Matching Items (2)
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- All Subjects: Flipped classrooms
- Creators: Ankeny, Casey
Description
The primary objective of this research project is to develop dual layered polymeric microparticles with a tunable delayed release profile. Poly(L-lactic acid) (PLA) and poly(lactic-co-glycolic acid) (PLGA) phase separate in a double emulsion process due to differences in hydrophobicity, which allows for the synthesis of double-walled microparticles with a PLA shell surrounding the PLGA core. The microparticles were loaded with bovine serum albumin (BSA) and different volumes of ethanol were added to the PLA shell phase to alter the porosity and release characteristics of the BSA. Different amounts of ethanol varied the total loading percentage of the BSA, the release profile, surface morphology, size distribution, and the localization of the protein within the particles. Scanning electron microscopy images detailed the surface morphology of the different particles. Loading the particles with fluorescently tagged insulin and imaging the particles through confocal microscopy supported the localization of the protein inside the particle. The study suggest that ethanol alters the release characteristics of the loaded BSA encapsulated in the microparticles supporting the use of a polar, protic solvent as a tool for tuning the delayed release profile of biological proteins.
ContributorsFauer, Chase Alexander (Author) / Stabenfeldt, Sarah (Thesis director) / Ankeny, Casey (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2015-05
Description
Flipped classrooms invert the traditional teaching methods and deliver the lecture online outside of the classroom. An increase in technology accessibility is increasing the prevalence of this teaching technique in universities. In this study, we aim to address some of the uncertainties of a flipped classroom by implementing a new lecture format in Transport Phenomena. Transport Phenomena is a junior level biomedical engineering course originally flipped in Spring 2013. Since transitioning to a flipped classroom, students have been required to watch 75-minute lectures outside of class where the instructor covered key concepts and examples using paper and marker on a document camera. In class, students then worked in groups to solve problems with instructor and teaching assistant feedback. Students also completed self-graded homework with the opportunity to earn lost points back by discussing fundamental misconceptions. We are introducing re-formatted mini lectures that contain the same content broken down as well as example problems worked out in a tutorial technique instead of traditional solving method. The purpose of this study is to determine the effectiveness of newly created mini lectures with integrated questions and links in terms of student achievement and attitude [interest, utility, and "cost" (time, effort, and emotion)].
ContributorsBrenna, Samantha Paige (Author) / Ankeny, Casey (Thesis director) / Caplan, Michael (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12