2004 — 2009 |
Ashburner, Brian P |
R15Activity Code Description: Supports small-scale research projects at educational institutions that provide baccalaureate or advanced degrees for a significant number of the Nation’s research scientists but that have not been major recipients of NIH support. The goals of the program are to (1) support meritorious research, (2) expose students to research, and (3) strengthen the research environment of the institution. Awards provide limited Direct Costs, plus applicable F&A costs, for periods not to exceed 36 months. This activity code uses multi-year funding authority; however, OER approval is NOT needed prior to an IC using this activity code. |
Regulation of Nf-Kappab Transactivation Function
DESCRIPTION (provided by applicant): Nuclear Factor-kappaB (NF-kB) is an inducible transcription factor that plays an important role in a large number of cellular processes including immune and inflammatory responses, cell growth/differentiation, and cell survival. NF-kB activity is regulated primarily through its induced nuclear translocation, however additional signals are also required to enhance the ability of nuclear NF-kB to activate transcription. Many of these signals target the C-terminal transactivation domain (TAD) of the p65 subunit of NF-kB and likely function to enhance the association of transcriptional coactivator proteins with NF-kB. Several coactivator proteins are known to be important for NF-kB-dependent transcriptional activation including the CREB binding protein (CBP)/p300, p300/CBP associated factor (ptCAF), and members of the steroid receptor coactivator (SRC) family. In addition, it is also known that inducible phosphorylation of p65 is able to enhance the association of CBP with p65, supporting the idea that signals in addition to nuclear translocation play an important role in activation of NF-kB. Based on this, the main objective of the work described in this proposal is to gain a better understanding of the coactivator proteins that function with NF-kB to enhance its ability to activate transcription. This objective will be accomplished by performing the following three aims: AIM1 will address the role of protein arginine methyltransferase proteins in mediating NF-kB-dependent transcriptional activation; AIM 2 is focused on studying the role of the SRC-3 coactivator in mediating NF-kB-dependent transcriptional activation as well as correlating SRC-3 function with the IKK complex function as a coactivator; and in AIM 3 we have initiated a cytoplasmic two-hybrid screen in which we have identified several potential proteins that interact with the C-terminal TAD of p65. This AIM is focused on characterizing the functional interaction between these proteins and p65. Completion of these AIMs will provide critical insight into the basic mechanisms of NF-kB-mediated transcriptional activation.
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0.958 |
2008 — 2009 |
Ashburner, Brian Leaman, Douglas (co-PI) [⬀] Chadee, Deborah (co-PI) [⬀] Shemshedini, Lirim (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Mri: Acquisition of Instrumentation For Digital Imaging and Fluorescent Detection
A grant has been awarded to the Department of Biological Sciences at The University of Toledo to support the acquisition of: 1) the Storm 860 Gel and Blot Imaging system; 2) the ImageQuant RT ECL Imaging system; and 3) a SpectraMax M5 Multi-detection plate reader. This instrumentation will support the research programs of the PI and Co-PIs and other members of the Department of Biological Sciences focused on cell signaling and regulation of gene expression in human cells and in model systems (nematodes and plants). In addition, these instruments will also be available to the broader research community in other departments at The University of Toledo. These instruments will provide investigators with more advanced and sensitive tools for conducting assays that they currently do not have the capabilities of performing.
The acquisition of these instruments will have a significant broader impact on the educational mission of the Department of Biological Sciences and The University of Toledo. The PI/Co-PIs as well as the department as a whole are strongly committed to the integration of research and education. The use of these instruments will be available to undergraduate students working on research projects under the direction of a faculty mentor. In addition, the use of these instruments will be incorporated into several upper division undergraduate laboratory courses, in particular the core Molecular Genetics and Cell Biology (taught by the PI) labs. Underrepresented groups, through the department?s commitment to the STARS and Glenn-Stokes programs will also benefit from the acquisition of these instruments.
