acase@tulane.edu / The present research examines barriers Black women may face when entering fields related to science, technology, engineering, and mathematics (i.e., STEM). For example, recent research found that Black women are often forgotten by others because of their non-prototypical group memberships (i.e., intersectional invisibility). Furthermore, previous research using the “Who Said What” paradigm has found that people are more likely to misattribute statements made by Black women to other White men, White women, and Black men. Following this paradigm, the present research sought to determine if invisibility would no longer occur among Black women if they demonstrated incompetence through minor mistakes. It was hypothesized that after a mistake was committed, Black women would become hypervisbile and that this increase in visibility would negatively affect participants’ perceptions of Black women’s success in STEM. Results from the current research determined that there was no support for invisibility or hypervisibility. Instead, results suggested that participants were more likely to misattribute statements about Black targets to White targets; however, this only occurred when targets made mistakes. Overall the results suggest a strong concern for participants to appear nonprejudiced and an unwillingness to attribute mistakes to Black targets. The findings have interesting implications for critical evaluations between ethnic groups. / 1 / Amanda R. Van Camp

Thesis (degree.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 57 p. Includes bibliographical references p. 51-57.

Thesis (M.A.)--Catholic Theological Union at Chicago, 2007. / Vita. Includes bibliographical references (leaves 42-47).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2007. / Vita. Includes bibliographical references (leaves 42-47).

In a southeastern U.S. school district, it was unknown how teachers integrated technology into their classroom teaching in the science, technology, engineering, and mathematics (STEM) curriculum. Teachers should be knowledgeable of their content, pedagogy of the content, and delivery instruction to improve students' learning outcomes. The purpose of this bounded qualitative case study was to examine how teachers integrated technology into their teaching to improve science students' learning outcomes. Mishra and Koehler's and Shulman's theories of technology, pedagogy, and content knowledge served as the conceptual framework. Purposeful sampling was used to select 12 certified science teachers, with at least 1 year of teaching experience, who had access to instructional technologies and taught STEM-related content. Data were collected through teachers' lesson plans and semistructured interviews. Typological analysis was used to code and summarize data into emerging themes. Teachers used computers, projectors, and mobile computer carts as instructional tools and sources to help students learn. Additionally, poor Internet connection, lack of access to district web-based science sites, interactive Smart boards, and digital projectors, and obsolete and slow-running computers were barriers to teaching and learning. Based on the findings, a 3-day professional development project was developed to improve teachers' knowledge and technology use in the STEM curriculum. This endeavor may contribute to positive social change when district administrators provide STEM teachers with technology tools and training to improve science instruction and optimal learning outcomes for students.

archives@tulane.edu / I would like to thank the Tulane Department of Biomedical Engineering and the Tulane Center for Stem Cell Research and Regenerative Medicine for the support and means to conduct such meaningful research. I am also thankful for the continued support and encouragement from Dr. Bruce Bunnell, whose enthusiasm and inexhaustible drive is a source of inspiration. To my fellow lab members, and particularly Ben O’Donnell, I attribute the technical skills I have learned and the joy of coming to work every day in such a welcoming environment. I am grateful for the additional help from our cohort of research assistants, including Tia Monjure, Brooke Santagato, Michael L’Ecuyer, and Mitchell Couldwell. Additionally, much of my work is in part attributed to the team of specialized core personnel, Alan Tucker in flow cytometry and Dina Gaupp in histology. I am grateful for the American Association of University Women which provided funding for my master’s coursework. In affiliation with the University and Pittsburgh and Stanford University, this project is the collaborative effort of many great minds. It was financially supported by the National Institute of Health under the project number 1UG3TR002136-01. / 1 / Clara Ives

No description available.

Neural stem cells are capable of self-renewal and multilineage differentiation into the main cell types of the central nervous system, which are the neurons, astrocytes, and oligodendrocytes. These properties make neural stem cells an attractive cell source for potential cell-based therapies; however, thoroughly describing their gene expression programs is required to predict their safety and efficacy. In this study, we reveal that mouse embryonic day (E14) forebrain-derived primary neural stem cells have an astrocytic gene expression profile. We show that the NOTCH and BMP signalling pathways exhibit transcription profiles that are specific to the proliferation and differentiation of this neural stem cell source. Finally, we report the expression patterns of the Hox and TALE family homeobox genes in the E14 forebrain, E14 forebrain-derived primary neural stem cells, and their differentiating progeny. Protein expression analysis suggests that PREP2 is involved in neural stem cell proliferation and neuronogenesis, and that MEIS1 is involved in astrocyte differentiation. This is the first report on the expression patterns of TALE genes in forebrain-derived NSC differentiated in vitro, which provides a starting point to investigate the role of TALE genes in forebrain neurogenesis.

No description available.

Neural stem cells are capable of self-renewal and multilineage differentiation into the main cell types of the central nervous system, which are the neurons, astrocytes, and oligodendrocytes. These properties make neural stem cells an attractive cell source for potential cell-based therapies; however, thoroughly describing their gene expression programs is required to predict their safety and efficacy. In this study, we reveal that mouse embryonic day (E14) forebrain-derived primary neural stem cells have an astrocytic gene expression profile. We show that the NOTCH and BMP signalling pathways exhibit transcription profiles that are specific to the proliferation and differentiation of this neural stem cell source. Finally, we report the expression patterns of the Hox and TALE family homeobox genes in the E14 forebrain, E14 forebrain-derived primary neural stem cells, and their differentiating progeny. Protein expression analysis suggests that PREP2 is involved in neural stem cell proliferation and neuronogenesis, and that MEIS1 is involved in astrocyte differentiation. This is the first report on the expression patterns of TALE genes in forebrain-derived NSC differentiated in vitro, which provides a starting point to investigate the role of TALE genes in forebrain neurogenesis.