@article{parks_2021, title={Course-based Research Experiences Help Transfer Students Transition}, journal={American Physiological Society PECOP Blog}, author={Parks, L.D.}, year={2021}, month={Sep} }
 @article{gallardo-williams_parks_carson_2021, title={Creation of a Cohort of Research Practitioners: The TH!NK Researchers Program}, volume={35}, number={2}, journal={Journal of Faculty Development}, author={Gallardo-Williams, M.T. and Parks, L.D. and Carson, S.}, year={2021}, month={May}, pages={10–19} }
 @article{allen_queen_gallardo-williams_parks_auten_carson_2019, title={Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan}, DOI={10.4995/HEAd19.2019.9536}, abstractNote={Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.}, journal={5TH INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD'19)}, author={Allen, Tania and Queen, Sara and Gallardo-Williams, Maria and Parks, Lisa and Auten, Anne and Carson, Susan}, year={2019}, pages={1391–1398} }
 @article{parks_meitzen_2018, title={Engaging Students in Authentic Research in Lab‐based Courses Increases Student Competency in Applying the Scientific Method and Increases Collaboration Between Teaching and Research Faculty}, volume={32}, ISSN={0892-6638 1530-6860}, url={http://dx.doi.org/10.1096/fasebj.2018.32.1_supplement.lb225}, DOI={10.1096/fasebj.2018.32.1_supplement.lb225}, abstractNote={In response to our TH!NK program, designed to engage students in critical and creative thinking across the campus, and the need to provide more students with authentic research experiences, we have designed and integrated several course‐based research labs into our curriculum. These courses have allowed undergraduates to engage in meaningful research beyond the classroom without taxing the space, time, and resources of the current research faculty. Our newest cell biology lab, using cell culture, Western blots, and immunofluorescent chemistry allows students to learn advanced lab techniques and data analysis typically reserved for faculty research labs. Course‐based research allows student to receive credit toward their degree and allows them the opportunity to design and implement original experiments within a framework for potential publication. Since the development of these courses, students who have taken one or more of these labs have scored higher on post assessments related to applying scientific methods and scientific communication – a key departmental learning outcome ‐ than students who did not take these labs. (92% vs 74% competency on post‐assessments).An added, and somewhat unforeseen benefit, has been the strengthening of the faculty learning community, particularly between teaching‐focused and research‐focused faculty. At many R1 institutions, the teaching mission has taken a backseat to the research‐dominated culture. As these labs have been developed, teaching and research faculty have engaged with each other ‐ becoming a more involved community that has led to increased team teaching, research projects, and publications. Teaching faculty has had another mechanism for staying current and engaged in research and literature, making them better instructors and giving them another outlet for potential scholarly work. Research faculty has had another mechanism for exploring side projects that they may not have had the time or funds to pursue in their labs. In some cases, research faculty have provided a one page proposal for a research project to pursue in class along with necessary protocols. This is modified for a student lab of up to 24 students working in groups of 4. We are hopeful that these labs will eventually increase in number to accommodate all students who wish to enroll in a research‐based lab course and that numbers of publications from undergraduates and collaborations between teaching and research faculty will increase.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.}, number={S1}, journal={The FASEB Journal}, publisher={Wiley}, author={Parks, Lisa and Meitzen, John}, year={2018}, month={Apr} }
 @article{parks_2016, title={A Journey to Develop a First-year Course in Critical Thinking and the Learning Community it Created. Advan}, journal={American Physiological Society, PECOP Blog}, author={Parks, L.D.}, year={2016}, month={Mar} }
