Globalization and technology have placed a recognizable pressure on both employers and educational institutions. Entry-level employees must be adaptive, innovative, collaborative, and have strong problem-solving and communication skills. To prepare students for the future workforce, schools must revisit existing practices and find new ways to foster innovation as the gap between the new skills students need verses what is being taught in public schools continues to grow (Bybee et al, 2006; Wagner, 2012). One way to increase students' interest and skills in STEM education is by incorporating makerspaces into schools. Makerspaces are physical spaces where people have opportunities to build and construct objects based on their own personal interests. Makerspaces foster the innovative ideas and skills students need upon graduation. This qualitative case study investigates why educational leaders decided to launch a makerspace lab and how school leaders established a model makerspace lab at an elementary school. The purpose of this study was to document and describe the change process connected with the implementation of the makerspace lab, how leaders navigated various obstacles, perceptions of the change process, and lessons learned from educators. The findings show that school leaders experienced a novel concept after visiting an extraordinary model makerspace program which demonstrated a unique approach to developing the innovative capacity of young learners. These experiences created a transformational moment in school leaders that motivated them to be change agents and launch their own makerspace lab. School leaders developed community partnerships with an engineering university, a Fortune 500 company, an education community foundation, and a large school district to make this work possible. Together, these educational and business collaborators created a model elementary makerspace model that is one of the first of its kind on the east coast and currently services students from other schools in the region. The findings further discuss the importance of community partnerships, inviting other schools to participate, having a model program to emulate, having the right people, and how a school initiative became a district opportunity. / Doctor of Education / Globalization and technology have pressured both employers and educational institutions to change. Entry-level employees must be adaptive, innovative, collaborative, and have strong problem-solving and communication skills. To prepare students for the future workforce, schools must revisit existing practices and find new ways to foster innovation as the gap between the new skills students need verses what is being taught in public schools continues to grow (Bybee et al, 2006; Wagner, 2012). One way to increase students’ interest and skills in STEM education is by incorporating makerspaces into schools. Makerspaces are physical spaces where people have opportunities to build and construct objects based on their own personal interests. Makerspaces foster the innovative ideas and skills students need upon graduation. This qualitative case study investigates why educational leaders decided to launch a makerspace lab and how school leaders established a model makerspace lab at an elementary school. The purpose of this study was to document and describe the change process connected with the implementation of the makerspace lab, how leaders navigated various obstacles, perceptions of the change process, and lessons learned from educators. The findings show that school leaders experienced a novel concept after visiting an extraordinary model makerspace program which demonstrated a unique approach to developing the innovative capacity of young learners. These experiences created a transformational moment in school leaders that motivated them to be change agents and launch their own makerspace lab. School leaders developed community partnerships with an engineering university, a Fortune 500 company, an education community foundation, and a large school district to make this work possible. Together, these educational and business leaders created a model elementary makerspace model that is one of the first of its kind on the east coast and currently services students from other schools in the region. The findings further discuss the importance of community partnerships, inviting other schools to participate, having a model program to emulate, having the right people, and how a school initiative became a district opportunity.

Citizens must have a minimal level of STEM-literacy to work alongside scientists to tackle both current and future global challenges. How can general education, the one piece of the undergraduate experience every student completes, contribute to this development? And science learning is dependent on having transformative aesthetic experiences in the science classroom. These memorable experiences involve powerful connection between students and the world around them. If these types of experiences are necessary for science learning and growth, are students in introductory science courses having them? If so, what relationship might they have with students' desires to pursue further science study? This dissertation explores these questions through two manuscripts. The first, a theoretical piece published in the Journal of General Education in 2015, argues that non-STEM students must have transformative aesthetic experiences in their undergraduate general education science course to develop the level of understanding needed to engage with challenging scientific issues in the future. This claim is substantiated by bringing together the work of Dewey and Deweyan scholars on the nature and impact of aesthetic experiences in science and science education with the general education reform efforts and desired outcomes for an informed and engaged citizenry. The second manuscript, an empirical piece, explores the lived experience of non-STEM students in an introductory geosciences course. A phenomenological research methodology is deployed to capture the 'essence' of the lived experience of a STEM-philic student in general education science. In addition, Uhrmacher's CRISPA framework is used to analyze the participants' most memorable course moments for the presence or absence of aesthetic experiences. In explication of the data, it shows that students are in fact having aesthetic experiences (or connecting to prior aesthetic experiences) and these experiences are related to their desires to pursue further STEM study. / Ph. D.

