Search

This paper presents the findings from a research project to analyse 30 years of the "Research in Learning Technology" journal (1993 to 2022). The analysis explores the content of the articles in terms of key topics and their relationship with sector events and policies, discussing key terms such as virtual learning environment, massive open online courses (MOOCs) and virtual reality (VR). It also considers how the terminology used to describe the field has changed over time, starting with a focus on the computer and expanding to include a range of common terms such as e-learning, technology enhanced learning (TEL) and digital. Between 1993 and 2015, issues of the journal were accompanied by editorials. This analysis considers how the role of the editorials helped to shape and establish the journal and influence the field of learning technology to take a more research and theory-based approach. Finally, an analysis of the locations of the authors who have published in the journal has demonstrated a shift from a predominantly UK-based journal to one with more international reach.

The current study fills a gap in the current literature by measuring current CES personnel and stakeholders' attitudes toward the use of Podcasts as a tool for information dissemination. By identifying perceived barriers to podcasts by CES personnel and how receptive CES stakeholders are to CES-based podcasts, this study helps to identify important barriers to the development of podcasts, as well as how such podcasts can be best positioned to fulfill the needs and expectations of CES stakeholders. Podcasts have the potential to play a key role as an avenue for information exchange between the CES and its stakeholders. Two separate surveys were employed, one which focused on CES personnel with the second study focusing on CES stakeholders. Participant recruitment took place through email and data analyses utilized SPSS to conduct descriptive statistics and frequencies. Findings indicate that significant difference exist between CES personnel and CES stakeholders when it comes to attitudes and beliefs regarding podcasts as a CES tool.

Australia's higher education sector has seen substantial developments in equity and inclusivity as a result of initiatives which work to improve the numbers and experiences of students from a wide diversity of backgrounds. This practice report shares learnings from a recent national project about the impacts of a wide range of access and equity programs and services, shedding light on effective strategies throughout the student life cycle. The study, known as the Critical Interventions Framework Part 3 (CIF 3), analysed published studies which provide details about the impact of initiatives, highlighting the mechanisms which have enabled students to gain access to and succeed in higher education. The focus here is on a key outcome of the CIF 3, the updated Equity Initiatives Framework (EIF), designed for utility as a quick reference guide to aid equity practitioners and others working to support students in their educational endeavours.

As an epistemological, axiological, and methodological paradigm, Critical Race Theory (CRT; Crenshaw et al., 2000; Harris, 1993) is a scholarly tool to identify and disrupt inequities, possible via CRT's core tenets towards troubling systemic racism. We argue that political movements in North Carolina (NC) exhibit attempts to delegitimize critical race scholarship and curricula that accurately portray history and contemporary student populations' racialized experiences, a manifestation of the conservative agenda to whitewash the state's history that is predicated on racism and white supremacy. In alignment with radical theorizations and research that examine ideologies at the root of ill-informed hysteria, we present a Critical Discourse Analysis (CDA) of the effects of political power in foreclosing educational possibilities toward building equitable societies through our analysis of data from NC's Fairness and Accountability in the Classroom for Teachers and Students for North Carolinian "FACTS" submissions (Robinson, 2021). FACTS is a reporting tool targeting NC educators who employ critical lenses in their instruction that promotes unfounded antagonism toward CRT. The significance of this research is a localized example of CRT being targeted by conservative politicians toward the intent of delegitimizing critical scholarship and education and thus perpetuating ahistorical ideals rooted in racism and white supremacy.

The purpose of the current study was to develop and validate the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning in pre-service teachers. Due to increasing opportunities to teach within online learning contexts where challenges were magnified during the COVID-19 pandemic, a reliable and valid instrument is needed to measure such motivational constructs. The Pre-Service Teacher Online Teaching Motivation Survey (PST-OTMS) underwent a thorough validation process resulting in a 31-item survey aimed at assessing pre-service teacher motivation for online teaching across four dimensions: (1) pre-service teacher self-efficacy for online teaching, (2) pre-service teacher perceptions of online teaching and learning, (3) online teaching professionalism, and (4) pre-service teacher anticipated administrative support for online teaching. The PST-OTMS demonstrated strong reliability and validity within the research context. Future research aims to widely administer the PST-OTMS to explore reliability and validity within additional settings and with a more diverse demographic.

