This article explores the effect of student engagement on learning outcomes associated with students’ participation in Model United Nations. We developed an objective assessment of learning outcomes by fielding a survey to conference participants and measuring their general knowledge of the United Nations. We follow-up the survey by asking faculty advisors to report on student outcomes and on the level of activity of Model UN student groups. As predicted by previous research, expectations established by a supportive peer group provide a powerful incentive for student learning, even exceeding the influence of formal instruction in a dedicated credit-bearing course.

The field of learning analytics (LA) has seen a gradual shift from purely data-driven approaches to more holistic views of improving student learning outcomes through data-informed learning design (LD). Despite the growing potential of LA in higher education (HE), the benefits are not yet convincing to the practitioner, in particular aspects of aligning LA data with LD toward desired learning outcomes. This review presents a systematic evaluation of effect sizes reported in 38 key studies in pursuit of effective LA approaches to measuring student learning gain for the enhancement of HE pedagogy and delivery. Large positive effects on student outcomes were found in LDs that fostered socio-collaborative and independent learning skills. Recent trends in personalization of learner feedback identified a need for the integration of student-idiosyncratic factors to improve the student experience and academic outcomes. Finally, key findings are developed into a new three-level framework, the LA Learning Gain Design (LALGD) model, to align meaningful data capture with pedagogical intentions and their learning outcomes. Suitable for various settings — face to face, blended, or fully online — the model contributes to data-informed learning and teaching pedagogies in HE.

A literary theorist, a biologist, an historian, a writing studies scholar, and a poet walk into a wine bar. The poet says, “I’ve got a stack of 1,223 handwritten questionnaire responses here in my bag; would you like to have a look?” The others reply, “Sure. Let’s see what we can learn here.” Descending from their respective disciplinary perches, they all gather around a table and start sifting through the questionnaires, which chronicle the writing background, habits, and emotions of PhD students and faculty in 15 countries. In this single corpus of data, each researcher sees something different, and from the other researchers’ responses, each learns new ways of seeing. What counts as an appropriate data analysis? What, for that matter, counts as data? We invite you to grab a drink and join our conversation.

Student engagement has never mattered more in college and university education. While the problem of low engagement and underachievement may differ greatly depending on learning contexts their relationship is well-established. Increasingly, digital technologies have allowed teachers to utilize actionable insights gleaned from data about learner engagement and performance to influence students’ choices on regulating their learning behaviour towards academic success. In this context, we apply the framework of nudge theory from behavioural economics to analyse how teachers, as ‘choice architects’, subtly influence students’ decisions. Drawing on four case studies from Australasian universities, we analyse the approach taken by teachers to engage with data and their cohorts to produce personalised nudges that target antecedent factors of student engagement. Since these approaches were enabled by implementing three open-source learning analytics platforms, we also discuss the forms of data (both online and offline) that teachers leveraged, the concrete actions derived from these data, and the positive impacts on student satisfaction, support, and academic success. To assist teachers, designers, and managers implement data-informed nudges in their contexts, we present a practical framework that synthesises student engagement and nudge theory in a data-rich environment, as well as a set of principles that have emerged from our teachers’ experience in nudging students for engagement and success.

Employers of engineers expect from their new graduates to be not only technically proficient but, also demonstrating good communication skills at the workplace. Despite these high expectations, no special measures are taken by most engineering faculties and engineering educators for fostering such attributes. Writing has long been seen as a tool to develop communication skills. The introduction of short writing exercises in class not only can improve writing skills of students but may also help in fostering 21st century skills. This introductory study explores the impact of in-class writing activities in a third-year engineering course with a view to improve written communication skills and promote critical thinking through real-world problem-based learning. The writing exercises were peer-reviewed by the students. The data was collected through a paper-based questionnaire containing closed as well as open-ended questions. The survey findings showed that these activities were perceived positively by students and improved their writing skills. It also stimulated students to learn, and apply their knowledge to solve real-world problems and provide constructive feedback on peers' work. The initial findings provide enough encouragement to further explore the implementation of teaching and learning activities based on writing as a strategy to foster written communication skills.

