This essay examines the idea of educational development, inspired both in content and approach by John Henry Newman's influential 19th century work on the idea of a university.
The current study was carried out by a bioguided fractionation of a hexane extract of the latex of Euphorbia umbellata against leukemic cells. Samples were analyzed by NMR, GC/MS, triterpenes quantification, and MTT reduction assay. Morphological, cell cycle, mitochondrial membrane potential and caspases 3/7 analyses were performed for the dichloromethane and ethanol fractions, and selectivity index for the dichloromethane fraction. NMR analysis presented characteristic signals of terpenes and steroids, data were confirmed by the quantification of triterpenes and GC/MS analysis. MTT reduction assay demonstrated that HL‐60 was the most sensitive cell lineage against dichloromethane and ethanol fractions. Compounds of these matrices caused morphological changes compatible with apoptosis induction, altered cell cycle, increment of depolarized population cells and activation of caspases 3/7. Selectivity indices were higher than 22.44. Bioguided‐fractionation study showed that samples of the latex of E. umbellata raised the activity of the phytocomplex against leukemic cells, and the cytotoxicity can be associated with an apoptosis pathway.
Many centers for teaching and learning (CTL) are challenged with developing new programs and services that are constrained by limited staff and resources. Tapping into on‐ and off‐campus expertise is one way for CTL to expand their range of options for faculty development. In this paper, we present a framework that describes how CTL can assess the likely impact, value, and range of prospective leveraging opportunities when deciding whether to pursue on‐ and off‐campus partnerships. We then discuss applying the framework as an analytical tool, developing leveraging strategies, and creating a strategic leveraging plan. Throughout this discussion, we provide numerous examples that highlight the ways that CTL can increase or complement their offerings and resources through the strategic leveraging of potential opportunities.
Common to all the cases included in this special issue, we observed a degree of collaborative decision-making that is human-centered and shows empathy. Through it, multiple voices are acknowledged and heard. These cases demonstrate the beginning of a process of contextualization of Design Thinking in K–12 and teacher education. We hope that this special issue will prompt conversations to explore and critique the possibilities and imagine the real change that it might bring.
MegaSoTL projects are SoTL projects that generate evidence of learning from multiple institutions. While being increasingly practiced, MegaSoTL projects and their potential contribution to improve higher education pedagogy remain understudied in higher education literature. In this paper, we introduce Transparency in Learning and Teaching in Higher Education (TILT) and ManyClasses, as two MegaSoTL case studies and we describe their research goals, processes and administration. We then discuss the potentials and challenges of MegaSoTL projects for educational developers to promote the scholarship of teaching and learning at micro and mega levels. The paper concludes with recommendations to develop a collaborative infrastructure for supporting MegaSoTL projects.
Cultural humility is a critical skill for effective intercultural interactions. While common in other scholarly fields, the concept is seldom found in the literature of global learning and international education. Utilizing grounded theory, this study explores the development of cultural humility through qualitative data analysis of in-class assignments and reflection journals from a university course in the United States (n=18). Throughout the semester students worked in teams to write grant proposals for agricultural development projects in Kenya. Examining student work and reflections sheds light on differing avenues of global learning, which has traditionally prioritized international travel as the core means of learning. This article proposes a pedagogy of cultural humility to promote global learning through a variety of educational interventions. Prioritizing cultural humility can yield enhanced respect for others, providing a focus on lifelong learning, more meaningful global understanding and more fruitful intercultural relationships. In an increasingly interconnected globe, cultural humility offers a meaningful framework to support substantive interactions between individuals across the globe or down the street.
Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes that make up an integrative learning experience are not understood fully. This mixed-methods study was designed to help understand how students perceive, navigate, and resolve challenges that require them to integrate knowledge of one “wicked” subject (sustainability) with the skills of a practice rooted in mathematical logic (computer programming); how they express their integrative learning through reflective writing; and how we gain a stronger understanding of this process through linguistic analysis. The findings suggest that some students demonstrated the ability to integrate computational reasoning skills into socially relevant contexts more successfully, confidently, and in more well-rounded ways than others, though success required ways of thinking that extended beyond programming. The findings also underscore the potential need for reconceptualizing integrative teaching and learning in fields that have problem-solving traditions rooted in less “wicked” solutions.
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