Audio-visual     

Margaret C. Stewart 《Health information and libraries journal》1990,7(4):227-232

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Audio-visual     

Margaret C. Stewart 《Health information and libraries journal》1989,6(2):100-101

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Robust fluidic connections to freestanding microfluidic hydrogels     

Shannon L. Faley  Bradly B. Baer  Taylor S. H. Larsen  Leon M. Bellan 《Biomicrofluidics》2015,9(3)

Biomimetic scaffolds approaching physiological scale, whose size and large cellular load far exceed the limits of diffusion, require incorporation of a fluidic means to achieve adequate nutrient/metabolite exchange. This need has driven the extension of microfluidic technologies into the area of biomaterials. While construction of perfusable scaffolds is essentially a problem of microfluidic device fabrication, functional implementation of free-standing, thick-tissue constructs depends upon successful integration of external pumping mechanisms through optimized connective assemblies. However, a critical analysis to identify optimal materials/assembly components for hydrogel substrates has received little focus to date. This investigation addresses this issue directly by evaluating the efficacy of a range of adhesive and mechanical fluidic connection methods to gelatin hydrogel constructs based upon both mechanical property analysis and cell compatibility. Results identify a novel bioadhesive, comprised of two enzymatically modified gelatin compounds, for connecting tubing to hydrogel constructs that is both structurally robust and non-cytotoxic. Furthermore, outcomes from this study provide clear evidence that fluidic interconnect success varies with substrate composition (specifically hydrogel versus polydimethylsiloxane), highlighting not only the importance of selecting the appropriately tailored components for fluidic hydrogel systems but also that of encouraging ongoing, targeted exploration of this issue. The optimization of such interconnect systems will ultimately promote exciting scientific and therapeutic developments provided by microfluidic, cell-laden scaffolds.  相似文献   

Interactive Kiosk at the Texas Tech University Libraries     

Ryan Litsey  Susan Hidalgo  Kaley Daniel  Julie Barnett  Amy Kim  Shannon Jones 《Journal Of Access Services》2015,12(1-2):31-41

The academic library, given its often privileged position on campus, is the information source that can include directional as well as general campus facts among the myriad of print and e-resources for reference. Also, an academic library's audiences can be quite varied and include prospective students or parents seeking more general knowledge of the building and the campus. Many times this need for information drives patrons to the library service desks. Sometimes, especially during the high-demand seasons of new student orientation and beginning of the fall semesters, the desk is so busy that many patrons will leave because they don't have the time to wait. To address this immediate need for information, Texas Tech University Libraries developed an interactive kiosk to provide general information for frequently asked questions in a more efficient, creative, and interactive way. The kiosk provides a fun method of satisfying a patron's information needs without the requirement of a staff member or the need to wait in line for help. The kiosk is available as long as the Library is open and provides a variety of useful answers to general questions, as well as facts about the Library.  相似文献   

Into the gray: a modified approach to citation analysis to better understand research impact     

Shannon L. Sibbald  Jennifer C. D. MacGregor  Marisa Surmacz  C. Nadine Wathen 《Journal of the Medical Library Association》2015,103(1):49-54

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It Costs a Lot to Look This Cheap: Preference for Low-Quality Graphic Design     

Shannon Zenner 《Visual Communication Quarterly》2019,26(1):22-31

Some 1,000 surveys were conducted on Amazon's MTurk, asking respondents to rate a high- and low-quality visual design, in this case a billboard ad. While most respondents preferred the high-quality ad, over a third opted for the low-quality design. Respondents who showed a preference for the low-quality design liked it for its “static” qualities, in that it was common, typical, average, and standard. Those who preferred the high-quality design liked it for its “dynamic” qualities, such that it was innovative, fascinating, novel, creative, and rich in elements. Older participants show a significant preference for the low-quality design. Implications of these findings for different types of visual communication are discussed.  相似文献   

Using methodological triangulation to examine the effectiveness of a mentoring program for online instructors     

Michelle Drouin  Jennifer Stewart  Karen Van Gorder 《Distance Education》2015,36(3):400-418

In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques. Using methodological triangulation, we found positive results for two of our effectiveness measures (i.e., mentor and mentee feedback and mentors’ ratings of mentees’ courses). However, in terms of our third measure (i.e., student learning data), although institutional data showed that there was a 4.1% aggregate increase in online student success after the intervention, the intervention group made no significantly greater gains than two control groups. Our findings highlight some benefits and shortcomings of these types of university initiatives and also emphasize the importance of using triangulation to integrate participant feedback with formal measures of student success.  相似文献   

Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change     

John W. Eagle  Shannon E. Dowd-Eagle  Andrew Snyder  Elizabeth Gibbons Holtzman 《Journal of educational and psychological consultation》2015,25(2-3):160-177

Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided.  相似文献   

Students’ Perspectives on LGBTQ-Inclusive Curriculum     

Shannon D. Snapp  Hilary Burdge  Adela C. Licona  Raymond L. Moody  Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.  相似文献   

Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature     

Jenny Olin Shanahan  Elizabeth Ackley-Holbrook  Eric Hall  Kearsley Stewart  Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.  相似文献