2020 Abstracts

Colver, Mitchell; Hagman, Amanda (Utah State University)
Faculty Advisor: Colver, Mitchell; Hagman, Amanda

Making the choice of where to live while in college is frequently acknowledged as one of the most important decisions an undergraduate student makes. Housing decisions influence students' access to campus resources and social integration, elements thought to be key indicators of their progression towards graduation. Interestingly, however, the association between living on-campus and persistence has not been considered thoroughly in the literature. While many studies leverage survey data and retention rates to make direct comparisons between on-campus and off-campus groups, most are unable to account for self-selection bias, i.e. that students who live on-campus may be qualitatively different from students who chose to live off-campus. The present study overcame this challenge by utilizing a matching technique called Prediction-based Propensity Score Matching (PPSM). Using this theoretically-driven and methodologically robust technique, researchers were able to account for self-selection bias and estimate the impact of on-campus living on student persistence. After matching, researchers estimated that students living on-campus experience a 1.19% lift (CI: 0.55% to 1.83%) in persistence. In other words, the model suggests that 46 students (CI: 21 to 71) remain enrolled at the institution simply because they live on-campus. This conclusion indicates that living in university housing is not only important because it provides students with campus proximity and social activities, but ultimately because it helps them persist towards graduation.

Judd, Emma J.; Clark, Sarah K. (Brigham Young University)
Faculty Advisor: Clark, Sarah (Education, Teacher Education)

The study examined the integration of science into literacy instruction for the early grades. The study specifically explored how science-infused literacy instruction influenced the quality of compare and contrast science informational text produced by second graders, compared to literacy instruction alone. Additionally, the motivation of the students to read was examined in connection to the quality of the informational text they produced. The participants were second-graders (N = 72) between the ages of 7 – 9 and were enrolled in the first quarter of the school year at a Title 1 school. Seventy-three percent of these students were White, 22% were Hispanic, 2% were Asian, and 1% were Black, with 63% of the students eligible for free or reduced lunch. The treatment group (N = 35) received science-infused literacy instruction and the control group (N = 37) received their regular literacy instruction. Two instruments for measurement were used: a motivation survey which measured the students’ motivation to read, and a weighted writing rubric with an emphasis on signal words, content-specific vocabulary words, and word count, which was used to score the informational text writing samples produced by the students. The students took the reading motivation survey and answered the same informational text writing prompt before and after the instruction. The instruction for compare and contrast writing took place over the course of a four-week unit, and consisted of three 30-minute lessons weekly. The research was designed as quasi-experimental using a paired samples t-test with follow-up effect size measures. The results demonstrate that students in the treatment group produced significantly higher reading motivation scores but wrote lower-quality text, while students in the control group produced lower motivation scores but wrote higher-quality informational text. Implications from this study will be provided for educators and literacy instructional practices, and for researchers and future studies.

Kaytriauna Flint, Allison Fishler, Mosese Manu, and Justus Te'i (Utah State University)
Faculty Advisor: Soyer, Mehmet (College of Humanities and Social Sciences; Sociology, Social Work and Anthropology Department)

Here at Utah State, there are many resources available for students, staff, faculty, and administration to travel to and from campus in eco-friendly ways. While there are many resources readily available, they are not well known across campus. Our initiative is to bring awareness to these hard-working groups and generous programs while incentivizing those who participate in our social media campaign where they will submit creative photos of their sustainable transportation to and from campus. Not only will it be extremely beneficial for these groups and programs across campus to get well-deserved recognition through this initiative, but it will give Aggies the greater opportunity to Go Green and travel to and from campus in an eco-friendly way!

