Browsing by Author "Galli, Dominique"

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    Assessing Student Learning in Co-Curricular Undergraduate Programs
    (2018-06) Galli, Dominique
    The IUPUI Center for Research and Learning assesses student learning in undergraduate research using both qualitatively and quantitatively data. As of today close to 400 students ranging from freshmen to seniors and more than 100 mentors have been surveyed. Data collected as well as select excerpts from student reflective essays will be presented to demonstrate student learning.
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    Assessing Student Learning in Undergraduate Research Using the Principles of Undergraduate Research
    (2016-06-27) Galli, Dominique
    Indiana University Purdue University at Indianapolis (IUPUI) adopted its six Principles of Undergraduate Learning (PUL) in 1998 to clearly define student learning outcomes. Achievement of these PULs has not been systematically assessed in undergraduate research despite the fact that five of these principles (communication, critical thinking, application of knowledge, intellectual depth, and ethics) align very well with the research experience. The IUPUI Center for Research and Learning (CRL) directs various undergraduate research programs that are course independent. A model to qualitatively and quantitatively measure student learning over time was recently implemented. Students are required to submit multiple written progress reports that address specific issues related to their research project and the PULs. A final summary report at the end of the project includes a personal reflection page. The reflection piece is facilitated by guiding questions and links the student experience to the PULs. A standard survey for both students and mentors is used for quantitative student and program assessment. In its pilot phase, the qualitative piece of student learning and outcomes will be monitored by the CRL director. However, this responsibility will shift to faculty mentors if this assessment model proves successful. It is anticipated that some form of mentor training will be needed to ensure consistency in meeting the program goals.
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    IUPUI Taxonomy for Undergraduate Research Courses
    (2017-05) Galli, Dominique
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    Racial Differences in Neutrophil Response.
    (04/13/15) Wagenknecht, Dawn; Kowalik, Michael; Galli, Dominique; Wagenknecht, Dawn; Galli, Dominique; Microbiology/Immunology/Oral Biology
    Bacterial lipopolysaccharide (LPS), or endotoxin, is a mediator of inflammation. Repeated translocation of endotoxin from oral and intestinal bacteria into the bloodstream has been associated with low-grade systemic inflammation which in-turn increases the risk for systemic disease. A recent IUSD study linked experimental gingivitis to low-grade endotoxemia in both African-Americans and Caucasians. Interestingly, the study also reported differences in neutrophil numbers and oxidative burst activity between the two races. The aim of this preliminary study was to assess the in vitro neutrophil response to low dose LPS priming and subsequent activation with formyl-methionyl-leucyl-phenylalanine (fMLP) by Caucasian (C, n=6) and African American (AA, n=6) males 18 – 40 years of age. Following 6% polysucrose sedimentation of whole blood to reduce red blood cell contamination, fresh neutrophils were isolated by centrifugation over Histopaque® separation media. Neutrophils were resuspended in RPMI medium supplemented with 5% autologous serum, primed with 1 ng/ml LPS for 30 or 60 min and then activated with fMLP. Subsequently, cell-free culture media were collected, aliquoted and stored frozen until tested by ELISA for levels of myeloperoxidase (MPO), bactericidal permeability increasing protein (BPI) and acyloxyacyl hydrolase (AOAH) as markers of neutrophil activation. Activated neutrophils from C subjects released significantly higher levels of BPI compared to AA subjects (p=0.0077 & 0.0197, 30 and 60 minute prime, respectively). Similarly, the mean MPO levels in culture supernatants were higher for C males although the differences were not significant. AOAH was undetectable in the cell culture supernatants. In conclusion, neutrophils from C males displayed a stronger response (BPI and MPO) to LPS than neutrophils from AA male subjects suggesting a biological basis for the reported racial disparity in neutrophil response. (Supported by the IUPUI Office of the Vice Chancellor for Research)
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    Undergraduate Research IUPUI High-Impact Practice Taxonomy
    (2018-02-19) Galli, Dominique
    Undergraduate research is defined by the Council on Undergraduate Research (CUR) as an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline. Undergraduate research is recognized as a high-impact educational practice (Kuh, 2008), and its many benefits include gains in student learning (e.g., making use of primary literature, formulating research questions, logical and creative thinking) and personal gains (e.g., increased ability to work independently and greater tolerance for obstacles). Purpose: 1. Provide a resource for program leaders to develop and maintain a research-based curriculum by a. Identifying the key attributes essential for maximizing the UG research experience at various stages of student learning b. Encouraging program leaders to augment the depth and intensity of their program design for each attribute by providing appropriate learning tools 2. Provide highest-quality learning experiences for students who want to engage in research