Learning analytics is an area of growing importance in higher education. Lead practitioners acknowledge this development as a convergence of many fields, including educational data mining, technology systems development, learning design and SoTL, and encourage synergistic connections. Past experience of learning technology innovations shows that incentives and professional development for teachers are keys to successful adoption, along with easy to use tools, evidence of benefits and institutional support. However, current literature shows little evidence of initiatives designed to forge connections between these fields of practice, and a review of papers from a leading learning analytics conference does not identify professional development as a priority. This paper outlines a professional development initiative designed to address this gap and make learning analytics practice accessible to tertiary teachers. The area needs urgent attention if the potential of learning analytics to increase knowledge about learning and inform learning design is to be realized.

Descriptions of cross-institutional, educational technology development initiatives that emphasise what actually works in real-world classrooms are rare. In this paper, we describe a multiinstitution collaboration that grew from grassroots classroom needs and proved resilient in the face of institutional change. We explain how the initiative came about, how it survived unanticipated change, and how it led to the development of a new open source learning analytics tool for student engagement. We provide some reflections on the first pilot study of the tool and describe future plans. The authors welcome new collaborators and invite interested readers to evaluate and extend the tool for themselves.

Purpose – This paper aims to provide insights into the experiences of and challenges confronting higher degree research students and learning advisors (LAs) regarding data analysis support. The ability to handle data and use numerical evidence systematically is an important transferable skill and essential for the successful completion of a quantitative research thesis. Design/methodology/approach – A combination of qualitative and quantitative data was used, enabling a convergence of findings: the questionnaire and one-on-one advisory sessions feedback gathered information on the student experience, while semi-structured interviews provided data on the LAs’ perspective. Findings – Phenomenographic analysis of interviews revealed many challenges associated with centralised learning support provision. Learning advisors recognised not only different disciplinary needs but also the tensions associated with working centrally and cross-disciplinary. Students identified a need for more practice-orientated training opportunities in data analysis during their postgraduate and doctoral research. Practical implications – Understanding gained from students’ and LAs’ experiences are essential for changes of university-wide teaching and learning strategies. The collection of “bottom-up” data on the student experience combined with data on learning thresholds provided by faculty and student learning support units would allow a coordinated, institution-wide approach to identified learning needs. Originality/value – Developing a community of practice concerned with quantitative literacy means that staff with expert knowledge, regardless of discipline affiliation, can provide an environment in which students are able to develop their analytical skills further and can participate in ongoing discussions on real-life research and data analysis issues.

This exploratory study investigates gender-specific differences in the challenges of the doctoral experience through the observations of a counsellor working with doctoral students. The article first contextualises the study within the literature investigating doctoral attrition and gender equity, showing that identity transformation over the doctorate is problematic in particular aspects for women. We confirm that cultural expectations regarding women passivity, family nurturance and (at least symbolic) subordination to male authority can cause tensions between women's social relationships and academic performance which values assertiveness, clear communication and confident management of power relationships. We identify various conflicts between the female roles of the social sphere and the academic arena that problematise the identity transition of the doctorate from student to independent researcher.

Objectives Placental derived vasculogenic/angiogenic substances in maternal blood are dysregulated in pre-eclampsia. We hypothesized that CXCL12, a chemokine with vasculogenic actions, is amongst such molecules. Study design CXCL12, CXCL16, CXCR4, and CXCR6 immunolocalization in placental tissue was analyzed in pre-eclampsia (n = 8) in comparison to controls (n = 8). CXCL12, measured by ELISA in blood, in women diagnosed with pre-eclampsia (n = 14) and prior to the development of pre-eclampsia (at 20 weeks’ gestation, n = 20) was compared with CXCL12 concentrations in gestation-matched, healthy control subjects (n = 34). Results In placental tissue, syncytiotrophoblast staining for CXCL12 was increased in pre-eclampsia. Maternal serum CXCL12 was increased in pre-eclampsia [2000 (SD 402) vs 1484 (SD 261) pg/ml, P = 0.01] but not in plasma obtained at 20 weeks of gestation prior to the onset of pre-eclampsia [1183 (SD 336) vs 1036 (SD 144) pg/ml, P = 0.09]. Conclusion Our data suggest that the syncytiotrophoblast contributes to a pre-eclampsia-associated increase in CXCL12 levels in maternal blood. These findings support the hypothesis that an imbalance of angiogenic factors contributes to the pathogenesis of pre-eclampsia.