Although the ideals of higher education promote learning and personal growth irrespective of an individual's social identity including their perceived or declared race, systemic racism continues to subject Indigenous, Black, and otherwise racialized students, staff, and faculty to unwelcoming academic cultures and, at times, hostilities. The aim of this rapid scoping review was to identify and analyze some of the available peer-reviewed, published research literature between 2000 and 2022 focused on systemic racism in the Canadian higher education context. The authors analyzed 32 articles included in the scoping review to identify the theoretical frameworks used to situate each study. In addition, the analysis surfaced concepts related to how systemic racism is structured and enacted. Using a thematic analysis, a narrative summary is also presented to describe the experiences of Indigenous and racialized staff, students, and faculty. This study offers insight to those committed to building healthier academic communities through understandings of systemic racism as it is theoretically framed, conceptualized, and experienced.

The rapid spread of the COVID-19 pandemic in the first half of 2020 disrupted and changed higher education across the world, and into the future. Campuses were shut down, almost overnight. International and State borders were closed and business models that relied heavily on high-paying international students collapsed. University leaders and academics were forced to find new ways of attracting, engaging with, and retaining students. This paper describes a project that was undertaken in Australia in 2021 which investigated the implications of, and scope for online assessment in this "new virtual world" of learning and teaching in higher education. After extensive research and consultation, the project developed a Digital Assessment Framework dubbed DASH C21, which stands for Digital Assessment Stretching Horizons for the 21st Century. The Framework is based on a set of underpinning principles and values; the Inputs. The Inputs feed into four Dimensions. These Dimensions are Practices and Pedagogies, Strategies, Emerging Technologies and Stretching Horizons. The Outputs are a series of authentic, innovative, experiential and forward looking, digital assessments, reinforced by academic integrity values. This paper will be of particular interest to higher education senior managers, academics, learning and teaching specialists, staff professional developers and curriculum designers.

Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like "Zoom" and "Microsoft Teams" during the 2020-2021 campus' lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform's pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value.

Research on senior leadership in higher education systems is urgently needed, particularly in the context of system-wide transformations. This study focuses on a critical juncture in Ireland, during which Institutes of Technology (IoTs) collaborated to undergo 'redesignation' as Technological Universities (TUs). Based on interviews with the fourteen presidents of the IoTs, this research employs the Community of Practice framework to analyse their interactions, strategies, and approaches to a policy-initiated, systemic change. Despite decades of pervasive competition, these senior leaders formed a community of practice as they worked collectively to achieve the common goal of TU status. Four key themes emerged: "Embracing a more expansive external role;" "Acknowledging obstacles to collective leadership;" "Forming groups, collaborating and competing;" and "Leading calmly and fostering unity." The findings of this study advance our understanding of three interconnected fields: senior leadership practices in higher education, the interplay of collaboration and competition in higher education; and the facilitation of policy-induced systemic change within higher education systems. Our findings have significant implications for institutional leaders, policymakers and scholars aiming to comprehend and improve leadership practices in higher education.

Early diagnosis of children with reading disorders is essential for intervention and academic success. Many children with reading difficulties have a deficit in phonemic awareness. A web-based, group-administered screening vehicle, the Risk Factor Screen for Reading (RiFS-Reading), was developed to quickly identify students who are "At Risk" for reading difficulties by assessing knowledge of phonemic awareness. The goal was to establish the validity of the RiFS-Reading measure. Results supported construct validity through factor analysis and criterion validity by comparisons with performance on well-established measures of phonemic awareness and reading. Phonemic awareness on the RiFS-Reading was independent of other language skills.

Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer demonstration questions (i.e., including a baseline condition) and that were conducted in elementary classroom settings (N = 131), we calculated log response ratio and within-case standardized mean difference effect sizes for engagement dependent variables to establish benchmarks. We described differences based on study characteristics (functional relation determination, publication status, primacy of outcome), disability status of participants, and implementation characteristics (group size, implementer). Effect sizes (645 A-B comparisons) were heterogenous and varied based on functional relation determination, disability status, and implementation variables. More research is needed about additional variables that might explain heterogenous outcomes, especially for children with autism and behavioral disorders.