Joshua Luchs; Angela Kline (Brigham Young University)
Faculty Advisor; Wright, Geoff (Brigham Young University, Technology and Engineering Studies)

Despite the continual efforts of researchers and academic institutions, STEM fields such as Engineering remain male-dominated in representation. This study explores many of the positive and negative influencers affecting women in the determination to invest in engineering as an academic pathway. Whereas previous literature details many of the social barriers women encounter while pursuing male-dominated fields, this study uniquely investigates the technical focuses, academic mapping, and natural interests with potential to counteract said barriers. To achieve this, data was collected by interviews and surveys among both post-parted collegiate female engineers as well as sixth-grade males and females from local public schools. Surveys given among the younger group particularly provided insight into the framework through which developing females prefer to receive STEM instruction. The Standards for Technological Literacy serve as one of these primary frameworks assessed. By comparing the data on female interest within each Technological Literacy Standard, conclusions offered insight into the applications by which females more naturally take interest in STEM studies. These conclusions lead into the important pursuit of properly mapping STEM curriculum to actively engage and support all genders in a balanced pedagogical model.

Evans, Hannah; Peterson, Rebecca (Utah State University)
Faculty Advisor: Shumway, Jessica (Emma Eccles Jones College of Education & Human Services, School of Teacher Education and Leadership); Clarke-Midura, Jody (Emma Eccles Jones College of Education & Human Services, Instructional Teachnology and Learning Sciences Department); Lee, Victor (Emma Eccles Jones College of Education & Human Services, Instruction Technology and Learning Sciences Department); Silvis, Deborah (Emma Eccles Jones College of Education & Human Services, Instruction Technology and Learning Sciences Department)

The push for computer science integration in kindergarten classrooms is a surfacing topic in public education in the United States. One approach to this is to integrate computer science with mathematics. However, there is minimal research on computer science and computational thinking as it relates to mathematics in early childhood education. In order to address this need, we are part of a larger research project that is studying the integration of computer science and mathematics in kindergarten classrooms. Specifically, we are exploring computational thinking (CT) elements that we see students engaging in (e.g., algorithmic thinking, debugging, and decomposition) while at the same time exploring mathematics skills that emerge (e.g., measurement, spatial reasoning, and pattern recognition). We study these skills and elements as we teach formal coding instruction using play-based, screen free coding robots. In this presentation, we will present early results of this integration in local kindergarten classrooms. Our main research question is: What CT and mathematics skills and strategies emerge as a result of this formal coding instruction?

Our sample consists of 16 kindergarten students. Groups of 3-4 students participated in six 30-minute coding lessons, followed by an assessment interview. Our data set is made up of video data from both the coding instruction and the assessment interviews, as well as field notes and assessment score sheets. We will present descriptive statistics regarding these assessments, as well as in-depth case studies of 2 students (one student who scored high on their post-test, and one who scored low). We will present data from the videos of their individual experiences as they engaged in formal instruction, as well as data regarding their assessments, in order to answer our research question and analyze what CT and mathematics skills and strategies emerged as a result of their formal coding instruction.

Rasmussen, Melissa; Lauritsen, Jake; Clarke-Midura, Jody; Lee, Victor; Recker, Mimi (Utah State University)
Faculty Advisor: Lee, Victor (Emma Eccles Jones College of Education & Human Services, Instructional Technology and Learning Sciences Department); Recker, Mimi (Emma Eccles Jones College of Education & Human Services, Instructional Technology and Learning Sciences Department)

With the rising perception of computer science as a universally useful skill in the twenty-first century, researchers and schools test ways to effectively interest and introduce young children to computer science. Our project develops a curriculum pairing an "unplugged" board game component with a "plugged" portion in MIT's Scratch, pairing short class lectures with hands-on student learning. In order to effectively work with our partner school district and implement a complete unit without taking too many class minutes, we integrate much of the hands-on portion of the curriculum into existing library time. We run several iterations of the curriculum for fifth graders, refining the 6-8 week unit as we go. Of particular concern in our design is the typical middle school teacher's unfamiliarity with coding and computer science concepts. We find that it may be possible to capitalize on this unfamiliarity in order to improve student outcomes. We look at student creativity and computational thinking during the unit, seeking an increase in ability and self-efficacy by closing the unit with student creation of their own game boards. Furthermore, we examine female engagement and interest in the programming portion, with the goal of pinpointing factors that could increase female participation in computer science or partially explain the current deficit. The results of the implementation of our curriculum, with particular focus on the successes and failures that can be generalized to other computer science curricula, will be discussed.