 @article{parks_lubischer_2016, title={The Formation of Student Learning Communities in a Life Science First‐Year Course}, volume={30}, ISSN={0892-6638 1530-6860}, url={http://dx.doi.org/10.1096/fasebj.30.1_supplement.776.33}, DOI={10.1096/fasebj.30.1_supplement.776.33}, abstractNote={First‐year programs, increasingly common in undergraduate institutions, have been shown to have positive consequences both for students and for institutions. At NC State, our Life Sciences First Year Program (LSFY) includes a new course entitled Critical and Creative Thinking in the Life Sciences (LSC 101). This course uses a variety of approaches, with case studies and extensive group work incorporated into each class. Students are required to solve problems, design experiments, interpret data, and report as a cooperative team. The learning outcomes for this course relate to four areas: (1) critical and creative thinking, (2) rhetoric of science, (3) nature and conduct of science, and (4) science of learning. Almost all LSC 101 course activities and some of the formative assessments require interactions within small groups of students. There are also explicit acknowledgements of the potential value of group work – for example, the intellectual standards of critical thinking discussed in class include a definition of “breadth” that emphasizes the value of different points of view. LSC 101 sections are also smaller in size than most other courses (e.g., Biology, Chemistry) taken by Life Science First Year students.At the end of their first semester, students in LSC 101 completed a survey to provide an assessment of their interactions with other LSC 101 students. Students reported a high rate (94.1%) of making new friends in LSC 101, and 64.7% reported that they formed study groups with LSC 101 colleagues to study for other courses ‐‐ including their introductory biology and chemistry courses. Early measures of academic success on this first cohort of LSFY students are positive: 97% were in good standing at the end of the first semester (compared to 92–93% in cohorts that predated the LSFY and LSC 101), 66% of underrepresented students in LSFY earned a 3.0 GPA or better in their first semester (better than 8 of the 9 academic colleges at NC State), and retention of LSFY students after one year was 95% (compared to 93% campus‐wide). We will continue to follow these students (and collect data on additional LSFY cohorts) to determine if the formation of student learning communities fostered by LSC 101 correlates with student success in upper‐level courses and graduation rates.}, number={S1}, journal={The FASEB Journal}, publisher={Wiley}, author={Parks, Lisa and Lubischer, Jane}, year={2016}, month={Apr} }
 @inproceedings{lubischer_flores_kuo_parks_2015, title={Critical and Creative Thinking in the Life Sciences (LSC 101): Equipping and Challenging Students to be Intentional Learners}, booktitle={NCSU Teaching and Research Symposium}, author={Lubischer, J.L. and Flores, J.F. and Kuo, H.C. and Parks, L.D.}, year={2015} }
 @inproceedings{parks_flores_kuo_lubischer_2015, title={The Formation of Learning Communities in Life Sciences (LSC) 101}, booktitle={NCSU Teaching and Research Symposium}, author={Parks, L.D. and Flores, J.F. and Kuo, H.C. and Lubischer, J.L.}, year={2015} }
 @inproceedings{flores_kuo_parks_lubischer_2015, title={The Science of Learning and the W-Curve: Two impactful lessons for freshmen in the Life Sciences First Year Program}, booktitle={NCSU Teaching and Research Symposium}, author={Flores, J.F. and Kuo, H.C. and Parks, L.D. and Lubischer, J.L.}, year={2015} }
 @article{marion_gardner_parks_2012, title={Multiweek cell culture project for use in upper-level biology laboratories}, volume={36}, ISSN={["1043-4046"]}, DOI={10.1152/advan.00080.2011}, abstractNote={ This article describes a laboratory protocol for a multiweek project piloted in a new upper-level biology laboratory (BIO 426) using cell culture techniques. Human embryonic kidney-293 cells were used, and several culture media and supplements were identified for students to design their own experiments. Treatments included amino acids, EGF, caffeine, epinephrine, heavy metals, and FBS. Students researched primary literature to determine their experimental variables, made their own solutions, and treated their cells over a period of 2 wk. Before this, a sterile technique laboratory was developed to teach students how to work with the cells and minimize contamination. Students designed their experiments, mixed their solutions, seeded their cells, and treated them with their control and experimental media. Students had the choice of manipulating a number of variables, including incubation times, exposure to treatment media, and temperature. At the end of the experiment, students observed the effects of their treatment, harvested and dyed their cells, counted relative cell numbers in control and treatment flasks, and determined the ratio of living to dead cells using a hemocytometer. At the conclusion of the experiment, students presented their findings in a poster presentation. This laboratory can be expanded or adapted to include additional cell lines and treatments. The ability to design and implement their own experiments has been shown to increase student engagement in the biology-related laboratory activities as well as develop the critical thinking skills needed for independent research. }, number={2}, journal={ADVANCES IN PHYSIOLOGY EDUCATION}, author={Marion, Rebecca E. and Gardner, Grant E. and Parks, Lisa D.}, year={2012}, month={Jun}, pages={154–157} }