Preeclampsia (PE) is a common, potentially life-threatening pregnancy syndrome triggered by placental factors released into the maternal circulation, resulting in maternal vascular dysfunction along with activated inflammation and coagulation. Currently there is no screening test for PE. We sought to identify differentially expressed plasma proteins in women who subsequently develop PE that may perform as predictive biomarkers. In seven DIGE experiments, we compared the plasma proteome at 20 wk gestation in women who later developed PE with an appropriate birth weight for gestational age baby (n=27) or a small for gestational age baby (n=12) to healthy controls with uncomplicated pregnancies (n=57). Of the 49 differentially expressed spots associated with PE-appropriate for gestational age, PE-small for gestational age or both (p<0.05, false discovery rate corrected), 39 were identified by LC-MS/MS. Two protein clusters that accurately (>90%) classified women at risk of developing PE were identified. Immunoblots confirmed the overexpression of fibrinogen gamma chain and alpha-1-antichymotrypsin in plasma prior to PE. The proteins identified are involved in lipid metabolism, coagulation, complement regulation, extracellular matrix remodeling, protease inhibitor activity and acute-phase responses, indicating novel synergism between pathways involved in the pathogenesis of PE. Our findings are remarkably similar to recently identified proteins complexed to high-density lipoprotein and linked to cardiovascular disease.

To date, there is no reliable test to identify women in early pregnancy at risk of developing preeclampsia. Difference gel electrophoresis (DIGE) identified the plasma proteins vitronectin (VN) and high-molecular-weight kininogen (HK) in association with preeclampsia. In a longitudinal proteomics study, the plasma of preeclamptic patients (n = 6) was compared to healthy control participants (n = 6) before the onset of preeclampsia (week 20) and at the time of presentation with clinical disease (weeks 33-36). The 75-kd single-chain VN molecule increased 1.6- to 1.9-fold in preeclampsia, whereas the 65-kd moiety of the 2-chain VN molecule decreased 1.5- to 1.7-fold compared to healthy controls (P < .05). Immunoblots revealed differences in proteolytic processing of VN and/or HK in women who develop preeclampsia or preeclampsia further complicated by small-for-gestational-age. Vitronectin and HK may prove to be useful as early markers of fibrinolytic activity and neutrophil activation, which are known to be associated with preeclampsia.

Preeclampsia is a common pregnancy complication that is an important cause of preterm birth and fetal growth restriction. Because there is no diagnostic test yet available for preeclampsia, we used a proteomic approach to identify novel serum/plasma biomarkers for this condition. We conducted case control studies comparing nulliparous women who developed preeclampsia at 36-38 weeks of gestation with healthy nulliparous women matched by gestational age at sampling. Serum/plasma was depleted of six abundant proteins and analyzed by two-dimensional gel electrophoresis (n = 12 per group) and difference gel electrophoresis (n = 12 per group). Differences in abundance of protein spots were detected by univariate and multivariate statistical analyses. Proteins were identified by mass spectrometry and expression of selected proteins was validated by immunoblotting. Proteins whose concentrations were selectively associated with preeclampsia included apolipoprotein E (apoE), apoC-II, complement factor C3c, fibrinogen, transthyretin, and complement factor H-related protein 2. An increase in a deglycosylated isoform of apoE3 and concomitantly decreased amounts of one apoE3 glycoisoform were identified in preeclamptic plasma and confirmed by immunoblotting. Altered production of these preeclampsia-related apoE3 isoforms might impair reverse cholesterol transport, contributing to arterial damage. These findings point to a novel mechanistic link between preeclampsia and subsequent cardiovascular disease.-Atkinson, K. R., M. Blumenstein, M. A. Black, S. H. Wu, N. Kasabov, R. S. Taylor, G. J. S. Cooper, and R. A. North, on behalf of the SCOPE Consortium. An altered pattern of circulating apolipoprotein E3 isoforms is implicated in preeclampsia. J. Lipid Res. 2009. 50: 71-80.