Perisse, Iuri Viotti; Fan, Zhiqian; Wang, Zhongde; Harris, Ann; White, Kenneth L.; Polejaeve, Irina A. (Utah State University)
Faculty Advisor: PoleJaeva, Irina (College of Agriculture and Applied Sciences; Animal, Dairy, and Veterinary Sciences Department)

Cystic Fibrosis (CF) is a recessive human genetic disease that is caused by mutations in the Cystic Fibrosis Transmembrane Conductance Regulator (CFTR) gene. This gene is responsible to transport Cl- and HCO3- anions in epithelial cells. Previously, we generated CFTR-/- lambs using CRISPR/Cas9 and SCNT techniques. The CFTR-/- lambs display many features similar to human CF disease, including meconium ileus (MI), pancreatic fibrosis, portal fibrosis and biliary hyperplasia, small gallbladder, and absence of vas deferens. In CF patients, MI affects only 15-20% of human babies, whereas it was observed in 100% of newborn CFTR-/- lambs and was the primary cause of death. We here hypothesized that the transgenic expression of the ovine CFTR cDNA under regulation of an intestinal-specific expression promoter would promote the correction of MI in CFTR-/- sheep. In this study, we are constructing three potential vectors with different promoters to be evaluated prior to the generation of transgenic animals. Rat intestinal Fatty Acid Binding Protein (iFABP), rat liver Fatty Acid Binding Protein (LFABP), and Villin1 promoters have already been characterized and successfully used for intestinal-specific expression. After digestion and ligation cloning, the three constructs will be sequenced to confirm the presence of all segments (promoter, cDNA, and vector) in the correct orientation. Subsequently, we plan to evaluate the transient gene expression of the constructs in CaCo-2 cells to ensure they are fully functional. Therefore, we will construct the pcDNA3.1>promoter>CFTR expression vector in order to generate intestine-CFTR transgenic CFTR-/- sheep.

Colbert, Jeffrey (Weber State University)
Faculty Advisor: Schramm, Katherina (Weber State University, Botany); Hillbig, Bridgette (Weber State University, Botany); Walker, Edward (Weber State University, Chemistry)

Hemp is a multimillion-dollar industry; however, it is only grown in a few states in the US. In prehistoric time, there was a brackish lake that covered the valley of Utah�s Wasatch Front. Because of this lake and different drainage events, the soil chemistry and composition changed depending on the depth and salts concentration of the lake.
This study tested soils from three different locations along the Wasatch Front for their potential to support healthy growth of hemp plants. Mg, Ca, N, P, K concentrations were tested along with pH in soils from different geological strata. In an outdoor environment hemp was grown in five-gallon containers to determine if those soils will support hemp growth yielding high fiber content and quality. Potting soil was used as a control. The same soil characterization tests were conducted after the plants were harvested to show what amendments are needed for a successful crop in following seasons. Mature plants� inflorescences were tested for tetrahydrocannabinol (THC), and cannabidiol (CBD) levels by Utah Department of Agriculture and Food (UDAF). All plants contained less than 0.3% THC. Fiber quantity was measured using confocal microscopy techniques and compared against the different soil collection locations. Water retting was conducted to extract fiber from stalks. Thin Layer Chromatography (TLC) was conducted confirming UDAF�s findings of THC and CBD.

Kaundal, Amita; Hansen, Nathaniel; Ganesh, Jyothsna (Utah State University)
Faculty Advisor: Kaundal, Amita (College of Agriculture and Applied Sciences; Plants, Soils, and Climate Department)