The adipose-derived stromal vascular fraction (SVF) is a promising new therapy for equine flexor tendonitis. This heterogeneous population of cells may improve tendon healing via the production of growth and chemotactic factors capable of recruiting endogenous stem cells and increasing extracellular matrix production by tendon fibroblasts (TFBL). The purpose of this study was to evaluate the ability of adipose-derived cells (ADC) culture expanded from the SVF to act as trophic mediators in vitro. We hypothesized that ADCs would produce growth and chemotactic factors important in tendon healing and capable of inducing cell migration and matrix protein gene expression. Superficial digital flexor tendons and adipose tissue were harvested from eight adult horses and processed to obtain SVF cells, ADCs and TFBLs. Adipose-derived cells and TFBLs were grown in monolayer culture for growth factor quantification, to produce conditioned media for microchemotaxis, and in co-culture for quantification of matrix protein gene expression by TFBLs. Growth factor gene expression by SVF cells was significantly greater than in ADCs or TFBLs. Co-culture of TFBLs and ADCs resulted in modest up-regulation of matrix protein expression (collagen types I and III, decorin, and cartilage oligomeric matrix protein) by TFBLs. Media conditioned by ADCs induced ADC migration in a dose dependent manner. These findings support the role of both SVF and ADCs as trophic mediators in tendon regeneration. The differences detected in gene expression between SVF cells and ADCs indicate that additional studies are needed to evaluate the changes that occur during culture of these cells. / Master of Science

The goal of this study was to identify strategies used by exemplar practitioners to develop integrated instruction. A pilot case study design was used and four sources of data were analyzed allowing for a convergence of data sets. These data sets included a questionnaire, an audio recording, lesson plans, and student artifacts. Data were analyzed through theme analysis producing 26 strategies. These strategies were then collapsed into a final list of 15 representing important areas of consideration for practitioners. A careful review of these 15 strategies identified three broad strategy categories: Planning, Implementation, and Evaluation. By grouping strategies in this way, each could be shown to relate to specific aspects of the overall integrative instructional process. / Master of Arts

In recent decades, United States public school education has moved toward standards-based curricula. However, performance on standardized tests may not be representative of subject literacy or workforce preparedness. This misalignment may be particularly true in the sciences, where low science literacy and gender-related workforce shortfalls are evident. This study was an exploration of how well standardized test scores and other academic metrics reflected progression to a science major, by gender. This exploratory study used longitudinal data from the Virginia Department of Education, prepared by the Virginia Longitudinal Data System, for students who graduated from Virginia public schools from 2004-2016 (N=1,089,389). Students' standardized assessment scores, science course grades, demographics, and post-secondary major were analyzed using correlation analysis, logistic regression, principal component analysis, and hypothesis testing. Overall, 9% of high school completers enrolled in a post-secondary science major, with approximately half of those students attending 4-year schools. Seventy percent of science majors were female; females were most prevalent in health-related majors and least prevalent in physical sciences. Logistic regression identified the following factors significantly related to enrolling in a post-secondary science major: gender, high school science grades, and the high school's percent of students who majored in science. A student's status as economically disadvantaged or an underrepresented minority was significantly related to enrolling in a 2-year science major. In comparisons among academic metrics, standardized test scores and science grades were uncorrelated, and science grades differed significantly among demographic subgroups. Overall, demographic and school-level factors were more closely related to majoring in science than were academic factors. For both genders and for biological, physical, and health sciences, the percent of students majoring in science doubled from 2005-2015. Standardized test scores and course grades measured different aspects of learning, and higher science grades were related to majoring in science. However, the designation of "science major" is so broad as to be uninformative in a research context; more specificity would be needed to develop academic profiles. From these findings, one can conclude that demographic and cultural factors – rather than academic factors – were more closely related to whether students pursued a science pathway. / Doctor of Philosophy / In recent decades, United States public school education has moved toward standards-based curricula. However, performance on standardized tests may not represent subject knowledge or job preparedness, particularly in the science fields. This study was an exploration of how well standardized test scores and other academic measured were related to majoring in science, for male and female students. This exploratory study used data from the Virginia Department of Education, prepared by the Virginia Longitudinal Data System, for students who graduated from Virginia public schools from 2004-2016. Students' standardized test scores, science course grades, demographics, and college major were analyzed. Overall, 9% of high school completers enrolled in a science major after high school, with approximately half of those students attending 4-year schools. Seventy percent of science majors were female; females were most prevalent in health-related majors and least prevalent in physical sciences. The following factors were significantly related to enrolling in a science major: gender, high school science grades, and the high school's percent of students who majored in science. A student's status as economically disadvantaged or an underrepresented minority was significantly related to enrolling in a 2-year science major. In comparisons among academic measures, standardized test scores and science grades were not related to each other, and science grades differed among demographic groups. Overall, demographic and school-level factors were more closely related to majoring in science than were academic factors. For both genders and for biological, physical, and health sciences, the percent of students majoring in science doubled from 2005-2015. Standardized test scores and course grades measured different aspects of learning, and higher science grades were related to majoring in science. However, the designation of "science major" is so broad as to be uninformative in a research context; more specificity would be needed to develop academic profiles. From these findings, one can conclude that demographic and cultural factors – rather than academic factors – were more closely related to whether students pursued a science pathway.

