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The growth in active learning classrooms represents a major shift in the pedagogy and built environment of higher education. While a robust literature exists to discuss the development, use, and evaluation of these innovative learning spaces, the practical considerations of managing innovative learning spaces has not received the same level of attention. This article describes the management model at Queen's University, outlining key workflow considerations: committee size, cross-campus representation, and decision-making power. The conclusion sets out future research opportunities related to the institutional dynamics of innovative learning space management.

This paper explores the use of eportfolio to develop, demonstrate and promote core competencies in a Professional Master of Public Health (MPH) program at Queen's University in Kingston, Ontario, Canada. Piloted in 2016, the MPH Competency eportfolio is described as a purposeful collection of electronic evidence that demonstrates learning and achievement in public health over time. The eportfolio was framed both as a reflective learning process and a showcase product to demonstrate skills and competencies to potential employers. The eportfolio was implemented using an available tool on Queen's University's Learning Management System. To understand the impact of the eportfolio, students responded to a questionnaire and participated in a focus group. Themes identified from the student responses were: (1) eportfolio helped students integrate and reflect on their learning and experience; (2) eportfolio helped students to position their professional identity and experience for employers; (3) Students were more convinced of the value of eportfolio as a reflection tool than as a showcase product for a professional setting; (4) Students were not convinced that employers will actually look at an eportfolio; (5) The technology used in this study was limiting for students; and (6) Students were interested in using other established and more user-friendly platforms. The findings of this study will benefit any program or course of study seeking a means to help students integrate their learning and demonstrate their accomplishments, skills, and competencies. This paper addresses how to integrate eportfolio at the program level and also provides insight into the student experience of their use.

This paper reports on the effects of a graduate course on teaching and learning on graduate teaching assistants' conceptions of teaching and on the teaching philosophy statements that arose from those conceptions. Effects are interpreted from three perspectives: 1) course facilitators' reports of their perceptions of course participants' conceptual change; 2) an independent assessors' ratings of the evidence of change through blind review of course participants' initial philosophy statements and final statements; and 3) participants' own perceptions of change and identification of the course components and learning activities that were most significant in their conceptual development. Findings suggest that graduate teaching assistants' perceptions of conceptual change differ significantly from those of both the course facilitators and the independent assessor.

Effective teamwork skills are essential for success in an increasingly team-based workplace. However, research suggests that there is often confusion concerning how teamwork is measured and assessed, making it difficult to develop these skills in undergraduate curricula. The goal of the present study was to develop a sustainable tool for assessing individual teamwork skills, with the intention of refining and measuring these skills over time. The TeamUp rubric was selected as the preliminary standardised measure of teamwork and tested in a second year undergraduate course (Phase One). Although the tool displayed acceptable psychometric properties, there was concern that it was too lengthy, compromising student completion. This prompted refinement and modification leading to the development of the Team-Q, which was again tested in the same undergraduate course (Phase Two). The new tool had high internal consistency, as well as conceptual similarity to other measures of teamwork. Estimates of inter-rater reliability were within a satisfactory range, although it was determined that logistical issues limited the feasibility of external evaluations. Preliminary evidence suggests that teamwork skills improve over time when taught and assessed, providing support for the continued application of the Team-Q as a tool for developing teamwork skills in undergraduate education.

Antisense oligonucleotides (ASOs) hold promise for gene-specific knockdown in diseases that involve RNA or protein gain-offunction effects. In the hereditary degenerative disease myotonic dystrophy type 1 (DM1), transcripts from the [...]

Author(s): Nicole C Kaneider [1]; Anika Agarwal [1]; Andrew J Leger; Athan Kuliopulos (corresponding author) [1] We describe a new therapeutic approach for the treatment of lethal sepsis using cell-penetrating [...]

G protein-coupled receptors (GPCRs) are remarkably versatile signaling systems that are activated by a large number of different agonists on the outside of the cell. However, the inside surface of the receptors that couple to G proteins has not yet been effectively modulated for activity or treatment of diseases. Pepducins are cell-penetrating lipopeptides that have enabled chemical and physical access to the intracellular face of GPCRs. The structure of a third intracellular (i3) loop agonist, pepducin, based on protease-activated receptor-1 (PAR1) was solved by NMR and found to closely resemble the i3 loop structure predicted for the intact receptor in the on-state. Mechanistic studies revealed that the pepducin directly interacts with the intracellular H8 helix region of PAR1 and allosterically activates the receptor through the adjacent (D/N)PXXYYY motif through a dimer-like mechanism. The i3 pepducin enhances PAR1/Gα subunit interactions and induces a conformational change in fluorescently labeled PAR1 in a very similar manner to that induced by thrombin. As pepducins can potentially be made to target any GPCR, these data provide insight into the identification of allosteric modulators to this major drug target class. [ABSTRACT FROM AUTHOR]

Abstract Recent years have witnessed the spread of purpose-built active learning classrooms throughout the higher education sector. While these innovative learning spaces are well-suited for a variety of active learning strategies, their lack of a single focal point means they are inconvenient spaces for lecturing. While educational developers often encourage instructors to implement active learning strategies in these classrooms, lectures persist. This article reports the results of a pilot study where course meetings were split between two sites each week: some of the course time took place in a lecture hall and some of the course time took place in an active learning classroom. We suggest that this split-site design offers at least two promising indicators, from the perspectives of both students and instructors: 1) an easier transition compared to a full-active learning classroom course; and 2) availability of active learning classroom time to a larger number of courses. Responding to existing literature on the relationship between lecturing and active learning (classrooms), this article presents the results of student surveys and instructor interviews, and outlines future directions for research in split-site course design. [ABSTRACT FROM AUTHOR]

Pompe disease is an autosomal recessive disorder caused by a deficiency of acid α-glucosidase (GAA; EC 3.2.1.20) and the resultant progressive lysosomal accumulation of glycogen in skeletal and cardiac muscles. Enzyme replacement therapy using recombinant human GAA (rhGAA) has proven beneficial in addressing several aspects of the disease such as cardiomyopathy and aberrant motor function. However, residual muscle weakness, hearing loss, and the risks of arrhythmias and osteopenia persist despite enzyme therapy. Here, we evaluated the relative merits of substrate reduction therapy (by inhibiting glycogen synthesis) as a potential adjuvant strategy. A phosphorodiamidate morpholino oligonucleotide (PMO) designed to invoke exon skipping and premature stop codon usage in the transcript for muscle specific glycogen synthase (Gys1) was identified and conjugated to a cell penetrating peptide (GS-PPMO) to facilitate PMO delivery to muscle. GS-PPMO systemic administration to Pompe mice led to a dose-dependent decrease in glycogen synthase transcripts in the quadriceps, and the diaphragm but not the liver. An mRNA response in the heart was seen only at the higher dose tested. Associated with these decreases in transcript levels were correspondingly lower tissue levels of muscle specific glycogen synthase and activity. Importantly, these reductions resulted in significant decreases in the aberrant accumulation of lysosomal glycogen in the quadriceps, diaphragm, and heart of Pompe mice. Treatment was without any overt toxicity, supporting the notion that substrate reduction by GS-PPMO-mediated inhibition of muscle specific glycogen synthase represents a viable therapeutic strategy for Pompe disease after further development.