Teaching Award Research Articles

CARTA DE LA EDITORA ASOCIADA

In this letter, the number 3 of 2020 of the Journal of Management and Business Education is introduced. A brilliant article and a suggestive line of research by Professor Enrique Bigne head the number. His work introduces us to a new perspective, current, and with a great projection of the future, which is the necessary customization of the teaching-learning process in Business and Management, assisted by technology and the constant innovations in teaching and learning. In addition, the number includes a relevant contribution by the professors of the University of the Basque Country UPV-EHU, with its IKASEKIN model, formulated as an integral learning for the development of innovative capacity, and which received the Educational Innovation Award of XXXIII AEDEM Annual Congress, held in June 2019 in Seville. Other interesting contributions included in the number refer to the implications of new methodological tools that increasingly appear as protagonists in our classrooms, such as gamification or interactive digital applications to maintain attention and the motivation of the students in their learning.

Impact of an aspartame‐containing diet soft drink on postprandial metabolism

ObjectiveNon‐nutritive sweeteners (NNS) are widely used to lower daily caloric intake. However, controversy exists concerning possible metabolic effects of NNS. We hypothesized that Diet Coke, containing aspartame, differentially affects postprandial metabolism compared to a sugar‐sweetened beverage (Coke), but not water when co‐ingested with a mixed meal.MethodsSix healthy lean (26±1% body fat) males aged 20–26 yrs completed three separate tests consisting of a mixed meal (0.4g fat, 0.8g carbohydrates, and 0.3g protein/kg FFM) with the addition of 20oz of Coca‐Cola (CC: 787±49kcal), Diet Coke (NNS: 547±49kcal), or water (CON: 547±49kcal). Resting metabolic rate was measured via indirect calorimetry and blood samples were obtained immediately before, 5, 10 and 30 min, and 1, 2 and 3 hours after meal and beverage ingestion.ResultsThere was a significant main effect of treatment on fat oxidation rate, with post hoc analysis indicating differences between effect between CC and CON (P < 0.001), and CC and NNS (P = 0.012). For all measures of fat oxidation, including total fat oxidized, area under the fat oxidation curve (AUC), and total postprandial fat oxidized, NNS and CON were significantly higher compared to CC (P < 0.05). Additionally, there was a significant main effect of treatment on the rate of carbohydrate oxidation, with post hoc testing indicating differences between CC and CON (P < 0.001), and CC and NNS (P = 0.023). All measures of carbohydrate oxidation, including total carbohydrate oxidized, carbohydrate oxidation AUC, and total postprandial carbohydrate oxidized were significantly lower during NNS and CON treatments compared to CC (P < 0.05), with no differences between NNS and CON. There were no significant differences among treatments in glucose concentrations.ConclusionDiet Coke does not impact postprandial metabolism, whereas Coca‐Cola suppresses fat oxidation and increases carbohydrate oxidation compared to Diet Coke and water.Support or Funding InformationR.C.P. was support by the University of Georgia Graduate School Georgia Research Education Award Traineeship Follows Program

Tabata style functional exercise increases resting and postprandial fat oxidation but does not reduce triglyceride concentrations

We evaluated the effect of a high fat meal with and without prior high intensity functional exercise executed in a Tabata style interval pattern on resting and postprandial substrate oxidation, to include blood glucose and triglyceride concentrations in humans. Eleven healthy males completed two trials [Tabata exercise (TE) and non‐exercise control (CON)] in random order separated by 7 days. A two‐day protocol was used in which TE or CON was performed on the first day and a high fat meal was administered ~13 hrs later on the following morning. Power output from the TE session was quantified using a kinematic approach by calculating external work performed per unit of time for each of the 4 exercises (rowing, dumbbell thrusters, kettlebell swings, and burpees). For the meal challenge, respiratory gases and blood samples were taken fasted and at 1, 2, and 3 hrs postprandial. Fat oxidation was significantly higher after TE compared to CON at each time point (P < 0.05). Total fat oxidized, total fat oxidation AUC, and total postprandial fat oxidized all significantly increased after TE (P < 0.05). Carbohydrate oxidation was significantly lower after TE compared to CON at 1 hr postprandial (P < 0.05). Total carbohydrate oxidized, total carbohydrate oxidation AUC, and total postprandial carbohydrate oxidized all significantly decreased after TE (P < 0.05). There were no significant effects of TE on fasting or postprandial glucose or triglyceride concentrations. Functional exercises performed in a high intensity TE pattern enhance fasting and postprandial fat oxidation on the following day with minimal influence on blood triglycerides or glucose levels.Support or Funding InformationR.C.P. was support by the University of Georgia Graduate School Georgia Research Education Award Traineeship Follows Program