Objectives: The effects of estrogens on immune system formation and function are well documented. Diethylstilbestrol (DES), a synthetic estrogen, has been linked to neoplasia and immune cell dysfunction in humans and animals exposed in-utero. In-vitro effects of DES exposure of murine embryonic stem (ES) cells on the early embryonic immune system development and the expression of cellular surface markers associated with common hemangioblastic and hematopoietic precursors of the endothelial, lymphoid & myeloid lineages were investigated. Hypothesis: Early ES cell expression of CD45 a marker common to lymphoid lineage hematopoietic stem cells and differentiation of lymphoid lineage precursors are affected by in-vitro exposure to DES. Methods: Murine ES cells were cultured using a variety of techniques: an OP9 co-culture system, and formation of embryoid bodies (EBs) in a liquid medium and hanging drop system. The OP9 co-culture system did not appear to give rise to well differentiated lymphoid lineage cells during 12 days of differentiation. The hanging drop EB culture system, previously shown to promote differentiation of endothelial and lymphoid precursor cells, was chosen for further studies of ES cell differentiation. ES cells were harvested at five time points: undifferentiated (day 0), and differentiated (days 3, 8, 12 and 16). Differentiating ES cells were treated with DES beginning on day 3. The synthetic estrogen, DES, was chosen as a treatment because of its similar potency to 17β estradiol and documented association with neoplasia in women exposed in-utero. Surface marker expression, measured by real-time RT-PCR amplification, was recorded using fluorogenic TaqMan(R) probes designed specifically for the surface proteins of interest: oct4, c-Kit, Flk1, ERα, ERβ, CD45, Flt1, & VE-cadherin. Analysis & Results: Changes in surface marker gene expression between day 0 and day 16 of differentiation were analyzed using the RT-PCR threshold counts (CT) and the comparative threshhold cycle method. The expression of each target mRNA was normalized internally to a housekeeping gene (18s rRNA) and calculated relative to day 0. ANOVA (Type 3 fixed-effects analysis, SAS) was performed using the unexponentiated ΔΔCT values. The effects of DES, time, and the interaction between DES and time were evaluated for days 8, 12 and 16. Additionally, the effects of DES on the expression of each marker were evaluated for day 16. Expression of estrogen receptor receptor α & β (ERα & β) in the EBs was established, and did not appear to be affected at any time by treatment with DES. ERα was expressed in significant levels on day 16, while ERβ was expressed in low levels throughout the period of differentiation. The expression of the cell surface marker, c-Kit was significantly (P<0.0001) altered by the presence of DES between the three time points sampled. The expression of the VEGF receptor, Flt1, and the adhesion molecule, VE-cadherin, markers of endothelial cells, were also significantly (P<0.026) altered by treatment with DES on day 16 of differentiation. Treatment with DES appeared to have no effect on the expression of CD45, a marker common to lymphoid precursor cells. Conclusions: These results indicate the presence of estrogen receptors in differentiating ES cells as early as day three in-vitro (ERβ) until day 16 (ERα). DES alters expression of common hemangioblastic and hematopoietic precursor, as well as endothelial lineage markers, but has no effect on expression of the marker of lymphoid lineage development before day 16. These effects coincided with the expression of ERα. The enduring effects of DES exposure in-utero may not be manifest in this ES model, or may occur at later stages of differentiation or in selected subpopulations of CD45+ cells. / Master of Science

Yes / Beverley Lucas and her colleagues give us a big green welcome to the Ecoversity of Bradford In 2005, the Higher Education Funding Council for England (Hefce) stated that ‘the greatest contribution a university can make to sustainable development is through the education of their graduates’. The University of Bradford took up the gauntlet, embedding sustainable development in all areas of its campus whilst also transforming the curriculum across the university to educate for sustainable development. This led to them coining themselves an ecoversity. / The authors would like to thank the National HE STEM Programme for funding this project.