Decreased suppressors of cytokine signaling (SOCS) activity in human gestational tissues may play a part in the onset/progression of term labor. Since SOCS proteins negatively regulate cytokine-mediated inflammatory processes, we hypothesized that SOCS proteins are elevated in gestational tissues from spontaneous preterm deliveries with intrauterine infection. SOCS1, -2 and -3 mRNAs and proteins were detectable by RT-PCR and immunoblotting respectively, in preterm amnion, choriodecidua and placenta, irrespective of infection status. Immunoperoxidase staining localized SOCS1, -2 and -3 to all cell types of the gestational membranes, with infiltrating leukocytes reacting strongly in infected tissues. In villous placenta, SOCS was immunolocalized to the syncytiotrophoblast with marked staining of round mesenchymal cells, possibly Hofbauer cells. Nuclear SOCS staining was seen in amnion, chorion and placental syncytiotrophoblasts. SOCS proteins were, in general, significantly more abundant in placenta compared with amnion or choriodecidua. Placental SOCS1 and interleukin-1 beta concentrations were positively correlated (r(2)=0(.)47; P < 0(.)05). However, no changes in SOCS levels in any tissues were observed with intrauterine infection. The relatively large amounts of SOCS proteins in the placenta may reflect a placenta-specific immuno-protective response to minimize the elaboration and effects of cytokines with potential to harm the placenta and fetus. Lack of labor-associated changes in SOCS levels suggests that the regulation of SOCS expression in preterm gestational tissues differs from those at term, perhaps reflecting roles in regulating placental somatotropic responses.

The elaboration of cytokines, chemokines and immunomodulatory proteins in the placenta and gestational membranes has been extensively investigated in the context of both normal and abnormal pregnancy and delivery. Patterns of expression of cytokines in the foetal membranes and decidua suggest that inflammatory activation occurs modestly with term labour, but much more robustly in preterm delivery, particularly in the presence of intrauterine infection. Enhanced chemokine expression, particularly evident in deliveries with an infected amniotic cavity, is presumably responsible for recruiting infiltrating leukocytes into the membranes thereby amplifying the inflammatory process and hastening membrane rupture and delivery. Anti-inflammatory cytokines suppress inflammatory reactions in the placenta, but under some circumstances may act in a pro-inflammatory fashion in the membranes. Intracellular signalling by cytokines is modulated by proteins such as SOCS (Silencer Of Cytokine Signalling)-1, -2 and -3. Changes in the abundance of these proteins occur with term labour, implicating them as modulators of cytokine actions around the time of parturition. Prostaglandins, released by the membranes in response to stretch and the actions of pro-inflammatory cytokines, act not only upon the myometrium and cervix, but may also exert paracrine/autocrine effects on cell viability and matrix protein integrity. The localization and regulation of prostanoid isomerases, responsible for converting PGH(2) (derived from prostaglandin H synthase-1 and -2) to bioactive prostanoids, are being studied in these tissues, particularly in the context of cytokine interactions. Although the gestational tissues are known to be sources of PGD(2), PGJ(2) and its derivatives, the regulation of production of these prostaglandins has yet to be studied in any detail and their actions, which may include apoptosis and suppression of inflammation, remain poorly defined. A more complete understanding of these aspects of cytokine-prostaglandin interactions in pregnancy and parturition will, no doubt, unfold as current studies come to fruition.

Inflammatory cytokines secreted by the placenta and fetal membranes are believed to play an important role in the initiation of parturition. The suppressor of cytokine signaling (SOCS) proteins regulate signal transduction by several cytokines that have been reported to affect gestational tissues. The presence, distribution and roles of SOCS proteins, however, have not been described in human gestational tissues. Using reverse transcriptase (RT)-PCR and Western blot analysis we investigated the expression of SOCS1, SOCS2, and SOCS3 mRNA and protein, respectively, by human villous placenta, amnion and choriodecidua (n = 3-4). Tissues were obtained from uncomplicated pregnancies at term after either spontaneous labor and vaginal delivery or caesarean section (before labor). Messenger RNAs for SOCS1, SOCS2, and SOCS3 were expressed in all tissue types, irrespective of labor status. SOCS proteins were, however, only detectable in villous placenta and in one case in the choriodecidua. Labor was associated with abrogated expression of SOCS1 and SOCS3 proteins in villous placenta and the choriodecidua sample. Following labor the band for SOCS2 protein increased slightly in size which may indicate post-translational modification of SOCS2. Reduced expression of SOCS proteins in gestational tissues may provide a mechanism by which inflammatory cytokines enter into a positive feedback loop of inflammatory changes leading to delivery.