Cardinal Stritch University

About: Cardinal Stritch University is a education organization based out in Milwaukee, Wisconsin, United States. It is known for research contribution in the topics: Higher education & Professional learning community. The organization has 99 authors who have published 135 publications receiving 2138 citations. The organization is also known as: Stritch.

Sustaining professional learning communities: Case studies

Abstract: The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge, Hord, Fullan, Hargreaves and Fink, and Stoll, McMahon and Thomas and includes the areas of professional learning community, change and sustainability. Finally, the study addresses the relationship between professional learning community and school culture. The methodology involves a qualitative case study approach designed to gain information regarding two emerging schools in their journeys toward developing learning community cultures. Findings reveal the stories of each school as they evolved as PLCs and the similarities and differences that emerged. Knowing that sustaining the culture of a PLC is complex, and not to be achieved without determination and growth, we look ahead at challenges to be addressed and further research to be conducted. Finally, we offer some concluding statements and attempt to relate findings to the literature on PLCs. The intent is to identify some of the intricacies in building cultures of learning for adults and students. As we have learned through these two stories, many things happen simultaneously, to greater or lesser degrees, at varying points in time over a period of years that seem to influence the development of a PLC. Such development seems so complex that to be able to describe discrete steps or stages is unlikely. Still we are beginning to see that some categories of activities and issues must be developed before others can emerge.

The genomics education partnership: successful integration of research into laboratory classes at a diverse group of undergraduate institutions.

Abstract: Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students.

A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

Abstract: There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.

An Analysis of Content and Instructional Strategies in Multicultural Counseling Courses

Abstract: The authors present a content analysis of syllabi from introductory multicultural counseling training (MCT) courses. Results suggest that these courses focus on knowledge of other cultural groups, emphasize the cultural identity exploration of the student at a lower level of training, and almost completely ignore the development of skills. The study revealed that MCT frequently includes groups beyond racial and ethnic minority groups. A broad range of instructional strategies are used, with a handful being used on a frequent basis. Los autores presentan un analisis del contenido de planes de estudios empleados en cursos introductorios de formacion en consejeria multicultural (MCT, por sus siglas en ingles). Los resultados sugieren que estos cursos se centran en el conocimiento de otros grupos culturales, enfatizan la exploracion de la identidad cultural del alumno en los niveles iniciales de su formacion e ignoran casi por completo el desarrollo de habilidades. El estudio revelo que la MCT incluye con frecuencia grupos aparte de las minorias raciales y etnicas. Se utiliza una amplia gama de estrategias didacticas, un punado de las cuales se emplea frecuentemente.

Energy Metabolism Increases and Regional Body Fat Decreases While Regional Muscle Mass Is Spared in Humans Climbing Mt. Everest

Abstract: The objectives of the study were to determine regional changes in body composition, energy expenditure by means of doubly labeled water, and net energy balance during exposure to high and extreme altitudes (5,300-8,848 m). This study focuses on a subset of subjects who consumed the doubly labeled water (three base camp personnel and seven climbers). Regional body composition was determined by measuring skinfold thicknesses and circumferences at 10 different sites on the body. Energy expenditure was measured by doubly labeled water excretion. Discrepancies between actual energy expenditure and data obtained from diet records and body weight changes suggested a chronic underreporting of dietary energy intake, especially by those subjects who reached the highest altitudes. This underreporting may be due in part to diminished cognition or to a preferential focus on survival, rather than on filling out diet records accurately. Mean adjusted dietary intakes were 10.50 +/- 0. 65 MJ/d (2510 +/- 155 kcal/d) for those who remained at base camp, and 20.63 +/- 6.56 MJ/d (4931 +/- 1568 kcal/d) for those who climbed above base camp. Energy expenditure averaged 2.5-3.0 times sea level resting energy expenditure. Differential changes in regional body composition suggested a preferential loss of fat mass and a relative sparing of muscle mass, despite insufficient energy intake to maintain body weight.