This research study is part of a larger study that examines the experiences of Black women in physics graduate programs to identify priorities for departmental change initiatives to remove structures that keep out and/or push out Black women. This research also reinforces the ongoing necessity to raise awareness about the impact of stereotypes on how Black women are perceived and how stereotypes affect the matriculation of Black women in physics graduate programs. Black women represent the lowest percentage of students in physics graduate programs and often contend with stressors like microaggressions, bias, and stereotype threats that impede their success and well-being. Employing the Photovoice research method, we collected photos representing their journey in their physics PhD program from 13 participants who were either currently in or recently attended graduate physics programs at U.S. institutions. Additionally, we conducted individual semi-structured interviews with each participant and focus group interview sessions to allow for the elaboration and consolidation of common themes. Our goal is to offer the participants the opportunity to provide the strategies and recommendations they deem most effective in supporting Black women in physics programs from their firsthand experiences and voices. We found that negative stereotypes severely impact Black women in physics graduate programs. They carry the persistent burden of navigating through their programs while tending to their speech, behavior, and other personal characteristics to avoid the threat of being stereotyped. Conversely, to survive in environments that restrict them from the privilege of showing up as their authentic selves, they sometimes inadvertently impose stereotypes on themselves. These findings along with discussions about the differences between HBCU institutions and their PWI graduate programs reveal how Black women struggle to find a sense of belonging and adequate academic and personal support in physics PhD programs.

NKX3.1, a prostate specific homeobox gene is a known marker of prostate epithelium during embryogenesis and is also expressed subsequently through different stages of prostate differentiation. However, all studies on NKX3.1 are focused on its regulation by androgen receptor (AR). The aim of this project is to establish the role of NKX3.1 in differentiation in prostate cancer, independent of AR regulation. In this thesis, I characterize the cell lines in terms of their differentiation capabilities in 3D, expression levels of NKX3.1 and the mismatch repair status. The genes potentially involved in differentiation and regulators of NKX3.1 are also identified using microarray data of the cell lines (<b>Chapter 3</b>). Although NKX3.1 plays a key role in prostate development no studies have been conducted on the effect of NKX3.1 expression on differentiation capabilities of prostate cell lines. In <b>Chapter 4</b>, this was investigated by siRNA mediated knockdown of NKX3.1 in 22Rv1 cell line and overexpression of NKX3.1 in PC3 (designated PC3-Nkx3.1) and PNT1a cells followed by growth in 3D. These functional studies show that the expression of NKX3.1 is vital for lumen formation in 3D, which is used as a measure of differentiation. The microarray data and overexpression of NKX3.1 studies suggest that this gene may also be involved in inhibiting epithelial to mesenchymal transition (EMT). Homeobox B13 (HOXB13) was identified as one of the downstream targets of NKX3.1. NKX3.1 and HOXB13 expression levels are positively correlated not only in the panel of prostate cell lines but also in the NKX3.1 overexpression and knockdown studies (<b>Chapter 5</b>). The results of the work presented in this thesis demonstrate that there is a striking parallel between the function of NKX3.1 in prostate and Caudal-type homeobox 1 (CDX1) in the colon and rectum. In conclusion, NKX3.1 plays a key role as a tumour suppressor in prostate cancer by controlling differentiation of prostate cancer cells.

Haematopoietic stem cells (HSCs) emerge during embryogenesis and maintain hematopoiesis in the adult organism. Qualitative and quantitative assessment of HSCs can only be performed functionally using the in vivo long-term repopulation assay. Due to the lack of such data, little is known about the development of HSCs in the human embryo, which is a prerequisite for the development of new therapeutic strategies. Employing the xenotransplantation assay, I have performed here the spatio-temporal mapping of HSC activity within the human embryo and have shown that human HSCs emerge first in the aorta-gonad-mesonephros (AGM) region, specifically in the ventral wall of the dorsal aorta, and only later appear in the yolk sac, liver and placenta. Human AGM region HSCs transplanted into immunodeficient mice provide long-term high-level multilineage haematopoietic repopulation. These cells, although present in the AGM region in low numbers, exhibit a very high self-renewal potential. A single HSC derived from the AGM region generates around 600 daughter HSCs in primary recipient mice, which disseminate throughout the entire recipient bone marrow and are retransplantable. These findings highlight the vast regenerative potential of the earliest human HSCs and set a new standard for in vitro generation of HSCs from pluripotent stem cells for the purpose of regenerative medicine. I have also established a preliminary immunophenotype of the earliest human HSC. These data will be useful for my future studies on the mechanisms underlying the high potency of human embryonic HSCs and on the characterisation of embryonic HSC niche.