Pub Date : 2024-09-25DOI: 10.1101/2023.05.29.542767
Héctor De Jesús-Cortés, Teresa L M Cramer, Daniel A Bowen, Francis Reilly-Andújar, Sophie Lu, Eric D Gaier, Mark F Bear
Amblyopia, a neurodevelopmental visual disorder characterized by impaired stereoacuity, is commonly modeled in animals using monocular deprivation (MD) during a critical period of visual development. Despite extensive research at the synaptic, cellular and circuit levels of analysis, reliable behavioral assays to study stereoscopic deficits in mice are limited. This study aimed to characterize the Visual Cliff Assay (VCA) and the Pole Descent Cliff Task (PDCT) in mice, and to evaluate their utility in detecting binocular dysfunction. Using these assays, we investigated the impact of clinically relevant manipulations of binocular vision, including monocular occlusion, pupillary dilation, and amblyopia induced by long-term MD. Our findings reveal that optimal performance in both the VCA and PDCT are dependent on balanced binocular input. However, deficits after MD in the VCA exhibited relatively small effect sizes (7-14%), requiring large sample sizes for statistical comparisons. In contrast, the PDCT demonstrated larger effect sizes (43-61%), allowing for reliable detection of binocular dysfunction with a smaller sample size. Both assays were validated using multiple monocular manipulations relevant to clinical paradigms, with the PDCT emerging as the preferred assay for detecting deficits in stereoscopic depth perception in mice. These findings provide a robust framework for using the VCA and PDCT in mechanistic and therapeutic studies in mice, offering insights into the neural mechanisms of binocular vision and potential interventions for amblyopia.
{"title":"Using the visual cliff and pole descent assays to detect binocular disruption in mice.","authors":"Héctor De Jesús-Cortés, Teresa L M Cramer, Daniel A Bowen, Francis Reilly-Andújar, Sophie Lu, Eric D Gaier, Mark F Bear","doi":"10.1101/2023.05.29.542767","DOIUrl":"10.1101/2023.05.29.542767","url":null,"abstract":"<p><p>Amblyopia, a neurodevelopmental visual disorder characterized by impaired stereoacuity, is commonly modeled in animals using monocular deprivation (MD) during a critical period of visual development. Despite extensive research at the synaptic, cellular and circuit levels of analysis, reliable behavioral assays to study stereoscopic deficits in mice are limited. This study aimed to characterize the Visual Cliff Assay (VCA) and the Pole Descent Cliff Task (PDCT) in mice, and to evaluate their utility in detecting binocular dysfunction. Using these assays, we investigated the impact of clinically relevant manipulations of binocular vision, including monocular occlusion, pupillary dilation, and amblyopia induced by long-term MD. Our findings reveal that optimal performance in both the VCA and PDCT are dependent on balanced binocular input. However, deficits after MD in the VCA exhibited relatively small effect sizes (7-14%), requiring large sample sizes for statistical comparisons. In contrast, the PDCT demonstrated larger effect sizes (43-61%), allowing for reliable detection of binocular dysfunction with a smaller sample size. Both assays were validated using multiple monocular manipulations relevant to clinical paradigms, with the PDCT emerging as the preferred assay for detecting deficits in stereoscopic depth perception in mice. These findings provide a robust framework for using the VCA and PDCT in mechanistic and therapeutic studies in mice, offering insights into the neural mechanisms of binocular vision and potential interventions for amblyopia.</p>","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11463652/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90247380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/0092055x241277876
April Dawn Holbrook
{"title":"Film Review: Hot Coffee: Is Justice Being Served?","authors":"April Dawn Holbrook","doi":"10.1177/0092055x241277876","DOIUrl":"https://doi.org/10.1177/0092055x241277876","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"156 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/0092055x241277877
Sarah L. Hoiland
{"title":"Book Review: Academic Outsider: Stories of Exclusion and Hope","authors":"Sarah L. Hoiland","doi":"10.1177/0092055x241277877","DOIUrl":"https://doi.org/10.1177/0092055x241277877","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"113 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-15DOI: 10.1177/0092055x241268787
Michael C. Lotspeich-Yadao, Kimberly Trevino-Boissel, Cara Hoekstra
This study investigates the impact of experiential learning in an Introduction to Sociology course, particularly for students interested in health careers. The course integrates a significant sociological research project with community health partners, involving 15 hours of data collection through phone and door-to-door interviews. The research addresses two key questions: the role of applied research in developing a comprehensive understanding of social health aspects among premedicine students and the effect of incorporating an applied research project in an introductory sociology course. Findings indicate that students gained a heightened awareness of local health issues and an increased interest in diverse perspectives on health outcomes influenced by structural factors. Furthermore, exposure to health care inequalities motivated students to learn more about health disparities. The study concludes that experiential learning deepens the understanding of sociological concepts, significantly enriching the knowledge of social determinants of health among future health professionals.
