Kelly Miller

Teaching and physics education research: bridging the gap

Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER researchers and innovators. Evidence-based PER has validated specific non-traditional teaching practices, but many faculty raise valuable concerns toward their applicability. We address these concerns and identify future studies required to overcome the gap between research and practice.

Shigella flexneri Regulation of ARF6 Activation during Bacterial Entry via an IpgD-Mediated Positive Feedback Loop

ABSTRACT Entry into cells is critical for virulence of the human bacterial pathogens Shigella spp. Shigella spp. induce membrane ruffle formation and macropinocytic uptake, but the events instigating this process are incompletely understood. The host small GTPase ADP-ribosylation factor 6 (ARF6) functions in membrane trafficking at the plasma membrane and activates membrane ruffle formation. We demonstrate that ARF6 is required for efficient Shigella flexneri entry, is activated by S. flexneri dependent on the phosphatase activity of the type III secreted effector IpgD, and depends on cytohesin guanine nucleotide exchange factors (GEFs) for recruitment to entry sites. The cytohesin GEF ARF nucleotide binding site opener (ARNO) is recruited to these sites, also dependent on IpgD phosphatase activity. ARNO recruitment is independent of ARF6, indicating that, in addition to the described recruitment of ARNO by ARF6, ARNO is recruited upstream of ARF6. Our data provide evidence that ARF6, IpgD, phosphoinositide species, and ARNO constitute a previously undescribed positive feedback loop that amplifies ARF6 activation at bacterial entry sites, thereby promoting efficient S. flexneri uptake. IMPORTANCE Shigella spp. cause diarrhea and dysentery by infection of epithelial cells in the human colon. Critical to disease is the ability of Shigella to enter into cells, yet the mechanisms involved in entry are incompletely understood. We demonstrate that the small GTPase ADP-ribosylation factor 6 (ARF6) is required for efficient cellular entry of Shigella flexneri and that activation of ARF6 depends on the phosphatase activity of the Shigella protein IpgD, which is introduced into cells via the bacterial type III secretion system. We further show that IpgD phosphatase activity is required for recruitment of the ARF6 guanine nucleotide exchange factor (GEF) ARF nucleotide binding site opener (ARNO) to bacterial entry sites and that ARNO lies upstream of ARF6 activation. These relationships define a positive feedback loop that contributes to activation of ARF6 at S. flexneri entry sites and leads to local amplification of signals that promote bacterial entry. Shigella spp. cause diarrhea and dysentery by infection of epithelial cells in the human colon. Critical to disease is the ability of Shigella to enter into cells, yet the mechanisms involved in entry are incompletely understood. We demonstrate that the small GTPase ADP-ribosylation factor 6 (ARF6) is required for efficient cellular entry of Shigella flexneri and that activation of ARF6 depends on the phosphatase activity of the Shigella protein IpgD, which is introduced into cells via the bacterial type III secretion system. We further show that IpgD phosphatase activity is required for recruitment of the ARF6 guanine nucleotide exchange factor (GEF) ARF nucleotide binding site opener (ARNO) to bacterial entry sites and that ARNO lies upstream of ARF6 activation. These relationships define a positive feedback loop that contributes to activation of ARF6 at S. flexneri entry sites and leads to local amplification of signals that promote bacterial entry.

The Influence of Students' Participation in STEM Competitions on Their Interest in STEM Careers.

ABSTRACT Pre-college student participation in science fairs, robotics competitions, computing contests and other science, technology, engineering, and mathematics (STEM) competitions increases every year in the United States. This is despite the fact that little is known about the relationship between STEM competition participation and career interest in STEM. Through logistic regressions, this study addresses three main research questions: Controlling for student background variables and prior STEM career interest, does participating in a STEM competition increase the likelihood of STEM career interest at the end of high school? Does the field of competition (robotics, engineering, science fair, information technology) a student participates in influence the sub-discipline of STEM career interest? And, what is the relationship between the number of competitions participated in and the probability of interest in a STEM career? The study uses data from the ‘Outreach Programs and Science Career Intentions’ survey (N = 15,847), a large-scale sample of university students enrolled in mandatory English courses. Our data reveal three results of interest. First, students who participate in STEM competitions are more likely to express interest in a STEM-related career at the end of high school than are students who do not participate, even when students’ prior career interest in STEM is controlled for. Second, the relationship between competition participation and interest in a STEM career appears to be domain specific. Third, the impact of competition participation on pursuit of a STEM career is three times stronger when students compete in more than one competition. These findings suggest that competitions are an effective way to foster career interest in specific STEM careers.

Identifying Promising Items: The Use of Crowdsourcing in the Development of Assessment Instruments.

The psychometrically sound development of assessment instruments requires pilot testing of candidate items as a first step in gauging their quality, typically a time-consuming and costly effort. Crowdsourcing offers the opportunity for gathering data much more quickly and inexpensively than from most targeted populations. In a simulation of a pilot testing protocol, item parameters for 110 life science questions are estimated from 4,043 crowdsourced adult subjects and then compared with those from 20,937 middle school science students. In terms of item discrimination classification (high vs. low), classical test theory yields an acceptable level of agreement (C-statistic = 0.755); item response theory produces excellent results (C-statistic = 0.848). Item response theory also identifies potential anchor items without including any false positives (items with low discrimination in the targeted population). We conclude that the use of crowdsourcing subjects is a reasonable, efficient method for the identification of high-quality items for field testing and for the selection of anchor items to be used for test equating.

