Research
The laboratory of Dr. Jeffrey Osborn at the University of Kentucky Department of Biological Sciences provides a specialized environment where all students experience "science in action". The physiological research laboratory focuses upon the neural control of renal sodium and water balance and the role of renal sympathetic control of blood pressure in genetic models of hypertension. Current studies involve studying brain angiotensin II, sodium intake and how renal nerves affect kidney function and blood pressure in normotensive and hypertensive experimental models.
The educational research program focuses upon: 1) providing school districts, teachers and students with the resources and tools for stimulating students to "learn science as scientific research is conducted"; 2) teachers and students linking with university resources through the Appalachian Math Science Partnership; 3) improving student achievement through the Appalachian & Minority Science, Technology, Engineering and Math Majors Program (AMSTEMM), 4) and Newton's Universe: conducting educational research on how technology and new methods of distance learning can increase K-12 student achievement in rural and Appalachian schools.
Newton’s Universe is a major NSF funded project that focuses on physics and technology for middle school teachers and their students. The project’s main purpose is to enhance rural middle school students’ understanding of standards based physics concepts. The project accomplishes this by enhancing teachers’ understanding in physics through a series of distance learning courses designed specifically for teachers. At the same time it provides tools, strategies and activities for learning through inquiry and integrating technology as a key part of that learning.
Selected Publications
- McNall, R., W.S. Rayens, U.D. Cunningham, J.P. Straley, S.A. Shafer, K.D. Bradley and J. L. Osborn. The Effects of an Inquiry-based physical Science Distance Learning Course for Teachers and the Impact on Student’s Understanding of Temperature and Heat. J. Sci. Teacher Education (Submitted for Publication)
- Bradshaw, T.J., S.P. Carmichael II, A.F. Ferrier, and J. L. Osborn. Supporting Inquiry Instruction in Weekly Training Increases Teaching Assistants’ Confidence in Student Content Knowledge. Adv. Physiol. Educ. (Submitted for Publication).
- McNall Krall, R., J.P. Straley, Jr., S.A. Shafer and J. L. Osborn. Hands-on Distance Evaluation of a Distance Learning Temperature and Heat Course. J. Sci. Teacher Education 18(2), 173, 2009.
- Cunningham, J.D., K.D. Bradley and J. L. Osborn. Assessing the impact of Newton’s Universe: Preliminary findings associated with rural school students’ and teachers’ outcomes linked to inquiry-based physical science. ERS Spectrum, 62: 39-44, 2008.
- Stocker, S.D., J. L. Osborn and S.P. Carmichael. Forebrain Osmotic Regulation of the Sympathetic Nervous System. Clinical and Experimental Pharmacology and Physiology 35, 695-700, 2008.
- Osborn, J. L. and S.G. Greenbert. “Renal Nerves and Extracellular Fluid Volume Regulation. Hypertension Primer 3rd ed.; J.L. Izzo, Jr. and H.R. Black, editors; pages 108-111, 2003.
- Osborn, J.L. and C. F. Plato. “Neural Control of Renal Function”. In: Clinical and Experimental Nephrology. S. Massry and R. Glassock ed., 2003.
- Koehler, C., D. Moss and J. L. Osborn. The Learning Corridor: Exploring an Urban Magnet School Initiative. 2002 Proceedings of the Association for the Education of Teachers in Science: 1053-1067, 2002.
- Basile, D.P., D. Donohoe, K. Roethe and J. L. Osborn. Renal ischemic injury results in permanent damage to peritubular capillaries and influences long-term function. Am. J. Physiol. (Renal Fluid and Electrolyte Physiol.) 281: F887-F899, 2001.