Plants are sessile and bound to their origin so they cannot move to defend themselves against adverse environmental conditions. Soil salinity is one of such environmental stress, which limits the growth and development of plants. Salt stress directly affects crop production. It has been predicted that by 2050, about 50% of arable land will be affected by salinity. About 23% of the worldwide farmland is affected by soil salinity and the crop losses due to salinity are estimated to be tens of billion dollars per year. On top of that, an increase in the world population, the demand for food production also increases. Thus, feeding the growing population under adverse conditions is a challenge. This challenge demands to create more resilient crops to adverse conditions and to feed the growing population. In this study we are investigating General Control Non-repressible 4 (GCN4) in Arabidopsis for salt stress tolerance. GCN4 is an AAA+-ATPase (ATPases associated with diverse cellular activities). AAA+ proteins have diverse functions, such as assembly or disassembly of protein complexes, protein folding or unfolding, protein transport or degradation. It has been shown previously that when AtGCN4 overexpressed in Arabidopsis, it plays a significant role in host-pathogen interaction and control stomatal movement upon pathogen infection by degrading RIN4 - 14-3-3 proteins in PM H+-ATPase complex. Besides this GCN4 when overexpressed exhibit drought tolerance. In this study, we have investigated the previously developed overexpressed and silenced GCN4 Arabidopsis transgenic lines along with wild type plants for salt tolerance at different NaCl concentrations of 90mM, 120mM, and 150mM. So far, the studies indicate that the overexpressor lines were able to tolerate up to 150mm of NaCl as compared to the WT and silenced lines. Further studies are in progress to confirm our hypothesis that GCN4 improves the salt tolerance of transgenic plants. The obtained knowledge will help to investigate the common link in the mechanisms involved in various abiotic and biotic stresses.

Dodge, Reagan; Backman, Talia (Utah Valley University)
Faculty Advisor: Zahn, Geoffrey (Utah Valley University, Biology)

We assessed the ability of Pleurotus ostreatus, Oyster mushroom, to efficiently decompose waste products containing cellulose. As common pollutants are comprised of cellulose it is important to understand organisms that have cellulolytic enzymes such as P. ostreatus. The fungus P. ostreatus was introduced to the substrates of paper textiles, peanut shells, and livestock manure. After each treatment, the yield of mushroom production and remaining substrate was measured. As these substrates have been broken down during mushroom production they can be sold as inorganic fertilizer or compost. As well, Oyster mushrooms can be purchased and enjoyed in meals. Mushroom cultivation is a multi-billion dollar industry, and excessive wastes are a strain on the environment. By understanding what cellulase substrates produce the greatest yields we can eliminate waste all while increasing profits. Oh, and eating great mushrooms!

Heider, Emily; Simkins, Kylee (Utah Valley University)
Faculty Advisor: Heider, Emily (Utah Valley University, Chemistry)

Expansion of science literacy is increasingly accomplished outside of formal classroom settings with reports of informal learning (IL) experiences at nature centers, demonstration shows, science museums, and scouting. Some researchers have expanded the range of informal learning to also include media, libraries, and public parks. These informal portals to science knowledge provide inclusive settings for learning, and reports of their development research opportunities and benefits are garnering increasing attention. This research describes the integration of informal museum-based learning into college general chemistry courses using the School Museum Learning Framework. Outcomes related to course content were quantified using pre- and post- assessment measures. Additional outcomes quantifying student motivation were evaluated using the Science Motivation Questionnaire. Results show improvement in some course-related outcomes as well as differences in motivation for students who participate in informal learning when compared with students who complete a conventional chemistry course.

Stevens, Shaylee (Weber State University)
Faculty Advisor: Bialowas, Anne (Weber State University, Communications)

Since they were originally published, the Harry Potter books have become a cultural phenomenon that connects people from all around the world through its relatable characters and real-world themes. This paper examines the Harry Potter books through the lens of Cultural Studies to explain the connections in the books to the real world and how the theory can be applied to real life experiences. Previous literature related to Cultural Studies and the Harry Potter books provided a foundation for the analysis. The books were analyzed by applying three key concepts in Cultural Studies to various situations and themes in the stories. The three concepts used in the analysis were ideology, economic determinism, and hegemony. The concepts were used to explore the beliefs and values of different characters within the books, as well as the power dynamics and social structures of the wizarding world. These key themes and concepts highlight the parallels that can be drawn between the world of Harry Potter and the real world, and they show the ways in which Cultural Studies can apply to our daily lives.