{"title":"Integrating Experiential Learning in Introduction to Sociology: Cultivating the Sociological Imagination in Premedicine Students","authors":"Michael C. Lotspeich-Yadao, Kimberly Trevino-Boissel, Cara Hoekstra","doi":"10.1177/0092055x241268787","DOIUrl":"https://doi.org/10.1177/0092055x241268787","url":null,"abstract":"This study investigates the impact of experiential learning in an Introduction to Sociology course, particularly for students interested in health careers. The course integrates a significant sociological research project with community health partners, involving 15 hours of data collection through phone and door-to-door interviews. The research addresses two key questions: the role of applied research in developing a comprehensive understanding of social health aspects among premedicine students and the effect of incorporating an applied research project in an introductory sociology course. Findings indicate that students gained a heightened awareness of local health issues and an increased interest in diverse perspectives on health outcomes influenced by structural factors. Furthermore, exposure to health care inequalities motivated students to learn more about health disparities. The study concludes that experiential learning deepens the understanding of sociological concepts, significantly enriching the knowledge of social determinants of health among future health professionals.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"394 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-12DOI: 10.1177/0092055x241268741
Florencia Rojo
Community-based research (CBR) as a form of community-engaged learning (CEL) offers students valuable sociological practice and learning experiences. Although CEL strategies are well documented for enhancing students’ sociological imagination, gaps persist in the literature regarding the impact on community partners. This article addresses the challenges and opportunities inherent in CEL, emphasizing the need for a balanced approach that enhances student learning while maintaining meaningful community partnerships. Through a case study of an undergraduate CBR class, this article highlights the instructor’s role in building authentic community-academic relationships, providing a blueprint for designing high-impact pedagogical practices with real-world applications. Employing qualitative interviews focused on students’ and community partners’ experiences, the study probes power dynamics, potential inequalities, and time-intensive aspects. It introduces an instructor-anchored partnership model incorporating team-based learning, addressing these complexities and presenting a framework for effective community-based learning in sociological education.
社区研究（CBR）作为社区参与式学习（CEL）的一种形式，为学生提供了宝贵的社会学实践和学习经验。虽然 CEL 策略在提高学生的社会学想象力方面有大量文献记载，但在对社区合作伙伴的影响方面，文献中仍存在空白。本文探讨了 CEL 所固有的挑战和机遇，强调需要一种平衡的方法，既能提高学生的学习能力，又能保持有意义的社区合作关系。通过对一门本科生社区学习课程的案例研究，本文强调了教师在建立真实的社区-学术关系中的作用，为设计具有实际应用价值的高效教学实践提供了蓝图。通过对学生和社区合作伙伴的经历进行定性访谈，该研究探讨了权力动态、潜在的不平等以及时间密集型问题。该研究介绍了一种以教师为主导的合作模式，该模式结合了团队学习，解决了这些复杂问题，并为社会学教育中有效的社区学习提供了一个框架。
{"title":"Where the Rubber Meets the Road: Balancing Pedagogy and Partnerships in an Undergraduate Community-Based Research Class","authors":"Florencia Rojo","doi":"10.1177/0092055x241268741","DOIUrl":"https://doi.org/10.1177/0092055x241268741","url":null,"abstract":"Community-based research (CBR) as a form of community-engaged learning (CEL) offers students valuable sociological practice and learning experiences. Although CEL strategies are well documented for enhancing students’ sociological imagination, gaps persist in the literature regarding the impact on community partners. This article addresses the challenges and opportunities inherent in CEL, emphasizing the need for a balanced approach that enhances student learning while maintaining meaningful community partnerships. Through a case study of an undergraduate CBR class, this article highlights the instructor’s role in building authentic community-academic relationships, providing a blueprint for designing high-impact pedagogical practices with real-world applications. Employing qualitative interviews focused on students’ and community partners’ experiences, the study probes power dynamics, potential inequalities, and time-intensive aspects. It introduces an instructor-anchored partnership model incorporating team-based learning, addressing these complexities and presenting a framework for effective community-based learning in sociological education.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-12DOI: 10.1177/0092055x241268768
Yen-Ting Hsu, Ana López Ricoy
Sociology instructors widely recognize writing as an effective tool for deep learning. However, we argue that deep reading is a prerequisite for effective thinking through writing. To support this argument, we highlight the potential of deep reading teaching techniques, such as concept mapping, to empower students to master class readings and enhance their writing skills. We collected data from a concept map-based review session designed to prepare students for a short-essay final exam in an introductory sociology class. Utilizing ordinary least squares regression analysis, we found that participants scored significantly higher than nonparticipants, with an average increase of six points in the final exam. To illustrate this finding, we purposefully sampled two students who greatly benefited from the intervention. Evaluating their writing using the VALUE rubrics from the Association of American Colleges and Universities, we observed similar improvements in reading comprehension skills but uneven progress in analytical skills. We discuss how these findings challenge structural barriers and enhance equity.