 @article{parks_barfuss_2002, title={Transepithelial transport and metabolism of glycine in S1, S2, and S3 cell types of the rabbit proximal tubule}, volume={283}, ISSN={["1522-1466"]}, DOI={10.1152/ajprenal.00021.2002}, abstractNote={ In the first of two sets of experiments, the lumen-to-cell and cell-to-bath transport rates for glycine were measured in the isolated-perfused medullary pars recta (S3 cells) of the rabbit proximal tubule at multiple luminal glycine concentrations (0–2.0 mM). The lumen-to-cell transport of glycine was saturated, which permitted the calculation of the transport maximum of disappearance rate of glycine from the lumen (pmol · min−1 · mm tubular length−1), K m (mM), and paracellular leak (pmol · min−1 · mm tubular length−1 · mM−1) values for this transport mechanism; these values were 4.3, 0.3, and 0.03, respectively. The cell-to-bath transport did not saturate but showed a linear relationship to cellular glycine concentration, 0.58 pmol · min−1 · mm tubular length−1 · mM−1. The second set of experiments characterized the transport rate, cellular accumulation, and metabolic rate of lumen-to-cell transported [3H]glycine in all segments (cell types) of the proximal tubule, pars convoluta (S1 cells), cortical pars recta (S2 cells), and medullary pars recta (S3 cells). These proximal tubular segments were isolated and perfused at a single glycine concentration of 11.2 μM. From the results of this study and previous work (Barfuss DW and Schafer JA. Am J Physiol 236: F149–F162, 1979), we conclude that the axial heterogeneity for glycine lumen-to-cell and cell-to-bath transport capacity extends to the medullary pars recta (S3 cells; S1 > S2 < S3 for lumen-to-cell transport and S1 > S2 > S3 for cell-to-bath transport). Also, we conclude that lumen-to-cell transported glycine can be metabolized and its metabolic rate displays axial heterogeneity (S1 > S2 > S3). The physiological significances of these transport and metabolic characteristics of the S3 cell type permits the medullary pars recta to effectively recover glycine from very low luminal glycine concentrations and makes glycine available for protective and maintenance metabolism of the medullary pars recta. }, number={6}, journal={AMERICAN JOURNAL OF PHYSIOLOGY-RENAL PHYSIOLOGY}, author={Parks, LD and Barfuss, DW}, year={2002}, month={Dec}, pages={F1208–F1215} }
 @inproceedings{hillman_moshakos_parks_2001, title={Clinical Projects Used in Physiology Course Without a Lab Component}, booktitle={FASEB Conference}, author={Hillman, J.L. and Moshakos, A.J. and Parks, L.D.}, year={2001} }
 @inproceedings{parks_barfuss_2001, title={Glycine Transport in the S3 Segment of the Rabbit Proximal Tubule}, booktitle={FASEB Conference}, author={Parks, L.D. and Barfuss, D.W.}, year={2001} }
 @article{parks_zalups_barfuss_2000, title={Luminal and Basolateral Membrane Transport of Glutathione in Isolated Perfused S1, S2, and S3 Segments of the Rabbit Proximal Tubule}, volume={11}, ISSN={1046-6673}, url={http://dx.doi.org/10.1681/asn.v1161008}, DOI={10.1681/asn.v1161008}, abstractNote={
            Abstract.
            Lumen-to-bath and bath-to-lumen transport rates of glutathione (GSH) were measured in isolated perfused S1, S2, and S3 segments of the rabbit proximal tubule. In lumen-to-bath experiments, the perfusion solution contained 4.6 μM 3H-GSH with or without 1.0 mM acivicin. In all three segments perfused without acivicin, luminal disappearance rate (J
                                 DL) and bath appearance rate (J
                                 AB) of 3H-GSH were 14.5 ± 0.5 and 2.2 ± 0.8 fmol/min per mm tubule length, respectively. With acivicin present, J
                                 DL and J
                                 AB were reduced to 1.3 ± 0.4 and 0.5 ± 0.3, respectively, with no differences among segments. Cellular concentrations of 3H-GSH in S1, S2, and S3 segments when acivicin was absent were 23.1 ± 2.0, 31.7 ± 11.4, and 143.5 ± 17.9 μM, respectively. With acivicin in perfusate, cellular concentrations were reduced but there was no change in the heterogeneity profile. In bath-to-lumen transport experiments (S2 segments only), the bathing solution contained 2.3 μM 3H-GSH. 3H-GSH appearance in the lumen (J
                                 AL, fmol/min per mm) and cellular accumulation from the bath were studied with and without acivicin in the perfusate. J
                                 AL values were 3.0 ± 0.2 and 0.2 ± 0.03 while cellular concentrations were 9.5 ± 1.0 and 6.1 ± 0.5 μM, respectively. It is concluded that: (1) GSH is primarily removed from the luminal fluid after degradation to glycine, cysteine, and glutamate, which are absorbed; (2) GSH can be absorbed intact at the luminal membrane; (3) the S3 segment has the greatest GSH cellular concentration because its basolateral membrane has less capacity for cell-to-bath transport of GSH; and (4) GSH can be secreted intact from the peritubular compartment into the tubular lumen.