This article explores the interplay between perceived employability (PE), mental health, and equity group membership amongst students at a large public urban university in Australia. The article reports from a study conducted between 2017 and 2022, during which students self-assessed their PE. Differences in PE by equity group membership were assessed using responses to structured fields in the questionnaire (n = 24,329). Custom measures were constructed using student responses to open-ended fields to proxy student wellbeing based on sentiment analysis and mention of mental health or synonymous terms (n = 12,819). Analyses included two-way tests of differences between groups and multivariate analyses considering the effect of equity group membership and mental health concerns on employability beliefs. Results indicate that students with a disability, with English as a second language, or with wellbeing concerns report lower perceived employability. Of all the PE dimensions, academic self-efficacy is most consistently affected by equity group membership and wellbeing concerns. Further, wellbeing concerns are more prevalent for students with disabilities. The findings strengthen support for policy and institutional initiatives focusing on student wellbeing in general but also specifically for equity groups that are already associated with poorer employability beliefs. In particular, students with disabilities appear to have poorer self-esteem and academic self-efficacy and are more likely to have mental health concerns.

Objective: Growing evidence suggests digital interventions may provide neurocognitive benefits for children with ADHD. This study aimed to investigate the efficacy of a digital attention intervention in children with ADHD. Method: In this double-blind randomized controlled trial 55 children with ADHD (5-9 years) were allocated to the intervention (N=28) or control program (N=27). Both programs were delivered via touchscreen tablets at home 5 days a week for 5 weeks. The primary outcome was change in the Test of Variables of Attention (TOVA) Attention Comparison Score (ACS) from pre- to post-intervention. Results: Participants who received the intervention had significantly greater improvements in the TOVA ACS from pre- to post-intervention than those in the control (p<0.044). No intervention effects were observed on secondary outcomes assessing executive functioning, ADHD symptoms, or functional impairment. Conclusion: Collectively these findings provide insufficient evidence for the implementation of digital attention interventions for children with ADHD.

Teachers' expectations of student capabilities can meaningfully affect future achievement. However, the consistency of teachers' expectations over time and their differential impact by student gender and ethnicity have not been thoroughly investigated in the context of students' reading achievement. The current study investigates the longitudinal influence of teacher expectancy effects on student achievement through a novel measurement approach that considers classroom context while drawing on cognitive assessments and teacher ratings collected through the large, nationally representative Early Childhood Longitudinal Study-Kindergarten data set (N = 8,503 students). Results of the autoregressive cross-lagged models with five time points between kindergarten and eighth grade indicate teachers' expectations of students' reading achievement are not significantly associated from one time point to the next, though their effects increase over time. Significant differences in longitudinal expectancy effects based on student gender and ethnicity were not found. Implications for teaching practice based on these results are discussed.

The number of school-aged students with diverse linguistic and cultural backgrounds is increasing across the United States. This survey identifies strategies school nurses use for communicating to families with limited English proficiency and describes recommendations to improve language needs. The online survey was completed by K-12 school nurses and data were analyzed using descriptive statistics. Among the 52 participants, only 23% (n = 12) indicated that resources they were currently using to interpret health information always met their language needs, with the most common resource described as school personnel who can speak the language needed for interpretation. To improve communication, most (73%; n = 38) participants described preferences for in-person resources and estimated that if on-demand interpreter resources were readily available, they would use on-demand resources for approximately 3.6 hours per week. By improving linguistic and cultural competencies among students and families with limited English proficiency, school nurses can improve student health outcomes.

Children with autism spectrum disorder (ASD) report high rates of sleep problems. In 2012, the Autism Treatment Network/Autism Intervention Research Network on Physical Health (ATN/AIR-P) Sleep Committee developed a pathway to address these concerns. Since its publication, ATN/AIR-P clinicians and parents have identified night wakings as a refractory problem unaddressed by the pathway. We reviewed the existing literature and identified 76 scholarly articles that provided data on night waking in children with ASD. Based on the available literature, we propose an updated practice pathway to identify and treat night wakings in children with ASD.

