Browsing by Author "Alfrey, Karen"

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    Framework for In-Silico Neuromodulatory Peripheral Nerve Electrode Experiments to Inform Design and Visualize Mechanisms
    (2023-08) Lazorchak, Nathaniel; Yoshida, Ken; Alfrey, Karen; Berbari, Edward
    The nervous system exists as our interface to the world, both integrating and interpreting sensory information and coordinating voluntary and involuntary movements. Given its importance, it has become a target for neuromodulatory therapies. The research to develop these therapies cannot be done purely on living tissues - animals, manpower, and equipment make that cost prohibitive and, given the cost of life required, it would be unethical to not search for alternatives. Computation modeling, the use of mathematics and modern computational power to simulate phenomena, has sought to provide such an alternative since the work of Hodgkin and Huxley in 1952. These models, though they cannot yet replace in-vivo and in-vitro experiments, can ease the burden on living tissues and provide details difficult or impossible to ascertain from them. This thesis iterates on previous frameworks for performing in-silico experiments for the purposes of mechanistic exploration and threshold prediction. To do so, an existing volume conductor model and validated nerve-fiber model were joined and a series of programs were developed around them to perform a set of in-silico experiments. The experiments are designed to predict changes in thresholds of behaviors elicited by bioelectric neuromodulation to parametric changes in experimental setup and to explore the mechanisms behind bioelectric neuromodulation, particularly surrounding the recently discovered Low Frequency Alternating Current (LFAC) waveform. This framework improved upon its predecessors through efficiency-oriented design and modularity, allowing for rapid simulation on consumer-grade computers. Results show a high degree of convergence with in-vivo experimental results, such as mechanistic alignment with LFAC and being within an order of magnitude of in-vivo pulse-stimulation threshold results for equivalent in-vivo and in-silico experimental designs.
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    Supporting Teaching Excellence and Scholarship
    (Office of Academic Affairs, IUPUI, 2017) Burns, Debra S.; Alfrey, Karen; Feldhaus, Charles; Fernandez, Eugenia; Salama, Paul
    One main focus of the School of Engineering and Technology’s current strategic plan is to “excel in the delivery of instruction, the scholarship of teaching and learning . . . to support extraordinary student success.” And while the School of Engineering and Technology has a long history of teaching excellence most mentorship activities focus on supporting faculty seeking excellence in research/discovery. According to the 2015 campus faculty professional development satisfaction survey over a third (34.5%) of tenured and tenure-track E & T faculty, a quarter (25%) of full-time non-tenure track faculty, and two-thirds (67%) of part-time and adjunct faculty rated their satisfaction with professional development opportunities related to teaching as either only “somewhat satisfied” or “not satisfied”. Furthermore, approximately 40% of E & T non-tenure track and tenure track faculty are not satisfied or only somewhat satisfied with available mentoring opportunities. Thus, it is apparent there is a need to develop an intentional, sustainable program focused on developing faculty capacity for scholarship in teaching while providing mentoring and leadership opportunities for mid-career faculty. This proposal describes the structure and programming to provide a robust climate for the testing, integration, and dissemination of pedagogical practices in engineering and technology. The proposed programming leverages available campus resources and expertise, as well as a strengthening of current programming. Six Engineering and Technology faculty have agreed to be paired with faculty interested in focusing their scholarship in teaching and learning. Individual mentoring sessions, tailored to the mentees’ needs, will occur throughout the academic year. Monthly workshops (currently called “Lunch & Learn”) will cover discipline-specific topics related to pedagogy and learning. The program will be assessed on three different levels: participant satisfaction, assessment of teaching scholarship, and adoption of best practices. Our goal is to create a culture within the School that explicitly values innovative student-centered teaching and related dissemination.