Leatham, Dallin (Weber State University)
Faculty Advisor: Domek, Matthew (Weber State University, Microbiology); Oberg, Craig (Weber State University, Microbiology); Culumber, Michelle (Weber State University, Microbiology); Walker, Edward (Weber State University, Biochemistry)

Gouda cheese is known for its buttery flavor which is produced by the compound 2,3-butanedione or more commonly known as diacetyl. To measure the concentration of diacetyl in cheese a colorimetric test for vicinal diketones is used, known as the Voges and Proskauer (VP) method. This method involves using 5.0% a-naphthol and 0.4% creatine-KOH to develop a pink to red color. In the VP method the concentration of diacetyl is directly related to the absorbance. When this method was performed using known concentrations of Diacetyl in dH2O, a linear relationship was found to have a R2 value of .9571 confirming that the VP method is a viable method of testing for diacetyl concentration. It was proposed that by using a GC-MS to measure these concentrations a simpler test could be performed with similar or improved accuracy. Extracting of the diacetyl from Gouda cheese was done using a stomacher and a mixture of 50:50 acetone:dH2O. Before the concentration of cheese was measured dilutions of diacetyl concentrations were run in a 50:50 acetone:dH2O mixture at 0.1 uL/mL, 1 uL/mL, and 10 uL/mL. The concentrations of diacetyl that gouda cheese commonly contains are from 0.01 uL/mL to 0.1 uL/mL. It was found that the concentration of .1 uL/mL of diacetyl could not be distinguished from the background interference of the instrument. Currently it seems that using a GC-MS to determine diacetyl concentrations in gouda cheese might not be a practical method. Further research and a better understanding of the equipment could improve this method in order to obtain readable results.

Tooley, Sarah (Utah State University)
Faculty Advisor: Powell, Jake (College of Agriculture and Applied Sciences, Landscape Architecture and Environment Planning Department)

The dry, arid climate of Utah makes water a limited and precious resource. However, Utahans are the second largest per capita water users in the nation, with over 60% of that water used on outdoor landscapes. High landscape water use in the face of limited availability is a complex socio-cultural phenomenon reaching back to when pioneers first settled Utah. Settlers were from places with cultural perceptions of landscapes and climates much different then what they found when they arrived. Their desire to create a place that felt like home established a cultural landscape vernacular where Utahan's prefer a landscape more lush and green than we have water to support. With the projected increase in Utah's population, the traditional Utah landscape is quickly becoming unsustainable. As an Extension service I designed 5 landscapes following established water wise design principles which are: planning and design, plant selection and hydro zones along with practical turf areas. The purpose of these designs was to demonstrate that water wise designs can both be water efficient as well as functional, sustainable and aesthetically pleasing. The results of these planning and design efforts are currently being installed into residences in two Utah communities. I will share the design and implementation methods and results of these designs and visitor feedback data from one of the sites. This design research showcases a potential method others in Utah can use to make their landscapes more water wise and begin to redefine the vernacular landscape in Utah and the Intermountain West.

Tyler Hacking, Jonathan Wasden and Dr. Michael Stevens (Utah Valley University)
Faculty Advisor: Stevens, Michael (Science, Biology)

Abstract:

Plant growth can be affected by both genes and the environment. To test genetic effects on growth we used two varieties of lettuce. To test environmental effects on growth, we used four different water treatments. We were interested in the main effects of genes and the environment and also in their interaction. In other words, is the effect of water treatment different across two lettuce varieties? Two varieties of Lactuca sativa were cultivated in a growth chamber in pots using vermiculite as the growth medium. The two varieties were treated with four types of water: tap, tap-aerated, reverse osmosis, and reverse-osmosis-aerated throughout the experiment. Aeration was accomplished using both surface aeration (waterfall and vortex) and sub-surface aeration using submerged waterstones. All plants were fertilized using 8-15-36 (N-P-K) water-soluble lettuce fertilizer powder plus trace minerals by Greenway Biotech, Inc. The plants were harvested and dried to a constant weight for analysis of biomass. We observed varietal differences in growth with the Buttercrunch variety producing 145% more biomass than the Butterhead variety (p < 0.001). The water treatments affected growth, with the plants watered with tap water producing 31% more biomass than the plants watered with reverse-osmosis water (p < 0.001). The other two water treatments (tap-aerated and reverse-osmosis-aerated) were intermediate between the tap-watered plants and the reverse-osmosis-watered plants in terms of biomass. Finally, we observed a variety-by-environment interaction such that the Buttercrunch showed a marked response to water treatment whereas the Butterhead was only minimally affected by water treatment (p < 0.001). The Buttercrunch produced more biomass than the Butterhead because of its shorter life cycle. By the end of the experiment, the Buttercrunch plants were already bolting and producing flowers. This could also explain why the Buttercrunch was more responsive to differences in water treatments.

