coordination more specific than previously presumed.

This document contains a survey protocol created in 2021 to study the information literacy experiences and needs of business student experiences during internships and co-ops.

During the symptomatic human blood phase, malaria parasites replicate within red blood cells. Parasite proliferation relies on the uptake of nutrients, such as amino acids, from the host cell and blood plasma, requiring transport across multiple membranes. Amino acids are delivered to the parasite through the parasite-surrounding vacuolar compartment by specialized nutrient-permeable channels of the erythrocyte membrane and the parasitophorous vacuole membrane (PVM). However, further transport of amino acids across the parasite plasma membrane (PPM) is currently not well characterized. In this study, we focused on a family of Apicomplexan amino acid transporters (ApiATs) that comprises five members in Plasmodium falciparum. First, we localized four of the P. falciparum ApiATs (PfApiATs) at the PPM using endogenous green fluorescent protein (GFP) tagging. Next, we applied reverse genetic approaches to probe into their essentiality during asexual replication and gametocytogenesis. Upon inducible knockdown and targeted gene disruption, a reduced asexual parasite proliferation was detected for PfApiAT2 and PfApiAT4. Functional inactivation of individual PfApiATs targeted in this study had no effect on gametocyte development. Our data suggest that individual PfApiATs are partially redundant during asexual in vitro proliferation and fully redundant during gametocytogenesis of P. falciparum parasites. IMPORTANCE Malaria parasites live and multiply inside cells. To facilitate their extremely fast intracellular proliferation, they hijack and transform their host cells. This also requires the active uptake of nutrients, such as amino acids, from the host cell and the surrounding environment through various membranes that are the consequence of the parasite’s intracellular lifestyle. In this paper, we focus on a family of putative amino acid transporters termed ApiAT. We show expression and localization of four transporters in the parasite plasma membrane of Plasmodium falcipa

Slide deck for standards module lesson in MGMT 110: Introduction to Management and Information Studies. Presented Fall 2021.

Group project for MGMT 110: Introduction to Management and Information Studies covering the use of standards in business decision-making. Course offered Fall 2021.

Lesson plan for a 50 minute in-class standards module in MGMT 110: Introduction to Management and Information Strategies. Offered Fall 2021.

Pre and Post module standards quiz for MGMT 110: Introduction to Management and Information Studies. Offered Fall 2021.

Pre-Class Standards Assignment in MGMT 110: Introduction to Management and Information Studies. Offered Fall 2021.

During the symptomatic human blood phase, malaria parasites replicate within red blood cells. Parasite proliferation relies on the uptake of nutrients, such as amino acids, from the host cell and blood plasma, requiring transport across multiple membranes. Amino acids are delivered to the parasite through the parasite-surrounding vacuolar compartment by specialized nutrient-permeable channels of the erythrocyte membrane and the parasitophorous vacuole membrane (PVM). However, further transport of amino acids across the parasite plasma membrane (PPM) is currently not well characterized. In this study, we focused on a family of Apicomplexan amino acid transporters (ApiATs) that comprises five members in Plasmodium falciparum. First, we localized four of the P. falciparum ApiATs (PfApiATs) at the PPM using endogenous green fluorescent protein (GFP) tagging. Next, we applied reverse genetic approaches to probe into their essentiality during asexual replication and gametocytogenesis. Upon inducible knockdown and targeted gene disruption, a reduced asexual parasite proliferation was detected for PfApiAT2 and PfApiAT4. Functional inactivation of individual PfApiATs targeted in this study had no effect on gametocyte development. Our data suggest that individual PfApiATs are partially redundant during asexual in vitro proliferation and fully redundant during gametocytogenesis of P. falciparum parasites. IMPORTANCE Malaria parasites live and multiply inside cells. To facilitate their extremely fast intracellular proliferation, they hijack and transform their host cells. This also requires the active uptake of nutrients, such as amino acids, from the host cell and the surrounding environment through various membranes that are the consequence of the parasite’s intracellular lifestyle. In this paper, we focus on a family of putative amino acid transporters termed ApiAT. We show expression and localization of four transporters in the parasite plasma membrane of Plasmodium falcipa

CONTRIBUTION: This paper highlights one approach to fostering the entrepreneurial mindset in the engineering classroom. BACKGROUND: Entrepreneurship and innovation are currently trending topics in engineering education and will continue developing for the foreseeable future. INTENDED OUTCOMES: The guiding research question is: How can an entrepreneurial mindset focused learning experience improve student self-regulation, seeing value, and lifelong learning through metacognitive reflections? APPLICATION DESIGN: The study is implemented within a five-week module focused on developing the entrepreneurial mindset as part of a required course on supply chain management technology. The supporting pedagogical interventions include authentic learning, information literacy, a mix of low stakes and high stakes assessment, and parallel scaffold and collaborative learning. The module is assessed through a metacognitive reflection centered around self-regulated learning, seeing value, and lifelong learning. FINDINGS: First, the metacognitive reflections showed ~50% of participants would approach their work differently (e.g., make changes to management and scheduling, using credible sources, obtaining writing assistance through the university writing lab). Second, participants were able to articulate soft skill development and/or subject matter expertise as benefits as it relates to entering the workforce. Third, participants were able to express opportunities for extending their knowledge in the future.

Contributions: The main contribution is to share a series of practical methods that improve the writing quality of capstone reports. Background: The ability to write well is critical to the success of an engineering technology graduate. However, the evidence points to the fact that industries are disappointed with the quality of writing skills graduates demonstrate. Intended Outcomes: A faculty review of capstone reports showed little improvement in writing quality from the first course to the second in a two-semester capstone sequence. Therefore, the instructors explored what actions were needed to improve the writing quality of the capstone reports. Application Design: Several changes in the capstone courses were developed and implemented. The changes included 1) using instructional technology as a scaffolding to help frame the writing required for the course and 2) engaging students in iterative writing with feedback. Findings: The assessment data showed a significant improvement, at the 5% level. The iterative process of writing and rewriting the report, coupled with frequent meetings with faculty mentors, proved to be a powerful combination for improving the writing prowess of the students.

Engineering is very much an applied discipline where math and science concepts, skills, and tools can be used to design products or processes with new and/or increased value. Research suggests active learning is an effective method for teaching and learning in the engineering classroom. Moreover, students continue to express increased satisfaction when taught using this experiential pedagogical approach. One approach to active learning gaining traction in the engineering classroom is the use of online discussions. The purpose of this paper is to offer a structured approach for engineering educators to develop online discussion prompts aimed to prepare engineering students for entering the workforce; this structure approach includes an intentional and purposeful focus on three core elements: (1) interdisciplinary viewpoints, (2) real-world and authentic experiences, and (3) information literacy applications. A mixed methods analysis provides evidence towards student exposure and awareness to the three core elements of interdisciplinary viewpoints, real world and authentic experiences, and information literacy applications. In addition, students reported a positive experience participating in online discussions, and improvements in student perception changes related to blended learning and self-regulated learning.

Prof. Margaret Phillips delivered this invited presentation as part of this Society for Standards Professionals (SES) webinar on May 20, 2020: Exploring Innovations in College and University Standards Education, Presented by Lisa Greenwood, Ph.D., ISSP-SA, Bryan Hoskins, Ph.D., Oklahoma State University, Lisa Greenwood, Ph.D., Rochester Institute of Technology (RIT), and Margaret Phillips, Purdue University Libraries & School of Information Studies. More details available: https://www.ses-standards.org/events/EventDetails.aspx?id=1359174