Julia H. Chariker

Acquiring New Spatial Intuitions: Learning to Reason about Rotations

There are certain simple rotations of objects that most people cannot reason about accurately. Reliable gaps in the understanding of a fundamental physical domain raise the question of how learning to reason in that domain might proceed. Using virtual reality techniques, this project investigated the nature of learning to reason across the domain of simple rotations. Learning consisted of the acquisition of spatial intuitions: there was encoding of useful spatiotemporal information in specific problem types and a gradual accumulation of this understanding across the domain. This pattern of learning through the accumulation of intuitions is especially interesting for rotational motion, in which an elegant domain-wide kinematics is available to support insightful learning. Individual ability to reason about rotations correlated highly with mastery motivation, skill in fluid reasoning, and skill in reasoning about spatial transformations. Thus, general cognitive advantages aided the understanding of individual rotations without guaranteeing immediate generalization across the domain.

Computer-based learning: interleaving whole and sectional representation of neuroanatomy.

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer‐based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer‐based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time‐limited exploration of neuroanatomy, self‐timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long‐term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). Anat Sci Educ.

Item Difficulty in the Evaluation of Computer-Based Instruction: An Example from Neuroanatomy

This article reports large item effects in a study of computer‐based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of comparisons between instructional methods changed with the difficulty of the items to be learned. More challenging items better differentiated between instructional methods. This set of results is important for two reasons. First, it suggests that instruction may be more efficient if sets of consistently difficult items are the targets of instructional methods particularly suited to them. Second, there is wide variation in the published literature regarding the outcomes of empirical evaluations of computer‐based instruction. As a consequence, many questions arise as to the factors that may affect such evaluations. The present article demonstrates that the level of challenge in the material that is presented to learners is an important factor to consider in the evaluation of a computer‐based instructional system. Anat Sci Educ.

Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention.

A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic resonance imaging [MRI]). Neuroanatomy was taught to two groups of participants using computer graphical models of the human brain. Both groups learned whole anatomy first with a three-dimensional model of the brain. One group then learned sectional anatomy using two-dimensional sectional representations, with the expectation that there would be transfer of learning from whole to sectional anatomy. The second group learned sectional anatomy by moving a virtual cutting plane through the three-dimensional model. In tests of long-term retention of sectional neuroanatomy, the group with graphically integrated representation recognized more neural structures that were known to be challenging to learn. This study demonstrates the use of graphical representation to facilitate a more elaborated (deeper) understanding of complex spatial relations.

Predicting performance in a first engineering calculus course: implications for interventions

At the University of Louisville, a large, urban institution in the south-east United States, undergraduate engineering students take their mathematics courses from the school of engineering. In the fall of their freshman year, engineering students take Engineering Analysis I, a calculus-based engineering analysis course. After the first two weeks of the semester, many students end up leaving Engineering Analysis I and moving to a mathematics intervention course. In an effort to retain more students in Engineering Analysis I, the department collaborated with university academic support services to create a summer intervention programme. Students were targeted for the summer programme based on their score on an algebra readiness exam (ARE). In a previous study, the ARE scores were found to be a significant predictor of retention and performance in Engineering Analysis I. This study continues that work, analysing data from students who entered the engineering school in the fall of 2012. The predictive validity of the ARE was verified, and a hierarchical linear regression model was created using math American College Testing (ACT) scores, ARE scores, summer intervention participation, and several metacognitive and motivational factors as measured by subscales of the Motivated Strategies for Learning Questionnaire. In the regression model, ARE score explained an additional 5.1% of the variation in exam performance in Engineering Analysis I beyond math ACT score. Students took the ARE before and after the summer interventions and scores were significantly higher following the intervention. However, intervention participants nonetheless had lower exam scores in Engineering Analysis I. The following factors related to motivation and learning strategies were found to significantly predict exam scores in Engineering Analysis I: time and study environment management, internal goal orientation, and test anxiety. The adjusted R2 for the full model was 0.42, meaning that the model could explain 42% of the variation in Engineering Analysis I exam scores.