Avondet, Callie (University of Utah)
Faculty Advisor: Taylor, Jason (College of Education; Education, Leadership & Policy)

A shocking 33% of student parents graduate from college (Institute for Women's Policy Research, 2014). Part of this low graduation rate has been attributed to scheduling difficulties: the hours classes are offered, planning group-project meetings, and out of class requirements making it difficult to coordinate childcare (Kensinger and Minnick, 2018). Child Care Access Means Parents in School (CCAMPIS) is a federal program that provides money for childcare services to qualifying students at institutions whose students receive a total of $350,000 or more in federal Pell grant funding (Baskerville, 2013) . In fiscal year (FY) 2018 the overall amount of funding allocated to CCAMPIS and the number of schools getting this government grant nearly doubled. This provided CCAMPIS funding to many colleges that did not previously have it (Department of Education, n.d.). This project interviews the child care director from one randomly selected community college from each of the 9 US Census districts (excluding DC and Puerto Rico) to understand how CCAMPIS funding for FY 2018 changed institutional policy, practice, and programs related to child care in community colleges that did not receive CCAMPIS funding in FY 2017. Although data is still being collected, preliminary data suggests that CCAMPIS allows institutions to mold their childcare programs to the needs of their students through various projects. It also frees up more funding to help students who would still struggle financially to get access to childcare but do not meet the formal requirements for CCAMPIS money.

Dickamore, Erik (Utah State University)
Faculty Advisor: Colver, Mitchell

Becoming integrated into the social sphere of an institution is a vital step for new and continuing students in a university setting. There is a body of studies that have examined the impact of different aspects of the student experience on persistence. Many of them center on how becoming integrated into the social sphere of an institution is impactful on persistence. While social integration is considered essential for success, few studies have rigorously considered if social integration through student involvement and leadership is associated with persistence toward graduation. This research is intended to estimate causal links between treatments and expected student outcomes. More specifically, this research will highlight the estimated causal impacts on persistence to the next term for students who participate in student involvement. Historically, there has been a roadblock of understanding the effect that leadership and student involvement programs have on students due to self-selection bias. This research uses Prediction Based Propensity Score Matching (PPSM), a quasi-experimental method, to control for baseline variability and account for self-selection bias. Results highlight an estimated causal link to persistence and being involved in leadership positions at a 4-year institution in the mountain west of the United States.

Black, Brent; Peterson, Savannah (Utah State University)
Faculty Advisor: Black, Brent (College of Agriculture and Applied Science; Plants, Soils, and Climate Department)

Utah has 1,200 acres of commercial peaches (15th largest peach producing state) making it the second most important fruit crop in the state. However, Utah soils are alkaline, and many trees grown on alkaline soils struggle with iron chlorosis. Peaches and other fruit trees are a combination of the desired variety (scion) grafted onto a rootstock. Some peach rootstocks may be better adapted to Utah's alkaline soils. An orchard comparing 12 peach rootstocks was planted in Utah County in 2007 and evaluated in the 2019 season for survival, tree size and iron chlorosis (leaf chlorophyll content, an indicator of alkaline soil tolerance).The scion for all trees was O'Henry. Most rootstocks had good survival after 13 years (>80%). Empyrean 2 and Julior had the poorest survival (< 50%). The largest trees were on Monegro, Empyrean 1 and Nickels rootstocks, and the smallest were on Lovell, Julior and Krymsk 86. Leaf chlorophyll was lowest (most chlorotic) for Lovell, Julior and Empyrean 1. Selecting the best adapted rootstock is essential for an orchard to be successful and profitable. These results will be useful for Utah growers to select trees best adapted to their conditions.