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Linking Experiential Learning and Real Life: A Design Case Featuring Immersive Learning
Full text linkThis paper defines the value and best practices of immersive learning and how a Midwest University initiative implements immersive learning practices to enhance students’ educational experience. Literature reveals that immersive, or experiential, learning experiences are critical because “experiential learning provides the necessary link between formal education and adult life; it is a mechanism for integrating education and work, for recognizing the validity of all learning that is relevant to a college degree and for actively fostering recurrent education” (Kolb, 2014, pg. 3). Immersive learning is an essential component to ensure that students are fully equipped with the skills and knowledge needed in their future careers. Using a design case, the concept of an immersive learning is explored. Findings reveal that this immersive program is well-implemented and well-executed, allowing community partners to support the University, students to obtain real-world design experience, and allows educators to stay connected to design while teaching; it is a winning partnership for all three stakeholders.
Usage of Informal Learning Spaces among Students of Academic Units with vs. without Dedicated Buildings on Campus
No full textThis paper examines Informal Learning Spaces (ILS) usage among students with versus without a dedicated building in a university. A mixed method approach was adopted. The library is the most visited ILS, while convenience and locales of colleges determines student traffic behavior and ILS usage. For students with dedicated building that has ILS, such as a resource center, this helps divert traffic to the library. Despite 60% of students favour a decentralized ILS development, a two-prong strategy for is recommended to satisfy the diverse needs of students. Food can be an important ILS driver to keep students on campus
Editorial Introduction: Embracing the uniqueness
Full text linkThe Co-Editors provide an introduction to the 2021 issue of CCJ
Active Learning and Student Achievement: A matter of space, experiences, or pedagogy?
Full text linkThe goal of this study was to contribute to research on active learning by addressing the problem of disentangling the effects of classroom architecture, student characteristics, and pedagogical design as they relate to student achievement. The study utilized a quasi-experimental design where data was collected on student perceptions of their classroom, their experience in the course, and the pedagogy of the instructor, then analyzed with respect to the course grade. Results indicate that student perceptions of the classroom spaces nor the spaces themselves had an impact on course grade, but the pedagogy employed by the instructor and student experiences did
Association Between Fire-Related Particulate Matter Exposure and Childhood Asthma in Peru: A Burden of Disease Assessment
Full text linkWe explore the connection between exposure to particulate matter from forest fire emissions in the Peruvian Amazon and pediatric asthma incidence. The bulk of research and media coverage surrounding the Amazon Rainforest fires has focused on important environmental issues, yet the direct impact that these fires have on the health of children living nearby remains underexplored. We conducted a burden of disease assessment using publicly available data to estimate the number of incident pediatric asthma cases attributable to long term exposure to ambient particulate matter smaller than 2.5 microns (PM2.5) resulting from increased forest fires in the Peruvian Amazon. Our model compares pediatric asthma burden that would have resulted from a more “typical'' fire year, such as 2009, with that from 2016, a severe fire year, by applying PM2.5 concentrations from each of those years to the same 2016 population. We estimate that 75,160 (95 % CI 28,638, 121,682) pediatric asthma cases in 2016 were attributable to PM2.5, whereas counterfactually applying the 2009 PM2.5 concentrations would have resulted in 9,636 (95 % CI 5,657, 13,615) fewer attributable cases. Thus, our results suggest that increased forest fire emissions have led to a notable increase in pediatric asthma burden in Peru
Mathematical Analysis of Tumor-Immune Interactions based on Michaelis-Menten Kinetics with CAR-T Immunotherapy
Full text linkIn this paper, we study the dynamics of tumor growth under immune system surveillance with a mathematical model based on Michaelis-Menten kinetics. In our three-component differential equation system, we accounted for the factor of immunotherapy, its effect on tumor population, and synergy with immune cells. CAR-T, or Chimeric Antigen Receptor T cell, therapy is chosen to be incorporated into the model as a form of immunotherapy due to its promising clinical applications. The stability of the steady-state equilibria of the system is analyzed with parameters from referred sources, and the various patterns of dynamics are demonstrated through numerical simulations. The analysis shows different outcomes of the tumor population given different parameters and initial values, which provides insights into the clinical practicability of CAR-T treatment. Earlier stages of tumor progression at which therapy begins, a critical time frame of therapeutic injection to prevent tumor relapse, and improvement of antigen affinity of the receptors are found to be factors that can enhance CAR-T efficiency and cancer patients' life span. For further analysis, we also propose an expanded system to investigate the potential off-target toxic effects of CAR-T cells on normal host cells. Our instability results and oscillating numerical patterns suggest non-cooperation between the cell types, posing potential clinical challenges to the therapy
Assessing the Use of Spaces Renovated to Support Group Work in an Academic Library
Full text linkThis study examined whether three renovated academic library spaces encouraged group work as intended. Hourly observations and a questionnaire documented group work use, space preferences, and suggested improvements. Compared to the three renovated spaces, significantly more group work occurred in an unrenovated space that was more open, spacious, and visible. Questionnaire results indicated that noise levels, available space and furniture, lighting quality, location, and operating hours also influenced group work space preferences. Suggested improvements included designated quiet and talkative areas, reservable space, and additional tables. Findings offer insights to inform future library group work space research, design, and evaluation
Centering Well-Being: Focusing on Authentic Experiences and Stories
Full text link Theming questions provided by the co-editors for this special section on “Centering Well-Being” suggested exploration of pedagogy, training, collaboration, compassion, and managing speech anxiety, among other topics, all with a focus on wellness. This manuscript uses eight dimensions of wellness to frame the interconnection between Communication Centers and wellbeing. With a spotlight on how we can reach more stakeholders in authentic and meaningful ways, this paper offers tips for Communication Centers to intentionally promote wellbeing, including appreciate all stakeholders, promote true visibility, and support authentic storytelling
Active Learning Classroom Observation Tool: Improving Classroom Teaching and Supporting Institutional Change
Full text linkIn this article, we present a revised version of the active learning classroom observation tool (ALCOT), designed in 2015, to support instructor reflection on instructional approaches applied within active learning classrooms. The design of active learning classrooms and teaching approaches within them have changed significantly since the initial development of the ALCOT. Inspired by these changes, we have decided to update the ALCOT to address the new developments in classroom designs and instruction. In addition to updates to the ALCOT, this article also lays out ways the new ALCOT can be used for additional avenues of faculty support. It also suggests how classroom observation can facilitate conversation among a variety of stakeholders that could contribute to broad institutional change regarding active learning and active learning classrooms