Browsing by Author "Sanders, Elizabeth"

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    Incidence of cognitively defined late-onset Alzheimer's dementia subgroups from a prospective cohort study
    (Elsevier, 2017-12) Crane, Paul K.; Trittschuh, Emily; Mukherjee, Shubhabrata; Saykin, Andrew J.; Sanders, Elizabeth; Larson, Eric B.; McCurry, Susan M.; McCormick, Wayne; Bowen, James D.; Grabowski, Thomas; Moore, Mackenzie; Gross, Alden L.; Keene, Dirk; Bird, Thomas E.; Gibbons, Laura E.; Mez, Jesse; Radiology and Imaging Sciences, School of Medicine
    INTRODUCTION: There may be biologically relevant heterogeneity within typical late-onset Alzheimer's dementia. METHODS: We analyzed cognitive data from people with incident late-onset Alzheimer's dementia from a prospective cohort study. We determined individual averages across memory, visuospatial functioning, language, and executive functioning. We identified domains with substantial impairments relative to that average. We compared demographic, neuropathology, and genetic findings across groups defined by relative impairments. RESULTS: During 32,286 person-years of follow-up, 869 people developed Alzheimer's dementia. There were 393 (48%) with no domain with substantial relative impairments. Some participants had isolated relative impairments in memory (148, 18%), visuospatial functioning (117, 14%), language (71, 9%), and executive functioning (66, 8%). The group with isolated relative memory impairments had higher proportions with ≥ APOE ε4 allele, more extensive Alzheimer's-related neuropathology, and higher proportions with other Alzheimer's dementia genetic risk variants. DISCUSSION: A cognitive subgrouping strategy may identify biologically distinct subsets of people with Alzheimer's dementia.
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    The Integrating Community Engaged Learning through Ethical Reflection (ICELER) Faculty Learning Community Theory of Change and Learning Goals, Years 1-4
    (Stem Education Innovation & Research Institute and the IUPUI Center for Service and Learning, 2022-09-04) Price, Mary F.; Coleman, Martin A.; Fore, Grant A.; Sorge, Brandon H.; Hahn, Tom; Sanders, Elizabeth; Nyarko, Samuel Cornelius; Hatcher, Julie A.
    This document presents the final ICELER theory of change, including annually generated FLC goals that were part of a multi-year institutional transformation grant #1737157 entitled Institutional Transformation: Enhancing IUPUI STEM Curriculum through the Community-Engaged Learning and Ethical Reflection Framework (I-CELER)
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    The Integrated Community-Engaged Learning and Ethical Reflection (ICELER) Faculty Learning Community Curriculum: 2018-2022
    (2023-12-18) Price, Mary F.; Coleman, Martin A.; Fore, Grant A.; Hess, Justin L.; Sorge, Brandon H.; Hahn, Tom; Sanders, Elizabeth; Nyarko, Samuel Cornelius
    The Integrated Community-Engaged Learning and Ethical Reflection (ICELER) project was funded under the NSF’s Cultivating Cultures for Ethical STEM program (Award #1737157) in 2017 as a five-year institutional transformation grant (see Fore et al., 2018). The ICELER project approaches institutional transformation in teaching and learning on multiple levels including individual and departmental. To effect changes at these two levels, the research team used a faculty learning community (FLC) as a core intervention in the project. This document provides background information on the curriculum used in this FLC, including descriptions of the design features and activities. This report includes an appendices section as well that includes sample assignments and tools used over the four years that the FLC was active. This report is intended as a resource for those interested in learning from, replicating, or adapting it for their own work with faculty.