Background: Incretins are regulators of insulin secretion and glucose homeostasis metabolized by dipeptidyl peptidase-4 (DPP-4). Chronic kidney disease (CKD) may modify incretin release, metabolism, or response. Methods: We performed two-hour oral glucose tolerance testing (OGTT) in 59 people with nondiabetic CKD (estimated glomerular filtration rate [GFR]

Malaria-elimination interventions aim to extinguish hotspots and prevent transmission to nearby areas. Here, we re-analyzed a cluster-randomized trial of reactive, focal interventions (chemoprevention using artemether-lumefantrine and/or indoor residual spraying with pirimiphos-methyl) delivered within 500 m of confirmed malaria index cases in Namibia to measure direct effects (among intervention recipients within 500 m) and spillover effects (among non-intervention recipients within 3 km) on incidence, prevalence and seroprevalence. There was no or weak evidence of direct effects, but the sample size of intervention recipients was small, limiting statistical power. There was the strongest evidence of spillover effects of combined chemoprevention and indoor residual spraying. Among non-recipients within 1 km of index cases, the combined intervention reduced malaria incidence by 43% (95% confidence interval, 20-59%). In analyses among non-recipients within 3 km of interventions, the combined intervention reduced infection prevalence by 79% (6-95%) and seroprevalence, which captures recent infections and has higher statistical power, by 34% (20-45%). Accounting for spillover effects increased the cost-effectiveness of the combined intervention by 42%. Targeting hotspots with combined chemoprevention and vector-control interventions can indirectly benefit non-recipients up to 3 km away.

This post hoc analysis of the randomized, placebo-controlled N-MOmentum study (NCT02200770) of inebilizumab in neuromyelitis optica spectrum disorder (NMOSD) evaluated relationships between circulating B-cell subsets and aquaporin-4 immunoglobulin G (AQP4-lgG) titers and attacks. Among participants receiving placebo, CD20+ and CD27+ B-cell counts were modestly increased from the pre-attack visit to attack; plasmablast/plasma cell gene signature was increased from baseline to the pre-attack visit (p = 0.016) and from baseline to attack (p = 0.009). With inebilizumab treatment, B-cell subset counts decreased and did not increase with attacks. No difference in change of AQP4-IgG titers from baseline to time of attack was observed.

The HEALthy Brain and Child Development (HBCD) Study, a multi-site prospective longitudinal cohort study, will examine human brain, cognitive, behavioral, social, and emotional development beginning prenatally and planned through early childhood. The acquisition of multimodal magnetic resonance-based brain development data is central to the studys core protocol. However, application of Magnetic Resonance Imaging (MRI) methods in this population is complicated by technical challenges and difficulties of imaging in early life. Overcoming these challenges requires an innovative and harmonized approach, combining age-appropriate acquisition protocols together with specialized pediatric neuroimaging strategies. The HBCD MRI Working Group aimed to establish a core acquisition protocol for all 27 HBCD Study recruitment sites to measure brain structure, function, microstructure, and metabolites. Acquisition parameters of individual modalities have been matched across MRI scanner platforms for harmonized acquisitions and state-of-the-art technologies are employed to enable faster and motion-robust imaging. Here, we provide an overview of the HBCD MRI protocol, including decisions of individual modalities and preliminary data. The result will be an unparalleled resource for examining early neurodevelopment which enables the larger scientific community to assess normative trajectories from birth through childhood and to examine the genetic, biological, and environmental factors that help shape the developing brain.

While there has been significant progress in controlling falciparum malaria in the Lao Peoples Democratic Republic (PDR), sporadic cases persist in southern provinces where the extent and patterns of transmission remain largely unknown. To assess parasite transmission in this area, 53 Plasmodium falciparum (Pf) positive cases detected through active test and treat campaigns from December 2017 to November 2018 were sequenced, targeting 204 highly polymorphic amplicons. Two R packages, MOIRE and Dcifer, were applied to assess the multiplicity of infections (MOI), effective MOI (eMOI), within-host parasite relatedness, and between-host parasite relatedness ([Formula: see text]). Genomic data were integrated with survey data to characterize the temporal and spatial structures of identified clusters. The positive cases were mainly captured during the focal test and treat campaign conducted in 2018, and in the Pathoomphone area, which had the highest test positivity and forest activity. About 30% of the cases were polyclonal infections, with over half of theses (63%) showing within-host relatedness greater than 0.6, suggesting that cotransmission rather than superinfection was primarily responsible for maintaining polyclonality. A large majority of cases (81%) were infected by parasites genetically linked to one or more other cases. We identified five genetically distinct clusters in forest fringe villages within the Pathoomphone district, characterized by a high degree of genetic relatedness between parasites (mean [Formula: see text] = 0.8). Four smaller clusters of 2-3 cases linked Moonlapamok and Pathoomphone districts, with an average [Formula: see text] of 0.6, suggesting cross-district transmission. Most of the clustered cases occurred within 20 km and 2 months of each other, consistent with focal transmission. Transmission clusters identified in this study confirm the role of ongoing focal parasite transmission occurring within the forest or forest-fringe in the highly mobile population.