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1 |
2008 — 2013 |
Dubrul, Ernest Czerniak, Charlene Ashburner, Brian |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
The University of Toledo Ut3 Noyce Scholarship Program
Through a collaboration between the Colleges of Education and Arts & Sciences at the University of Toledo and the Toledo Public School district, ten $17,220 stipends per year are provided to 40 professionals who hold at least a B.S. degree in engineering, mathematics, or the sciences. Stipend recipients enroll in graduate level coursework that makes them eligible after two semesters for the Ohio Alternative Educator License, thereby expediting the number of highly qualified teachers entering the profession. Coursework applies towards a post-baccalaureate degree in Education. The University of Toledo Noyce stipends are annually doubling the number of math and science teacher candidates entering the teaching profession at the high school level. All stipend recipients join "UToledo. UTeach. UTouch the Future" (UT3), a program that provides an extensive pre-service clinical experience for math and science education students including mentoring, field experiences, comprehensive student support services, and induction support covering the first three years of teaching implemented through a collaboration between K-12 and university partners. The project is examining what motivates STEM professionals to pursue a teaching career. Formative evaluation linked with research is exploring the barriers that prevent potential recruits from pursuing a teaching career. Barriers investigated include the common misconceptions about the teaching profession, the amount of time needed to obtain licensure, demographic data, and the presence or absence of factors that commonly motivate a person to become a teacher. As part of UT3, stipend recipients are guaranteed an urban teaching experience, the opportunity to practice under the watch of master teachers in the field, the opportunity to experience urban math and science education in informal settings through community service, and enrollment in courses on pedagogy that incorporate both the use of technology as a teaching tool and inquiry as an effective teaching strategy.
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1 |
2013 — 2017 |
Czerniak, Charlene Ashburner, Brian Mendenhall, Robert |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Ut3 Noyce Scholarship Plus
This project is studying the scholars from the Phase I project UT3 (UToledo. UTeach. UTouch the Future) Noyce Scholarship Program. UT3 prepared 40 STEM professionals to become science and math teachers in middle and secondary school, culminating with Ohio Alternative Educators License (OAEL), a fast track license developed by the state to address an expected teacher shortage. Full licensure is earned after two years of novice, mentored full time teaching. The State of Ohio revised their licensure structure and requirements and eliminated the OAEL as of January 2012. As a result, the last cohort from UT3 was enrolled in the university's one-year Licensed Alternative Master's Program (LAMP), a one year residency program that culminates in full licensure. This change provided the project information for comparing the two pathways to licensure.
This project's primary goal is to study the data that compares the LAMP program with the OAEL program. It is modifying and expanding the original plan to better fit the university's redesigned program and allow for the collection of more detailed information to provide insight as to the unique process the scholars have experienced from recruitment through employment. The project is investigating why some scholars are more successful than others in obtaining a teaching position and what qualities and strategies are essential in the process of obtaining a teaching position and, once employment is secured, the development of teaching practice through the novice stage (first three years). The project is examining the effects the scholars have on their students and is expanding the evaluation to compare scholar outcomes based upon program participation LAMP vs. OAEL.
An in-depth examination of the UT3 program is providing insight as to the process STEM professionals engage in as they transition to teaching. This project is studying recent STEM education graduates as they seek employment in the teaching profession at a time when teaching positions are competitive, as they retool through the completion of additional coursework, and as the novice teachers experience their first three or more years of full time teaching. This study is also comparing professionals who have taken different paths to reach their goal of teaching.
Findings are being shared with the University's teacher preparation program and the broader community with the goal of improving teacher preparation for the non-traditional student. The result is a program that provides a vibrant system of supports for the new teachers entering the challenging, ever changing teaching job market. As scholars are placed in high needs districts, the effects on children from underrepresented groups as a result of learning from high quality STEM teachers who have been STEM professionals is being documented. Project findings are shared with other STEM teacher preparation programs and with K-12 school districts as the data provides a rich description of the journey from teacher recruit through professional teacher. Findings also inform policy makers as to the strengths and weaknesses of alternative teaching licensure programs.
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1 |