Aiken Technical College

Abstract Introduction/Objective Research has shown that students from underserved backgrounds are capable of developing scientific practices in a service learning model. However, these learning experiences are often delivered as “one-off” opportunities, such as career fairs, STEM fairs, or one day visits, and the content of the lessons is often divorced from what students are learning in their regular science courses. The purpose of our service learning project was to increase learner efficacy in scientific practices specifically targeted to 6th grade life science standards in South Carolina. Our educational model expands the work on STEM service learning by a) utilizing dually-enrolled high school students as instructors, b) vertically integrating our service learning experiences into the preexisting state curriculum, and c) pairing student instructors with master teachers to enhance future instruction. Methods/Case Report Our biomedical science program has a well established outreach team that delivers STEM instruction throughout our local school district and community. We wished to build upon our prior work by designing outreach labs to address key standards in the state curriculum for our target population of learners (grades K-12). We hypothesized that we would see a larger impact on learning with the current project, because vertically integrating labs into the preexisting curriculum would provide relevance for learners and a concrete lab that teachers could reference back to when reinforcing content. We met with curriculum instruction leaders in our school district, including our middle school science lead, to identify target standards. As our state has recently migrated cell biology and organ system content into the 6th grade curriculum, our instructional leaders felt that this was an area where intervention was needed. The material was new for teachers and was assessed on state standardized assessments that ultimately are reflected on schools’ “report cards.” We developed a set of 8 laboratory lessons targeting 4 state standards, using the 5E instructional model. Dual enrollment students in our biomedical science program were trained as instructors for these lessons. Results During Lab Week 2025, we delivered our standard-targeted lessons to 6th grade learners at 5 district middle schools. 3-4 student instructors formed the instructional team for each lesson. The lessons targeted anatomy of a human hair, cell theory, reactions versus reflexes, and basic microbiology concepts. The breadth of scientific practices taught included microscopy skills, trichoscopy, simple stains, and EMG. Instructional teams were assigned to middle school science classrooms at each school. Over the three days of service learning, over 1,000 6th grade students participated in our lab lessons. Learners showed statistically and educationally significant increases in self-efficacy on all primary learning objectives. Our student instructors were well received by classroom teachers and reported greater confidence in their own skill set. Learners reported a strong desire to participate in additional laboratory lessons. Conclusion Service learning is advantageous for both instructor and learner. In order to serve as instructors, our biomedical science students had to create lessons, summarize content for a younger audience, and present novel laboratory skills to younger peers. In performing these tasks, student instructors were pushed to the highest levels of Blooms taxonomy. Furthermore, master middle school teachers provided valuable feedback to our student instructors. These feedback not only enhanced instructor performance; it has also informed a feedback and formal training program to be used in upcoming years’ work. Learners benefit from our model through relevance, competence, and autonomy, three key components of autonomous motivation. When learners receive instruction from older “peers,” they can see themselves in similar roles and tackling similar material. Unfortunately, one week of targeted lessons cannot meet the need of an entire district. We will further enhance our model by developing “check-out” lesson kits for teachers, implementing a formal student instructor program, and establishing a service learning calendar throughout the academic year.

ResumoEsta publicação examina, em perspectiva histórica, a utilização do almofariz, desde os primórdios até à atualidade, evidenciando-se a sua importância no exercício profissional do Farmacêutico e no ensino universitário da Tecnologia Farmacêutica. Atribuiu-se maior relevância ao almofariz de bronze devido ao seu longo período de utilização (desde o século X até ao século XX) e à sua importância artística e simbólica. Em relação à metodologia, recorreu-se à análise documental de diversas fontes, privilegiando-se as fontes primárias. Nos dias de hoje, o almofariz é utilizado pelos farmacêuticos na preparação de medicamentos em Farmácias Comunitárias e Hospitalares, assim como no Ensino Universitário e na Investigação Científica nas Faculdades de Farmácia. Salienta‑se que determinadas operações galénicas são efetuadas recorrendo a este utensílio como, por exemplo, a pulverização de pós em almofariz de porcelana e a mistura de pós em almofariz de vidro. Concluiu-se que o almofariz constitui um ícone por excelência da Profissão Farmacêutica e das Ciências Farmacêuticas. Palavras-chave: Almofariz; História da Farmácia; Ensino. AbstractThis publication examines, in a historical perspective, the use of mortar from the beginning to the present, showing its importance in the professional practice of the Pharmacist and in the higher education of Pharmaceutical Technology. That has been increasing emphasis to the bronze mortar due to its long period of use (from the 10th to the 20th century) and its artistic and symbolic importance. As far as the methodological methods are concerned, a documentary analysis from different sources was performed, favouring primary sources. Nowadays, the mortar is used by pharmacists in the preparation of medicinal products in Community and Hospital Pharmacies, as well as in Higher Education and Scientific Research at the Faculties of Pharmacy. It should be noted that certain galenic operations are carried out using this tool such as powder pulverization in a porcelain mortar and powder mixing in a glass mortar. It was concluded that the mortar constitutes an icon par excellence of the Pharmaceutical Profession and Pharmaceutical Sciences. Keywords: Mortar; History of Pharmacy; Education.

Age and Geochemical Character of Granite and Syenite Plutons in the Grenville Province of Southeastern Ontario; Insights into Magmatism During the Ottawan Orogeny and Evidence of the Frontenac Intrusive Suite in the Sharbot Lake Domain

Within the field of instructional technology, scholars have long worked to define the scope and purpose of research and its role in informing practice. Increasingly, researchers outside of the instructional technology field are conducting studies to examine their use of technology in educational contexts. Few studies have been done on how researchers in other disciplines are designing such studies. We conducted a content analysis of 60 proposals submitted from 2006 to 2010 to our internal grant competition for faculty research on instructional technology to better understand the kinds of studies being proposed. Categories explored within each proposal included academic discipline, collaboration, knowledge of previous literature, context, goals of study, and research design. A majority of proposals came from outside of the education field and were submitted by individuals rather than collaborative teams. Just under half of the proposals cited previous literature to justify their study, and just over half sought to examine classroom contexts. Roughly a third proposed to study distance education contexts. Most proposals were to examine the implementation of a new instructional strategy (rather than to conduct a media comparison study) and just over half utilized a quantitative research design collecting performance or satisfaction data. We include recommendations for those who may be interested in how better to support researchers in designing effective studies to investigate instructional technology use, highlighting the use of design-based research as a viable methodology.

monoparentais, reconstitudas, com filhos biolgicos e/ou