Diamond-like Carbon (DLC) has been used as a coating material of choice for a variety of technological applications owing to its favorable bio-tribo-thermo-mechanical characteristics. Here, the possibility of bringing DLC into orthopedic joint implants is examined. With ever increasing number of patients suffering from osteoarthritis as well as with the ingress of the osteoarthritic joints malaise into younger and more active demographics, there is a pressing need to augment the performance and integrity of conventional total joint replacements (TJRs). Contemporary joint replacement devices use metal-on-polymer articulations to restore function to worn, damaged or diseased cartilage. The wear of polymeric components has been addressed using crosslinking and antioxidants; however, in the context of the metallic components, complications pertaining to corrosion and metal ion release inside the body still persist. Through this review article, we explore the use of DLC coatings on metallic bearing surfaces and elucidate why this technology might be a viable solution for ongoing electrochemical challenges in orthopedics. The different characteristics of DLC coatings and their feasibility in TJRs are examined through assessment of tribo-material characterization methods. A holistic characterization of the coating-substrate interface and the wear performance of such systems are discussed. As with all biomaterials used in TJRs, we need mindful consideration of potential in-vivo challenges. We present a few caveats for DLC coatings including delamination, hydrophobicity, and other conflicting as well as outdating findings in the literature. We recommend prudently exploring DLC films as potential coatings on metallic TJR components to solve the problems pertaining to wear, metal ion release, and corrosion. Ultimately, we advise bringing DLC into clinical use only after addressing all challenges and concerns outlined in this article.

BackgroundEndocrine disrupting chemicals (EDCs) are widely used compounds with the potential to affect child neurodevelopmental outcomes including autism spectrum disorders (ASD). We aimed to examine the urinary concentrations of biomarkers of EDCs, including phthalates, phenols, and parabens, and investigate whether exposure during early infancy was associated with increased risk of later ASD or other non-typical development (Non-TD) or adverse cognitive development.MethodsThis analysis included infants from the Markers of Autism Risks in Babies-Learning Early Signs (MARBLES) study, a high-risk ASD cohort (n = 148; corresponding to 188 urine samples). Thirty-two EDC biomarkers were quantified in urine among infants 3 and/or 6 months of age. Trends in EDC biomarker concentrations were calculated using least square geometric means. At 36 months of age, children were clinically classified as having ASD (n = 36), nontypical development (Non-TD; n = 18), or typical development (TD; n = 81) through a clinical evaluation. Trinomial logistic regression analysis was used to test the associations between biomarkers with ASD, or Non-TD, as compared to children with TD. In single analyte analysis, generalized estimating equations were used to investigate the association between each EDC biomarkers and longitudinal changes in cognitive development using the Mullen Scales of Early Learning (MSEL) over the four assessment time points (6, 12, 24, and 36 months of age). Additionally, quantile g-computation was used to test for a mixture effect.ResultsEDC biomarker concentrations generally decreased over the study period, except for mono-2-ethyl-5-carboxypentyl terephthalate. Overall, EDC biomarkers at 3 and/or 6 months of age were not associated with an increased risk of ASD or Non-TD, and a few showed significant inverse associations. However, when assessing longitudinal changes in MSEL scores over the four assessment time points, elevated monoethyl phthalate (MEP) was significantly associated with reduced scores in the composite score (β = -0.16, 95% CI: 0.31, -0.02) and subscales of fine motor skills (β = -0.09, 95%CI: 0.17, 0.00), and visual reception (β = -0.11, 95% CI: 0.23, 0.01). Additionally, the sum of metabolites of di (2-ethylhexyl) terephthalate (ƩDEHTP) was associated with poorer visual reception (β = -0.09, 95% CI: 0.16, -0.02), and decreased composite scores (β = -0.11, 95% CI: 0.21, -0.01). Mixtures analyses using quantile g-computation analysis did not show a significant association between mixtures of EDC biomarkers and MSEL subscales or composite scores.ConclusionThese findings highlight the potential importance of infant exposures on cognitive development. Future research can help further investigate whether early infant exposures are associated with longer-term deficits and place special attention on EDCs with increasing temporal trends and whether they may adversely affect neurodevelopment.