          }, number={6}, journal={Journal of the American Society of Nephrology}, publisher={Ovid Technologies (Wolters Kluwer Health)}, author={Parks, Lisa D. and Zalups, Rudolfs K. and Barfuss, Delon W.}, year={2000}, month={Jun}, pages={1008–1015} }
 @inproceedings{parks_barfuss_1999, title={Glycine Transport and Metabolism in the Proximal Tubule of the Rabbit}, booktitle={FASEB Conference}, author={Parks, L.D. and Barfuss, D.W.}, year={1999} }
 @article{parks_zalups_barfuss_1998, title={Heterogeneity of glutathione synthesis and secretion in the proximal tubule of the rabbit}, volume={274}, ISSN={1931-857X 1522-1466}, url={http://dx.doi.org/10.1152/ajprenal.1998.274.5.f924}, DOI={10.1152/ajprenal.1998.274.5.f924}, abstractNote={This study was designed to examine the synthesis and possible secretion of glutathione (GSH) in the S1, S2, and S3segments of the rabbit proximal tubule. GSH synthesis and secretion rates were measured in the three segments of the proximal tubule, using the isolated perfused renal tubule technique. Tritiated (3H) glycine was perfused into segments and synthesized[Formula: see text]GSH (3H on the glycine residue) was measured in the bathing solution, collectate, and tubule extract. In the S1segments, GSH was synthesized at the rate of 8.65 ± 0.88 fmol ⋅ min−1⋅ mm−1tubule length and preferentially secreted into the lumen at the rate of 7.28 ± 0.74 fmol ⋅ min−1⋅ mm−1. The difference between synthesis and secretion appeared in the bathing solution. The S2segment synthesized GSH at the rate of 3.88 ± 0.82 and secreted GSH at the rate of 2.78 ± 0.57 fmol ⋅ min−1⋅ mm−1. GSH synthesis and secretion rates in the S3segment were 5.45 ± 1.19 and 4.22 ± 1.16 fmol ⋅ min−1⋅ mm−1, respectively. Cellular concentrations of[Formula: see text]GSH increased along the length of the proximal tubule, with the highest concentrations in the S3segment. The respective GSH cellular concentrations in the S1, S2, and S3segments were 35.89 ± 10.51, 49.65 ± 9.32, and 116.90 ± 15.76 μM. These findings indicate that there is heterogeneity of GSH synthesis along the proximal tubule and that synthesized GSH is secreted preferentially into the lumen.}, number={5}, journal={American Journal of Physiology-Renal Physiology}, publisher={American Physiological Society}, author={Parks, Lisa D. and Zalups, Rudolfs K. and Barfuss, Delon W.}, year={1998}, month={May}, pages={F924–F931} }
 @article{zalups_parks_cannon_barfuss_1998, title={Mechanisms of Action of 2,3-Dimercaptopropane-1-sulfonate and the Transport, Disposition, and Toxicity of Inorganic Mercury in Isolated Perfused Segments of Rabbit Proximal Tubules}, volume={54}, ISSN={0026-895X 1521-0111}, url={http://dx.doi.org/10.1124/mol.54.2.353}, DOI={10.1124/mol.54.2.353}, abstractNote={Mechanisms by which the dithiol chelating agent 2,3-dimercaptopropane-1-sulfonate (DMPS) significantly alters the renal tubular transport, accumulation, and toxicity of inorganic mercury were studied in isolated perfused pars recta (S2) segments of proximal tubules of rabbits. Addition of 200 μm DMPS to the bath provided complete protection from the toxic effects of 20 μm inorganic mercury in the lumen. The protection was linked to decreased uptake and accumulation of mercury. Additional data indicated that, when DMPS and inorganic mercury were coperfused through the lumen, very little inorganic mercury was taken up from the lumen. We also obtained data indicating that DMPS is transported by the organic anion transport system and that this transport is linked to the therapeutic effects of DMPS. Interestingly, very little inorganic mercury was taken up and no cellular pathological changes were detected when inorganic mercury and DMPS were added to the bath. We also tested the hypothesis that DMPS can extract cellular mercury while being transported from the bath into the luminal compartment. Our findings showed that, when DMPS was applied to the basolateral membranes of S2 segments after they had been exposed to mercuric conjugates of glutathione of the laminal membrane, the tubular content of mercury was greatly reduced and the rates of disappearance of mercury from the lumen changed from positive values to markedly negative values. We conclude that inorganic mercury is extracted from proximal tubular cells by a transport process involving the movement of DMPS from the bathing compartment to the luminal compartment.}, number={2}, journal={Molecular Pharmacology}, publisher={American Society for Pharmacology & Experimental Therapeutics (ASPET)}, author={Zalups, Rudolfs K. and Parks, Lisa D. and Cannon, Vernon T. and Barfuss, Delon W.}, year={1998}, month={Aug}, pages={353–363} }
 @inproceedings{mader_barfuss_1996, title={Heterogeneity of Glutathione Synthesis and Secretion in the Isolated Perfused Proximal Tubule of the Rabbit}, booktitle={FASEB Conference}, author={Mader, L.D. and Barfuss, D.W.}, year={1996} }