MAGEA9: Driver or Passenger in CARcinogenesis

Type I Melanoma Antigen Genes (MAGEs) are a family of genes that are normally expressed in the spermatogonial cells of the testis and abnormally reactivated in a broad variety of cancers. Due to this expression pattern and the immune response they elicit when abnormally expressed, type I MAGEs are also known as Cancer Testis Antigens (CTAs). Melanoma Antigen Genes‐A (MAGE‐A) are CTAs whose expression in cancers have been correlated with poor patient prognosis. The biological function of several members of the MAGE‐A gene family in cancer remains unclear. Ectopic expression of type I MAGEA9 in normal cells results in increased cellular proliferation. We therefore hypothesize that MAGEA9 is needed for sustenance of proliferative phenotypes. Our goals are to elucidate the molecular mechanism by which MAGEA9 increases cellular proliferation and the mechanism(s) that regulate the expression of MAGEA9. We have employed RT‐qPCR array for cancer‐associated genes to determine signaling pathways modulated by expression of MAGEA9. Results from our RT‐qPCR array indicate that MAGEA9 expression causes an upregulation in the DNA mismatch repair genes MSH6 and MSH2 and the E3 ubiquitin ligase MDM2. To identify MAGEA9 binding partners we have used IP‐mass spectrometry, and our data indicate that MAGE‐A9 binding partners are involved in invasion. We will use a combination of in silico promoter analyses and chromatin immunoprecipitation (ChIP) to determine the transcription factor (s) regulating expression of MAGEA9. Collectively, these data provide a clearer understanding for the function of MAGE‐A9 in cancer. Elucidating the role of MAGEs in cancer may provide insight for the development of novel therapeutic interventions.Support or Funding InformationNSF Research Initiation Award to S.R. #HRD1764201Department of Education Award # P382G170104 (TITLE‐VII)

The NASPGHAN Master Educator Award

The NASPGHAN Master Educator Award

Nominations sought for Norris teaching award

Nominations are being accepted for the 2020 James Flack Norris Award for Outstanding Achievement in the Teaching of Chemistry. The $3,000 award is given annually by the American Chemical Society No...

The Meritorious Teaching Award in Herpetology (MTAH)

The Meritorious Teaching Award in Herpetology (MTAH)

Editorial introductions

Editorial introductions

Comparison between the Senior and Junior Academics' Perceptions on Criteria in Measuring Teaching Effectiveness

Teaching in Malaysian universities has undergone a few transformations. In the effort of fully embracing outcome-based education, other initiatives had also been injected to further enhance teaching and learning. Hence planning teaching has become more complex and may be more challenging to both junior and senior academics. The focus of the study was to compare senior and junior academics' perceptions on what they viewed as important criteria in measuring teaching effectiveness. The instrument used in the survey was developed based on the individual standards under each of the seven criteria of the Australian University Teaching Criteria and Standards (AUTSAC) Framework. Sixty-eight standards were identified as relevant to the Malaysian context. Multi-stage sampling procedure was utilized to identify samples among the lecturers of the Malaysian public universities. In general, the younger academics considered five of the seven criteria as important in the measurement of teaching effectiveness, whereas the senior academics only considered four as important. The findings were not surprising as the junior academics were in the early stages of their career and were more focused on developing their expertise. It is hoped that universities will recognize these criteria and standards and include them in their assessment for teaching effectiveness for yearly appraisal as well as promotion and teaching awards.

In Memoriam.