Estimates of the spectrum and frequency of pathogenic variants in Parkinsons disease (PD) in different populations are currently limited and biased. Furthermore, although therapeutic modification of several genetic targets has reached the clinical trial stage, a major obstacle in conducting these trials is that PD patients are largely unaware of their genetic status and, therefore, cannot be recruited. Expanding the number of investigated PD-related genes and including genes related to disorders with overlapping clinical features in large, well-phenotyped PD patient groups is a prerequisite for capturing the full variant spectrum underlying PD and for stratifying and prioritizing patients for gene-targeted clinical trials. The Rostock Parkinsons disease (ROPAD) study is an observational clinical study aiming to determine the frequency and spectrum of genetic variants contributing to PD in a large international cohort. We investigated variants in 50 genes with either an established relevance for PD or possible phenotypic overlap in a group of 12 580 PD patients from 16 countries [62.3% male; 92.0% White; 27.0% positive family history (FH+), median age at onset (AAO) 59 years] using a next-generation sequencing panel. Altogether, in 1864 (14.8%) ROPAD participants (58.1% male; 91.0% White, 35.5% FH+, median AAO 55 years), a PD-relevant genetic test (PDGT) was positive based on GBA1 risk variants (10.4%) or pathogenic/likely pathogenic variants in LRRK2 (2.9%), PRKN (0.9%), SNCA (0.2%) or PINK1 (0.1%) or a combination of two genetic findings in two genes (∼0.2%). Of note, the adjusted positive PDGT fraction, i.e. the fraction of positive PDGTs per country weighted by the fraction of the population of the world that they represent, was 14.5%. Positive PDGTs were identified in 19.9% of patients with an AAO ≤ 50 years, in 19.5% of patients with FH+ and in 26.9% with an AAO ≤ 50 years and FH+. In comparison to the idiopathic PD group (6846 patients with benign variants), the positive PDGT group had a significantly lower AAO (4 years, P = 9 × 10-34). The probability of a positive PDGT decreased by 3% with every additional AAO year (P = 1 × 10-35). Female patients were 22% more likely to have a positive PDGT (P = 3 × 10-4), and for individuals with FH+ this likelihood was 55% higher (P = 1 × 10-14). About 0.8% of the ROPAD participants had positive genetic testing findings in parkinsonism-, dystonia/dyskinesia- or dementia-related genes. In the emerging era of gene-targeted PD clinical trials, our finding that ∼15% of patients harbour potentially actionable genetic variants offers an important prospect to affected individuals and their families and underlines the need for genetic testing in PD patients. Thus, the insights from the ROPAD study allow for data-driven, differential genetic counselling across the spectrum of different AAOs and family histories and promote a possible policy change in the application of genetic testing as a routine part of patient evaluation and care in PD.

Glucagon plays a central role in amino acid (AA) homeostasis. The dog is an established model of glucagon biology, and recently, metabolomic changes in people associated with glucagon infusions have been reported. Glucagon also has effects on the kidney; however, changes in urinary AA concentrations associated with glucagon remain under investigation. Therefore, we aimed to fill these gaps in the canine model by determining the effects of glucagon on the canine plasma metabolome and measuring urine AA concentrations. Employing two constant rate glucagon infusions (CRI) - low-dose (CRI-LO: 3 ng/kg/min) and high-dose (CRI-HI: 50 ng/kg/min) on five research beagles, we monitored interstitial glucose and conducted untargeted liquid chromatography-tandem mass spectrometry (LC-MS/MS) on plasma samples and urine AA concentrations collected pre- and post-infusion. The CRI-HI induced a transient glucose peak (90-120 min), returning near baseline by infusion end, while only the CRI-LO resulted in 372 significantly altered plasma metabolites, primarily reductions (333). Similarly, CRI-HI affected 414 metabolites, with 369 reductions, evidenced by distinct clustering post-infusion via data reduction (PCA and sPLS-DA). CRI-HI notably decreased circulating AA levels, impacting various AA-related and energy-generating metabolic pathways. Urine analysis revealed increased 3-methyl-l-histidine and glutamine, and decreased alanine concentrations post-infusion. These findings demonstrate glucagons glucose-independent modulation of the canine plasma metabolome and highlight the dogs relevance as a translational model for glucagon biology. Understanding these effects contributes to managing dysregulated glucagon conditions and informs treatments impacting glucagon homeostasis.