The orbitofrontal cortex (OFC) integrates sensory information with the current value of foods and updates actions based on this information. Obese humans and rats fed a cafeteria diet have impaired devaluation of food rewards, implicating a potential obesity-induced dysfunction of the OFC. We hypothesized that obesity alters OFC © 2016 Macmillan Publishers Limited. All rights reserved. 3pyramidal neuronal structure and function and reduces conditioned suppression of feeding. Rats were given restricted (1 h/day), extended (23 h/day) or no (chow only) access to a cafeteria diet and tested for a conditioned suppression of feeding. Golgicox impregnation and whole-cell patch clamp experiments were performed in lateral OFC pyramidal neurons of rats from the 3 feeding groups. Rats with 40 days of extended, but not restricted, access to a cafeteria diet became obese and continued to feed during foot shock-predicting cues. Access to a cafeteria diet induced morphological changes in basilar dendrites of lateral OFC pyramidal neurons. While there were no alterations in excitatory synaptic transmission underlying altered spine density, we observed a more depolarized resting membrane potential. This was accompanied by decreased inhibitory synaptic transmission onto lateral OFC pyramidal neurons due to decreased release probability at GABAergic inputs. These changes could underlie the inability of the OFC to encode changes in the motivation value of food that is observed in obese rodents and humans.

In 2008, the National Academy of Engineering (NAE) announced 14 Grand Challenges for Engineering in the 21st Century, a set of exceptionally complex problems associated with national security, quality of life, and a sustainable future. Understanding the extent to which engineering students are interested in these complex problems and the extent to which they feel confident that they can contribute to the solution of these problems could serve as a starting point to foster engagement with the Grand Challenges. This paper presents results from a survey of mechanical engineering (ME) students’ interest in the NAE Grand Challenges and their confidence in their ability to contribute to resolutions of the Challenges. Seventy-six sophomore mechanical engineering majors completed the survey composed of 36 examples of problems described within the NAE Challenge report. Survey results show a strong relationship between students’ interest and their confidence in meeting a challenge. Six students participated in a semi-structured interview regarding their experience with and knowledge of the Challenges. Interview results indicated the students had few course-related experiences that exposed them to the Challenges. Results of this study can contribute to a broader conversation among ME educators about ways to integrate the NAE Grand Challenges in undergraduate engineering education.

Several experts in the area of postsecondary student evaluations of courses have concluded that they are stable or reliable measures as well as being measures that provide ways of making valid inferences regarding teacher effectiveness. Often these experts have offered these conclusions without supporting evidence. Surprisingly, a thorough review of the literature revealed very few reported test-retest reliability studies of course evaluations and the results from these studies are contradictory. In the area of validity, the conclusions offered by scholars who conducted meta-analyses of mutlisection course studies are inconsistent. This leads to the following two research questions:1. What is the test-retest reliability over a 3-week period of the course evaluation currently employed at Utah State University?2. Can results of the course evaluation employed at Utah State University be used to make valid inferences about a teacher's effectiveness? iv Two parts of a study were conducted to answer these questions. First, a testretest reliability part was conducted with students from courses at Utah State University, employing a 3-week time lapse between administrations of the course evaluations.Second, a multisection course validity part was conducted using existing student ratings data and final examination scores for 100 sections of MATH 1010 over a 5-year period.Correlational analyses were conducted on the resulting data from both studies. Test-retest reliability coefficients ranging from 0.64 to 0.94 were found. In the second study, the correlation coefficients from the validity study ranged from -0.39 to 0.71, with a mean coefficient of 0.14 and 0.11 for final examination score by instructor rating and final examination score by course rating, respectively. Results from both parts of the study suggest that the course evaluation used at USU is not reliable and that results of the course evaluation do not provide information that can be used to make valid inferences regarding teacher effectiveness.

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