Recognition of Dr. Steven L. Stockham (1948–2019) Steve was a member of the American College of Veterinary Pathologists, the American Society for Veterinary Clinical Pathology, the European Society of Veterinary Clinical Pathology, the American Veterinary Medical Association, and the Kansas State University Veterinary Alumni Association. He was a dedicated member of the American Society for Veterinary Clinical Pathology since 1978, serving as Secretary-Treasurer (1985-1989) and chair of several committees, as well as acting as the society’s historian (1984-1998). He was an Honorary Member of the European College of Veterinary Clinical Pathology and was inducted into the Hall of Fame of the European Society of Veterinary Clinical Pathology in 2013. Steve’s legacy is the product of being a passionate motivating teacher, mentor, and leader to countless veterinary and graduate students, residents, faculty, and staff. He was a dedicated teacher, an exceptional clinical pathologist, and wonderful mentor. At K-State, he led a successful clinical pathology residency program from which 11 veterinarians became Diplomates of the American College of Veterinary Pathologists. In a career filled with accomplishments, Dr. Stockham can be best known helping others learn, whether mentoring DVM students, residents, graduate students, and junior clinical pathologists. He was everything that a good mentor should be and more. He mastered the art of “clinical pathology mentoring” to a degree that is very rare, extending his legacy far beyond veterinary clinical pathology and into the hearts of the people he trained. He challenged everyone he interacted with to think beyond, question the status quo, and to hold high standards not only to the profession but in life’s activities as well. These experiences will always be with his veterinary students, graduate students, residents, and junior faculty. Steve was a constant advocate for student learning, scholarly teaching, and the educational missions of veterinary colleges. He was a member of the Wakonse Conference on College Teaching for 8 years at the University of Missouri, and he coordinated the provost-sponsored KSU Wakonse Program from 2002 to 2013, during which 87 KSU faculty attended the annual conference. During his 37-year career at the University of Missouri and Kansas State University, he received an amazing 29 teaching awards including the prestigious Norden/Pfizer/Zoetis Distinguished Teacher Awards (1987, 1998, 2012, 2016), the Bayer Animal Health Teaching Excellence Award (2005, 2009, 2013), the William T. Kemper Fellowship for Excellence in Teaching (1994), Educator Award of the American Society for Veterinary Clinical Pathology (2015), the AAVMC Distinguished Teaching Award in Academic Veterinary Medicine (2016), and the Lifetime Achievement Award from the American Society for Veterinary Clinical Pathology (2018). Steve’s educational influence extended beyond the classroom through scholarly contributions that included many presentations, seven book chapters focused on veterinary clinical pathology topics, 31 co-authored or first-author publications, and probably the most recognized contribution, 1st and 2nd editions of Stockham and Scott’s Fundamentals of Veterinary Clinical Pathology (with extensive pre- and post-retirement contributions to a 3rd edition as well). Steve was an avid golfer, participating in numerous leagues and tournaments, and he participated in league bowling for many years. He enjoyed the outdoors and accompanied Boy Scouts to the Philmont Scout Ranch in New Mexico and to the Boundary Waters of northern Minnesota as well as many other canoe and camping trips when he served as Scout Master of Troop 706 in Columbia, Missouri. Dr. Stockham is survived by his wife Marcia; son Lt Col Erik Stockham and his wife Jessica of Arlington, VA.; son Dr. Mark Stockham and his wife Dr. Jessica of Lawrence, KS; grandchildren Roland, Margaret, and Abigail Stockham.

Apply for a Mentored Teaching and Research Award

Apply for a Mentored Teaching and Research Award

Education Awards Nominations

Education Awards Nominations

Education Awards Nominations

Education Awards Nominations

David Moore Receives 2019 Excellence in Earth and Space Science Education Award

David Moore was awarded the 2019 Excellence in Earth and Space Science Education Award at the AGU Fall Meeting Honors Ceremony, held on 11 December 2019 in San Francisco, Calif. The award is given “for a sustained commitment to excellence in geophysical education by a team, individual, or group.”