Losing it: The Influence of Losses on Individuals’ Normalized Gains

Researchers and practitioners routinely use the normalized gain (Hake, 1998) to evaluate the effectiveness of instruction. Normalized gain (g) has been useful in distinguishing active engagement from traditional instruction. Recently, concerns were raised about normalized gain because it implicitly neglects retention (or, equivalently, “losses”). That is to say, g assumes no right answers become wrong after instruction. We analyze individual standardized gain (G) and loss (L) in data collected at Harvard University during the first five years that Peer Instruction was developed. We find that losses are non‐zero, and that losses are larger among students with lower pre‐test performances. These preliminary results warrant further research, particularly with different student populations, to establish whether the failure to address loss changes the conclusions drawn from g.

Identification of interactions among host and bacterial proteins and evaluation of their role early during Shigella flexneri infection

Shigella species cause diarrhoea by invading and spreading through the epithelial layer of the human colon. The infection triggers innate immune responses in the host that the bacterium combats by translocating into the host cell cytosol via a type 3 secretion system bacterial effector proteins that interfere with host processes. We previously demonstrated that interaction of the Shigella type 3 secreted effector protein IcsB with the host protein Toca-1 inhibits the innate immune response microtubule-associated protein light-chain 3 (LC3)-associated phagocytosis, and that IcsB interaction with Toca-1 is required for inhibition of this host response. Here, we show that Toca-1 in vitro precipitated not only IcsB, but also the type 3 secreted proteins OspC3, IpgD and IpaB. OspC3 and IpgD precipitation with Toca-1 was dependent on IcsB. Early during infection, most of these proteins localized near intracellular Shigella. We examined whether interactions among these proteins restrict innate host cell responses other than LC3-associated phagocytosis. In infected cells, OspC3 blocks production and secretion of the mature pro-inflammatory cytokine IL-18; however, we found that interaction of OspC3 with IcsB, either directly or indirectly via Toca-1, was not required for OspC3-mediated restriction of IL-18 production. These results indicate that interactions of the host protein Toca-1 with a subset of type 3 effector proteins contribute to the established function of some, but not all involved, effector proteins.

Use of a Social Annotation Platform for Pre-Class Reading Assignments in a Flipped Introductory Physics Class

In this paper, we illustrate the successful implementation of pre-class reading assignments through a social learning platform that allows students to discuss the reading online with their classmates. We show how the platform can be used to understand how students are reading before class. We find that, with this platform, students spend an above average amount of time reading (compared to that reported in the literature) and that most students complete their reading assignments before class. We identify specific reading behaviors that are predictive of in-class exam performance. We also demonstrate ways that the platform promotes active reading strategies and produces high-quality learning interactions between students outside class. Finally, we compare the exam performance of two cohorts of students, where the only difference between them is the use of the platform; we show that students do significantly better on exams when using the platform.

Collaborative exams: Cheating? Or learning?

Virtually all human activity involves collaboration, and yet, collaboration during an examination is typically considered cheating. Collaborative assessments have not been widely adopted because of the perceived lack of individual accountability and the notion that collaboration during assessments simply causes propagation of correct answers. Hence, collaboration could help weaker students without providing much benefit to stronger students. In this paper, we examine student performance in open-ended, two-stage collaborative assessments comprised of an individually accountable round followed by an automatically scored, collaborative round. We show that collaboration entails more than just propagation of correct answers. We find greater rates of correct answers after collaboration for all students, including the strongest members of a team. We also find that half of teams that begin without a correct answer to propagate still obtain the correct answer in the collaborative round. Our findings, combined with...

Characterization of V. cholerae T3SS‐dependent cytotoxicity in cultured intestinal epithelial cells

AM‐19226 is a pathogenic, non‐O1/non‐O139 serogroup strain of Vibrio cholerae that uses a Type 3 Secretion System (T3SS) mediated mechanism to colonize host tissues and disrupt homeostasis, causing cholera. Co‐culturing the Caco2‐BBE human intestinal epithelial cell line with AM‐19226 in the presence of bile results in rapid mammalian cell death that requires a functional T3SS. We examined the role of bile, sought to identify the mechanism, and evaluated the contributions of T3SS translocated effectors in in vitro cell death. Our results suggest that Caco2‐BBE cytotoxicity does not proceed by apoptotic or necrotic mechanisms, but rather displays characteristics consistent with osmotic lysis. Cell death was preceded by disassembly of epithelial junctions and reorganization of the cortical membrane skeleton, although neither cell death nor cell‐cell disruption required VopM or VopF, two effectors known to alter actin dynamics. Using deletion strains, we identified a subset of AM‐19226 Vops that are required for host cell death, which were previously assigned roles in protein translocation and colonization, suggesting that they function other than to promote cytotoxicity. The collective results therefore suggest that cooperative Vop activities are required to achieve cytotoxicity in vitro, or alternatively, that translocon pores destabilize the membrane in a bile dependent manner.