Browsing by Author "Arcellana-Panlilio, Mayi"
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- ItemOpen AccessFostering Student Success in Online Courses(Taylor Institute for Teaching and Learning, 2023) Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Bensler, Heather; Brown, Barbara; Clancy, Tracey; Dyjur, Patti; Radford, Scott; Redwood, Chene; Roberts, Verena; Sabbaghan, Soroush; Schroeder, Meadow; Summers, Mindi; Tézli, Annette; Wilks, Leighton; Wright, AlysiaThe pandemic had a disruptive impact on teaching and learning in higher education. For many, the transition to online learning presented enormous challenges, individually and collectively. Many of us sought immediate strategies to support student learning and success in an online context. We experienced many successes and failures along the way. This Guide provides an inspiring collection of scholarly reflections and approaches to supporting meaningful course learning opportunities for students and postsecondary educators, in online environments. The guide contains nine chapters contributed by members of the Teaching Academy from across disciplines involved in undergraduate and/or graduate instruction, writing solo or with collaborators, to highlight an aspect of their teaching that leverages the online environment to enhance student learning. Each of these chapters offers sage, pragmatic descriptions of course contexts, design considerations, and implementation, for online assessments (Chapter 1, 4), for innovative learning activities (Chapter 2, 6), for flexible course design (Chapter 5, 7), for engaging large classes (Chapter 8), for facilitating group work (Chapter 9), and for intentionally addressing the need for students to flourish (Chapter 3). Importantly, for the reader, each chapter shares the wisdom of practice of the author/s, discussing implications of use and giving concrete recommendations for those who are thinking of applying similar strategies.
- ItemOpen AccessIdentifying Novel SUMO Regulators of TGF Beta-induced EMT and Breast Cancer Invasion(2016) Chandhoke, Amrita Singh; Bonni, Shirin; Jirik, Frank; Chan, Jennifer; Arcellana-Panlilio, Mayi; Lai, RaymondEpithelial-mesenchymal transition (EMT) is a fundamental developmental process, which is reactivated in cancer contributing to tumor invasiveness and metastasis. The secreted factor transforming growth factor β (TGFβ) is a potent inducer of EMT in development and cancer. The transcriptional regulator SnoN and E3 ubiquitin ligase Smurf2 control TGFβ signalling in a complex manner with implications for cancer development and progression. The focus of my doctoral studies has been to examine the nature and regulation of SnoN and Smurf2 functions in TGFβ-induced EMT. In this regard, I have characterized the role of SUMO pathway in modifying both SnoN and Smurf2, thereby regulating their roles in controlling EMT. I employed three-dimensional (3D) model systems to follow EMT in mammary epithelial cells and invasive growth behavior of breast cancer cells to increase the chance of getting results with in-vivo relevance. My studies have led to the identification of the protein TIF1γ as a novel SUMO E3 ligase that promotes SnoN sumoylation. Importantly, my data show that TIF1γ acts via SnoN sumoylation to suppress TGFβ-induced EMT in 3D-mammary epithelial cell-derived acini. Next, I found that Smurf2 suppresses EMT in 3D cultures of epithelial cells. Also, I discovered that the SUMO pathway modifies Smurf2 at specific lysine residues through the SUMO E3 ligase PIAS3. Importantly, my data suggest that sumoylation is critical for Smurf2 to suppress TGFβ-induced EMT. Mechanistically, I found that sumoylation promotes Smurf2-induced degradation of TGFβ receptors, leading to suppression of TGFβ signalling and EMT. Lastly, my latest findings suggest that the PIAS3-Smurf2 sumoylation pathway suppresses TGFβ-induced invasive growth of 3D-breast cancer cell-derived spheroids. Future studies, using a xenograft cancer model will aim to investigate role of the PIAS3-Smurf2 sumoylation pathway in tumorigenesis. Overall, our research questions have led to the identification of novel regulators of TGFβ-induced EMT and potentially breast cancer invasion and metastasis. Importantly, SUMO-based pathways promote the ability of both SnoN and Smurf2 to suppress TGFβ-induced EMT in mammary epithelial cells, with relevance to cancer cell invasion and metastasis. Our findings could help in providing potential new diagnostic or druggable targets for treatment of breast tumors.
- ItemOpen AccessiGEM Team Meetings: Settings for Conversations on Teaching & Learning(2017-05) Arcellana-Panlilio, Mayi; Lohmeier-Vogel, ElkeEvery year, the University of Calgary iGEM team presents their synthetic biology project to the world. Weekly meetings are a microcosm of the iGEM experience of bringing ideas to fruition. The peer teaching, mentoring, and consultations that occur at these meetings are triggers for deeper conversations on teaching & learning.
- ItemOpen AccessIncorporating Universal Design for Learning in Disciplinary Contexts in Higher Education(University of Calgary, 2021) Abegglen, Sandra; Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Behjat, Laleh; Brown, Barbara; Clancy, Tracy; DesJardine, Patricia; Din, Cari; Ferreira, Carla; Hughson, E. Anne; Kassan, Anusha; Klinke, Chelsea; Kurz, Ebba; Neuhaus, Fabian; Pletnyova, Ganna (Anna); Paul, Robyn Mae; Peschl, Houston; Peschl, Rosalynn; Squance, Rod; Dyjur, PattiUniversal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!
- ItemOpen AccessThe Mentorship Guide for Teaching and Learning(Taylor Institute for Teaching and Learning, 2019) Barrette-Ng, Isabelle H.; Nowell, Lorelli; Anderson, Sarah J.; Arcellana-Panlilio, Mayi; Brown, Barbara; Chalhoub, Serge; Clancy, Tracey L.; Desjardine, Patricia; Dorland, AnneMarie; Dyjur, Patti; Mueller, Katherine; Reid, Leslie; Squance, Rod T.; Towers, Jo; Wilcox, GabrielleRooted in evidence, this guide will provide you with a unique perspective on supporting mentoring relationships for teaching and learning development. You will explore mentoring relationships, assessing readiness for mentorship, initiating mentorship, developing and sustaining mentoring relationships and mentoring transitions while ultimately improving student learning. You will also reflect on your mentoring relationships as you work through a series of guided questions and practical worksheets. Research on academic mentorship often measures success in terms of mentee research productivity (Feldman, Arean, Marshall, Lovett & O’Sullivan, 2010; Kalet, Fletcher, Ferdman & Bicknell, 2006; Sambunjak, Straus & Marušić, 2006). Teaching mentorship produces different measures of success, including the development of reflective practice and, most importantly, improvements in student learning. Although there are many resources for mentorship in academia (Johnson, 2015; Straus & Sackett, 2014), none of them aim specifically at supporting mentorship for teaching and learning development. Mentorship in teaching and learning differs from research mentorship in terms of aims, approaches and measures of success, which is why we offer this resource.