{"title":"Bringing Deep Reading Back in: How Concept Mapping Enhances Student Learning","authors":"Yen-Ting Hsu, Ana López Ricoy","doi":"10.1177/0092055x241268768","DOIUrl":"https://doi.org/10.1177/0092055x241268768","url":null,"abstract":"Sociology instructors widely recognize writing as an effective tool for deep learning. However, we argue that deep reading is a prerequisite for effective thinking through writing. To support this argument, we highlight the potential of deep reading teaching techniques, such as concept mapping, to empower students to master class readings and enhance their writing skills. We collected data from a concept map-based review session designed to prepare students for a short-essay final exam in an introductory sociology class. Utilizing ordinary least squares regression analysis, we found that participants scored significantly higher than nonparticipants, with an average increase of six points in the final exam. To illustrate this finding, we purposefully sampled two students who greatly benefited from the intervention. Evaluating their writing using the VALUE rubrics from the Association of American Colleges and Universities, we observed similar improvements in reading comprehension skills but uneven progress in analytical skills. We discuss how these findings challenge structural barriers and enhance equity.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"22 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/0092055x241262784
Shelly Clevenger, Jordana N. Navarro
This article provides an overview of the Survivors: Local Stories of Domestic Violence (hereafter, Survivors) civic engagement project. Survivors’ learning objectives were to increase the understanding of the complexity of intimate partner abuse and foster empathy in outsiders’ responses, something at the cornerstone of the #MeToo social movement and connected to trauma-informed teaching. To accomplish these goals, students were given quotes from individuals who suffered abuse and were asked to create a “body” that reflected the abuse and the “after” (coping/healing). This project was then presented at a local theater and included community members who read the quotes while the students presented their work. After the event, event participants were invited to submit their feedback via a brief survey or interviews, which resulted in involvement from 45 individuals. Analysis of both items reveals that Survivors was a meaningful experience for the students and community members involved.
{"title":"In Their Own Words: Teaching Empathy through the Centering of Individuals Who Have Experienced Abuse","authors":"Shelly Clevenger, Jordana N. Navarro","doi":"10.1177/0092055x241262784","DOIUrl":"https://doi.org/10.1177/0092055x241262784","url":null,"abstract":"This article provides an overview of the Survivors: Local Stories of Domestic Violence (hereafter, Survivors) civic engagement project. Survivors’ learning objectives were to increase the understanding of the complexity of intimate partner abuse and foster empathy in outsiders’ responses, something at the cornerstone of the #MeToo social movement and connected to trauma-informed teaching. To accomplish these goals, students were given quotes from individuals who suffered abuse and were asked to create a “body” that reflected the abuse and the “after” (coping/healing). This project was then presented at a local theater and included community members who read the quotes while the students presented their work. After the event, event participants were invited to submit their feedback via a brief survey or interviews, which resulted in involvement from 45 individuals. Analysis of both items reveals that Survivors was a meaningful experience for the students and community members involved.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"187 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141884029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/0092055x241262780
Karyn McKinney Marvasti
This article is a constructively self-critical autoethnography of my evolving identity as an instructor in a race and ethnicity course. I supplement and contextualize my self-reflections with data in the form of comments from student evaluations. I begin by considering how my social location mediates class dynamics. I then present comments from earlier in my career when students routinely expressed discomfort and admonished me for what they felt was bias. Next, I discuss pedagogical strategies I adopted to address such criticism. Finally, I explore recent comments that affirm my pedagogical choices while encouraging continuing assessment of and modifications to the course. Because most respondents in my analysis are white, this article focuses primarily on their discomforts with and reactions to racial conversations in my classes and how I, as a white instructor, have responded. A discussion of the need for similar research on experiences of students of color is included.
{"title":"“Out of the Comfort Zone”: Creating a Safely Brave Space for Dialogues about Race","authors":"Karyn McKinney Marvasti","doi":"10.1177/0092055x241262780","DOIUrl":"https://doi.org/10.1177/0092055x241262780","url":null,"abstract":"This article is a constructively self-critical autoethnography of my evolving identity as an instructor in a race and ethnicity course. I supplement and contextualize my self-reflections with data in the form of comments from student evaluations. I begin by considering how my social location mediates class dynamics. I then present comments from earlier in my career when students routinely expressed discomfort and admonished me for what they felt was bias. Next, I discuss pedagogical strategies I adopted to address such criticism. Finally, I explore recent comments that affirm my pedagogical choices while encouraging continuing assessment of and modifications to the course. Because most respondents in my analysis are white, this article focuses primarily on their discomforts with and reactions to racial conversations in my classes and how I, as a white instructor, have responded. A discussion of the need for similar research on experiences of students of color is included.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"38 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号