Questioning the Impact of Teaching Fellowships on Excellent Teachers

This paper contains the results of a study into the assumed relationship between teaching fellowships and excellent teaching. Twenty-six recipients of National Teaching Fellowships and University Teaching Fellowships, both awarded for demonstrating teaching excellence, were interviewed to determine the nature and extent of the impact of receiving an award on them, their managers, their colleagues, and their students. Fellows reported that the most significant impact was ‘affirmation’: an acknowledgement that their work was excellent, giving them ‘permission’ to continue. Noting how awards are retrospective, Fellows did not change their practice after receiving their Fellowship as they were already excellent. Most Fellows noted that within a year the Fellowship was reduced to post-nominal letters. Although the impact on Fellows’ managers was occasionally positive, some managers were uninterested. Many managers used fellowships for improving the profile of the university through institutional statistics, as a form of Corporate Excellence. While some Fellows’ colleagues were warm, supportive, and collegiate, others engaged in bullying behaviour. Students were mainly unaware of excellent teaching awards. Fellows were reluctant to engage in self-promotion of their Fellowship, preferring to demonstrate their excellence through their practice. These findings challenge the widely held conception that teaching fellowships enhance teaching excellence.

Delivery of a western-centric initial teacher education award in a Chinese-centric context. What constitutes good practice?

ABSTRACTThis paper has two purposes. First, to explore ways in which a western-centric in-service teacher education programme has transformed the teaching of 14 teacher participants who hitherto used a more Chinese-centric approach to teaching. Second, to investigate if any changes that have occurred have diffused beyond the teacher participants’ classrooms and if so, to whom and to where. The teacher participants belonged to one of four cohorts of teachers who, between 2014–2019, enrolled onto a UK accredited, level seven, Post Graduate Certificate (International) Education (PGCIE), blended learning programme. All used English as the medium of instruction to teach English, Accounts or Business subjects to Chinese students, aged 18–23. Underpinned by principles of pedagogical gains through reflective practice, the programme’s aim was to develop teacher participants’ practice, with an emphasis on student-led approaches to teaching and learning. Tenets of two theoretical frameworks (transformational learning and diffusion of innovations) furnished a lens to view the data. Data were gathered from interviews with teacher participants and managers. Available and relevant statistical data were also used. The paper presents evidence of how transformational learning leads to improved teacher effectiveness and how changes in practice can become diffused beyond the classroom and to others.

2020 Donald B. Doty Education Award

2020 Donald B. Doty Education Award

2019 IEEE Educational Activities Board Awards

2019 IEEE Educational Activities Board Awards

2019 IEEE Education Society Awards, 2019 Frontiers in Education Conference Awards, and Selected IEEE Awards

The IEEE Education Society, the IEEE Computer Society, and the American Society for Engineering Education Educational Research and Methods Division (ASEE-ERM) sponsored the 49th Frontiers in Education (FIE) Conference in Cincinnati, OH, USA, held October 16–19, 2019. Russell Meier, President of the IEEE Education Society, and James Sluss, Chair of the FIE Steering Committee, presented awards sponsored by the Education Society and the FIE Conference. In addition, the IEEE Undergraduate Teaching Award, which is administered by the IEEE Awards Board and sponsored by the IEEE Education Society, was presented.

Career Excellence between Leadership Roles and Achievement Motivation for Employees in the Ministry of Education in the United Arab Emirates

This study aims to analyze the leadership impact on employees’ motivation and career excellence in the Ministry of Education in the United Arab Emirates (UAE). The study relies on a questionnaire composed of (5) axes, (10) paragraphs, and (55) phrases. The survey was structured based on the following criteria: the model of government leadership in the UAE, the criteria for job excellence adopted in government excellence, the EFQM (The European Foundation for Quality Management) Model, and the achievement motivation for Mwary and McClelland. The sample consists of 283 distinguished employees in the ministry (a rate of 30% of total distinguished employees) who won three awards: Khalifa Education Award 2007, Hamdan bin Rashid Al Maktoum for Distinguished Academic Performance in 1998, and Sharjah Award for Excellence 1995. Employees were chosen in a random stratified method to ensure a fair and varied representation. The study uses the quantitative and descriptive approaches. Results show that job excellence is moderately affected by the leadership style while it is highly affected by distinguished employees’ own motives and practices. In addition, job excellence is moderately affected by competition standards, which is attributed to the need to enhance work conditions and competitive environment in the Ministry of Education. The study concludes with important recommendations to the Ministry of Education, leaders, managers, award departments, and distinguished winners in various categories.