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24. Poly I:C Exacerbates Airway Inflammation and Remodeling in Cigarette Smoke-Exposed Mice

Author

Mei, Xiaofeng, Lu, Ruilong, Cui, Lili, Tian, Yange, Zhao, Peng, and Li, Jiansheng

Subjects
Inflammation, Lung diseases, Obstructive, Smoking, Health
Abstract

Background Chronic obstructive pulmonary disease (COPD) is a chronic respiratory disorder characterized by chronic inflammation and airway remodeling. Cigarette smoke (CS) and respiratory viruses are major causes of COPD development and exacerbation, but the mechanisms of these compounding factors on inflammation and pathological changes in airway structure still need further investigation. Purpose This work aimed to investigate the effects and mechanisms of Poly I:C on pathological changes in CS-induced COPD mice, such as airway inflammation and remodeling. Methods From 1 to 8 weeks, the mice were exposed to CS, Poly I:C, or a combination of both. To compare the pathological changes among different groups over time, the mice were sacrificed at week 4, 8, 16, and 24, then the lungs were harvested to measure pulmonary pathology, inflammatory cytokines, and airway remodeling. Results Our data revealed that the fundamental characteristics of COPD, such as pulmonary pathological damage, the release of inflammatory mediators, and the remodeling of airway walls, were observed at week 8 in CS-exposed mice and these pathological changes persisted to week 16. Compared with the CS group, the pathological changes, including decreased lung function, inflammatory cell infiltration, alveolar destruction, and airway wall thickening, were weaker in the Poly I:C group. These pathological changes were observed at week 8 and persisted to week 16 in Poly I:C-induced mice. Furthermore, Poly I:C exacerbated lung tissue damage in CS-induced COPD mice. The decreased lung function, airway inflammation and remodeling were observed in the combined group at week 4, and these pathological changes persisted to week 24. Our research indicated that Poly I:C enhanced the expression of p-P38, p-JNK and p-NF-[kappa]B in CS-exposed mice. Conclusion Poly I:C could promote airway inflammation and remodeling in CS-induced COPD mice probably by NF-[kappa]B and MAPK signaling., Author(s): Xiaofeng Mei [sup.1] [sup.2], Ruilong Lu [sup.1] [sup.2], Lili Cui [sup.1] [sup.2], Yange Tian [sup.1] [sup.2] [sup.4], Peng Zhao [sup.1] [sup.2] [sup.3] [sup.4], Jiansheng Li [sup.1] [sup.2] [sup.3] Author [...]

Published
2022
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46. Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning.

Author

Leupen, Sarah, Williams, Tory H., Hodges, Linda C., Ott, Laura E., Anderson, Eric C., Cui, Lili, Nanes, Kalman M., Perks, H. Mark, and Wagner, Cynthia R.

Subjects
EDUCATIONAL planning, PERCEIVED benefit, LEARNING ability, TEACHER researchers, MATHEMATICAL physics
Abstract

Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and mathematics (STEM) disciplines, examined students' ability to match exam questions with learning objectives, and analyzed how their course performance related to these qualities. We also gathered instructors' information on their implementation of learning objectives in these courses. We identified distinct disciplinary differences both in students' use and perceived benefit of learning objectives and in instructors' implementation of them. Students in less quantitatively focused courses, i.e., biology and organic chemistry, reported valuing and using learning objectives more than students in more quantitatively focused math and physics courses. Students' ability to match learning objectives with exam questions, however, positively correlated with exam score and final course grade in all our study courses. Our results have implications for considering disciplinary practices for use of learning objectives as instructors design and implement courses, educational researchers plan studies, and assessment specialists formulate institutional assessment plans. [ABSTRACT FROM AUTHOR]

Published
2024
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50. Effect of Exam Wrappers on Student Achievement in Multiple, Large STEM Courses

Author

Hodges, Linda C., Beall, Lisa C., Anderson, Eric C., Carpenter, Tara S., Cui, Lili, Feeser, Elizabeth, Gierasch, Tiffany, Nanes, Kalman M., Perks, H. Mark, and Wagner, Cynthia

Abstract

Metacognition, the ability to think about and regulate one's thinking, is an important factor in effective student learning. One intervention to promote student metacognition is the exam wrapper--a reflection students complete after an exam noting how their performance related to their preparation. Results are mixed on the effect of the exam wrapper use on student achievement in single STEM courses. In this study, we implemented exam wrappers in five large science and math courses and examined their impact on students' course outcomes, as well as students' self-reported behaviors on the Metacognitive Awareness Inventory (results for over 1,100 distinct individuals). Our data include a subset of students who completed exam wrappers in multiple courses simultaneously. We observed a modest but statistically significant positive relation between exam wrapper use and course grades in each course. The relation between exam wrapper use in multiple courses and cumulative grade point average was also statistically significant for male students. These results did not correlate with students' metacognitive awareness, however. These findings have important implications for how instructors construct and implement wrappers to maximize their potential usefulness.

Published
2020

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