Bryn Mawr College
Scholarship, Research, and Creative Work at Bryn Mawr College | Bryn Mawr College ResearchNot a member yet
4802 research outputs found
Sort by
Blending Beyond Courses
Get PDFOver the past few years, Bryn Mawr College staff have been experimenting with things other than academic courses, such as orientations, advising, and non-academic education programs. This lightning presentation shares some examples and an overview of common goals, tools used, and major impacts and challenges observed so far
Lightboard Videos, Teaching Introductory Chemistry, and Reducing Stereotype Threat
No full textStudents enter introductory chemistry courses with variable background knowledge and experience in chemistry, which creates a dynamic challenge for chemistry instructors. Preliminary research at Birmingham Southern College and Rhodes College shows that 36% and 25% of the students in the introductory course, respectively, do not continue to the second course in our first-year chemistry sequence. More alarming is that underrepresented minorities drop out at disproportionately higher rates due to a lack of self-identifiable models. We developed lightboard videos to improve student success and reduce stereotype threat in our introductory chemistry courses
The Internship Course: Adding Depth, Breadth, Flexibility and Connection
No full textAlthough internships enable students to make connections between their academics and the workforce, the key to this maturation is the reflective process. However, as students intern abroad, they may be isolated from the dialogue occurring in classrooms that deepens their understanding.
A decision was made to harness digital technologies to bring distance students into the classroom, including them in the collaborative work and spontaneous exchange core to the internship course’s learning outcomes.
This presentation will review student perceptions, discuss university infrastructure, outline plans for converting the course into an online format and suggest additional applications of the “portable student”
Modeling Pyran Formation in the Molybdenum Cofactor: Protonation of Quinoxalyl–Dithiolene Promoting Pyran Cyclization
Get PDFMononuclear Mo and W enzymes require a unique ligand known as molybdopterin (MPT). This ligand binds the metal through a dithiolene chelate, and the dithiolenebridges a reduced pyranopterin group. Pyran scission and formation have been proposed as a reaction of the MPT ligand that may occur within the enzymes to adjust reactivity at the Mo atom. We address this issue by investigating oxo−Mo(IV)model complexes containing dithiolenes substituted by pterinor quinoxaline and a hydroxyalkyl poised to form a pyran ring.While the pterin−dithiolene model complex exhibits a low energy, reversible pyran cyclization, here we report that pyran cyclization does not spontaneously occur in the quinoxalyl−dithiolene model. However, protonating the quinoxalyl−dithiolene model induces pyran cyclization forming an unstable, pyrano-quinoxalyl−dithiolene complex which subsequently dehydrates and rearranges to a pyrrolo-quinoxlyl−dithiolenecomplex that was previously characterized. The protonated pyrano-quinoxalyl−dithiolene complex was characterized by absorption spectroscopy and cyclic voltammetry, and these results suggest pyran cyclization leads to a significant change in the Mo electronic structure exhibited as a strong intraligand charge transfer (ILCT) transition and 370 mV positive shift of the Mo(V/IV) reduction potential. The influence of protonation on quinoxaline reactivity supports the hypothesis that the loca lprotein environment in the second coordination sphere of molybdenum cofactor (Moco) could control pyran cyclization. The results also demonstrate that the remarkable chemical reactivity of the pterin−dithiolene ligand is subtly distinct and not reproduced by the simpler quinoxaline analog that is often used to replace pterin in synthetic Moco models
Restaurer l’âme antique: Rousseau, Mably et le mirage polonais
No full textIn his Considérations sur le gouvernement de Pologne (written ca.1770-1771), Rousseau was not only opposed to the Russian supporters but above all to his rival in the republican camp, the abbé de Mably, who had also been asked to take sides by the Polish confederates. The comparison of their competing proposals highlights the strength and originality of Rousseau’s Republican project. While in the wake of Machiavelli’s and Montesquieu’s republican theory, Rousseau breaks fresh ground in making a close connection between the restoration of Ancient magnanimity, the strengthening of national singularity and the exaltation of patriotic sentiment. He opposes a very coherent model of republican institution against Mably’s constitutional solutions. What mattered above all for Rousseau was not to establish a stable political regime or a well-balanced constitution, but to insure that souls could be shaped after the mould of the Republic.
Dans ses Considérations sur le gouvernement de Pologne (rédigées en 1770-1771), Rousseau s’oppose non seulement aux partisans de la Russie, mais aussi et surtout à son rival en matière de républicanisme, l’abbé de Mably, qui avait également été sollicité par les confédérés polonais. La comparaison de leurs propositions rivales permet de discerner la force et l’originalité du projet républicain de Rousseau. Tout en se plaçant dans le sillage de la théorie républicaine de Machiavel et de Montesquieu, Rousseau fait œuvre nouvelle en liant de façon étroite la restauration de la magnanimité antique, le renforcement de la singularité nationale et l’exaltation de l’amour de la patrie. Aux solutions avant tout constitutionnelles de Mably, il oppose un modèle très cohérent d’institution de la république. L’essentiel pour Rousseau n’est pas d’instaurer un régime politique stable ou une constitution équilibrée : il s’agit avant tout de s’assurer que la forme de la république puisse modeler la forme des âmes
Scaling Blended Learning: Penn\u27s Teaching+Technology Program
No full textPenn’s Digital Pedagogy group seeks to share blended learning strategies through the Teaching+Technology program, a series of three correlated workshops on theories, technology, and spaces that enable blended learning in diverse course contexts. Reaching more than 150 faculty and staff over several workshop iterations, the Digital Pedagogy group demonstrated how to implement blended learning elements through collaboration with faculty, technologists, and learning specialists. This presentation will share tips and strategies gleaned from the workshop series that can be applied at other institutions interested in launching a blended learning initiative
A Framework for Change- Full Spectrum Pedagogy
Get PDFThis presentation will outline St. Norbert College’s Full Spectrum Pedagogy framework by giving a history of the development of the framework, outlining the process by which the framework has evolved to its current state, and relating practical advice about the implementation of this framework. Full Spectrum Pedagogy is part of St. Norbert College’s strategic plan and takes a fresh approach to conceptualizing the blend of pedagogical approaches from fully in-person to fully online