Shear stress applied on the apical side of polarizing intestinal cells induces vacuole formation via the autophagy machinery. This response is relayed through apical microvilli that act as mechanosensors linking the physical environment to the intracellular trafficking pathways.
Background: Many undergraduate students majoring in science, technology, engineering, and mathematics (STEM) fields lack experience in collaborative thinking, limiting their effectiveness as they enter careers in academic and industrial environments. The SyBBURE Searle Undergraduate Research Program has incorporated a team-based design component into its curriculum to fill this gap in training. This design framework, called Vigilante Innovation (VIX) to highlight its emphasis on self-initiation and action, has evolved into a multi-semester-long group undertaking that combines just-in-time training in entrepreneurship and project design with student-driven collaborations aimed at solving a real-world problem. We hypothesize that this framework provides a hands-on, realistic workplace simulation task through which students can develop an understanding of teamwork. Results: Using a case-study approach, we discuss the development of the VIX design framework since its inception in 2014 and assess the impact of the VIX framework on student learning and growth using a student survey from 2016 to 2017 and student interviews from 2018. Conclusions: A flexible approach, an annualized project timeline, a student-driven prototyping space, and selfselecting project areas emerged as key contributors to the successful implementation of the VIX design and to deepened student learning. The diversity of VIX teams, the self-reported success of student projects, and student interviews indicate that students who participate in VIX possess an in-depth understanding of team-based strategies. These findings support the VIX framework as an effective method of providing undergraduates in STEM fields with efficient and meaningful exposure to the team-based entrepreneurial skills that are vital in their future careers. Additional work is needed to determine if this approach has a long-term impact on student success in team-based environments. The website vigilanteinnovation.com houses a customizable, freely available version of the design guide for educators and innovators alike.
Spatial cognition encompasses the ability to recognize dimensional properties of objects, individually and with respect to other objects. Studies demonstrate that intentional training in spatial cognitive tasks in two-dimensional environments can effectively improve spatial cognitive abilities. The increasing popularity of and access to virtual reality (VR) inspires the question of whether virtual training environments could equally or more effectively improve spatial cognitive abilities. Thirty-three participants (15 males, 18 females) were randomly assigned to one of three groups: control, two-dimensional training, and three-dimensional training and completed a pre-and post-test separated by group-specific training. Reaction times and accuracy rates of completing Shepard-Metzler mental rotation tasks (MRT), cube rotation tasks (CRT), and verbal analogies tasks (VAT) were observed to compare the effectiveness of the training methods. The reaction time results demonstrated a significant improvement from pre-to post-test compared with control in the MRT and CRT in the two-dimensional (MRT: t = 2.663, p < 0.05; CRT: t = 1.668, p < 0.05) and three-dimensional (MRT: t = 1.557, p < 0.05; CRT: t = 1.006, p < 0.05) training groups. In the VAT, only the two-dimensional training group had significant improvement (VAT: t = 2.125, p < 0.05). The three-dimensional group did not have greater improvement in MRT and CRT than the two-dimensional group (p > 0.05), but did have greater improvement than control (p < 0.1). These results indicate that traditional two-dimensional and virtual three-dimensional training give equal improvement in spatial cognitive training outcomes.
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