Proceedings of the Thirteenth Annual UT- KBRIN Bioinformatics Summit 2014

The University of Tennessee (UT) and the Kentucky Biomedical Research Infrastructure Network (KBRIN) have collaborated over the past fourteen years to share research and educational expertise in bioinformatics. One result is an annual regional summit for researchers, educators and students. The Fourteenth Annual UT- KBRIN Bioinformatics Summit was held at Paris Landing State Park in Buchanan, Tennessee from March 20-22, 2015. A total of 200 participants pre-registered, with 115 from Tennessee, 69 from Kentucky, and the remainder from various states and international locales. Among the registrants were 70 faculty, 65 students, 40 staff, and 23 postdocs. The conference program consisted of a workshop on R and three days of presentations broken into plenary sessions: Where are They Now, Medical Informatics, and Epigenetics. In addition, a poster session with 42 posters was held on Saturday evening.

Computational Analysis of G-Quadruplex Forming Sequences across Chromosomes Reveals High Density Patterns Near the Terminal Ends.

G-quadruplex structures (G4) are found throughout the human genome and are known to play a regulatory role in a variety of molecular processes. Structurally, they have many configurations and can form from one or more DNA strands. At the gene level, they regulate gene expression and protein synthesis. In this paper, chromosomal-level patterns of distribution are analyzed on the human genome to identify high-level distribution patterns potentially related to global functional processes. Here we show unique high density banding patterns on individual chromosomes that are highly correlated, appearing in a mirror pattern, across forward and reverse DNA strands. The highest density of G4 sequences occurs within four megabases of one end of most chromosomes and contains G4 motifs that bind with zinc finger proteins. These findings suggest that G4 may play a role in global chromosomal processes such as those found in meiosis.

3D modeling of branching structures for anatomical instruction

Branching tubular structures are prevalent in many different organic and synthetic settings. From trees and vegetation in nature, to vascular structures throughout human and animal biology, these structures are always candidates for new methods of graphical and visual expression. We present a modeling tool for the creation and interactive modification of these structures. Parameters such as thickness and position of branching structures can be modified, while geometric constraints ensure that the resulting mesh will have an accurate anatomical structure by not having inconsistent geometry. We apply this method to the creation of accurate representations of the different types of retinal cells in the human eye. This method allows a user to quickly produce anatomically accurate structures with low polygon counts that are suitable for rendering at interactive rates on commodity computers and mobile devices.

Real-time enrollment dashboard for multisite clinical trials

Objective Achieving patient recruitment goals is critical for the successful completion of a clinical trial. We designed and developed a web-based dashboard for assisting in the management of clinical trial screening and enrollment. Materials and methods We use the dashboard to assist in the management of two observational studies of community-acquired pneumonia. Clinical research associates and managers using the dashboard were surveyed to determine its effectiveness as compared with traditional direct communication. Results The dashboard has been in use since it was first introduced in May of 2014. Of the 23 staff responding to the survey, 77% felt that it was easier or much easier to use the dashboard for communication than to use direct communication. Conclusion We have designed and implemented a visualization dashboard for managing multi-site clinical trial enrollment in two community acquired pneumonia studies. Information dashboards are useful for clinical trial management. They can be used in a standalone trial or can be included into a larger management system.

Identification of G-quadruplex forming sequences in three manatee papillomaviruses

The Florida manatee (Trichechus manatus latirotris) is a threatened aquatic mammal in United States coastal waters. Over the past decade, the appearance of papillomavirus-induced lesions and viral papillomatosis in manatees has been a concern for those involved in the management and rehabilitation of this species. To date, three manatee papillomaviruses (TmPVs) have been identified in Florida manatees, one forming cutaneous lesions (TmPV1) and two forming genital lesions (TmPV3 and TmPV4). We identified DNA sequences with the potential to form G-quadruplex structures (G4) across the three genomes. G4 were located on both DNA strands and across coding and non-coding regions on all TmPVs, offering multiple targets for viral control. Although G4 have been identified in several viral genomes, including human PVs, most research has focused on canonical structures comprised of three G-tetrads. In contrast, the vast majority of sequences we identified would allow the formation of non-canonical structures with only two G-tetrads. Our biophysical analysis confirmed the formation of G4 with parallel topology in three such sequences from the E2 region. Two of the structures appear comprised of multiple stacked two G-tetrad structures, perhaps serving to increase structural stability. Computational analysis demonstrated enrichment of G4 sequences on all TmPVs on the reverse strand in the E2/E4 region and on both strands in the L2 region. Several G4 sequences occurred at similar regional locations on all PVs, most notably on the reverse strand in the E2 region. In other cases, G4 were identified at similar regional locations only on PVs forming genital lesions. On all TmPVs, G4 sequences were located in the non-coding region near putative E2 binding sites. Together, these findings suggest that G4 are possible regulatory elements in TmPVs.