Architecture

Authors: Eliza Ballantyne, Maria Lizio, Anshuman Chaturvedi. Mentors: Dustin Shipp. Insitution: Utah Valley University. We evaluate techniques for enhancing performance of Raman based classifiers of lung cancer and compare them to results from immunohistochemistry and hematoxylin and eosin (H&E) staining for fixed samples. In the United States, more patients die from lung cancer than from any other type, although it ranks as the third most common cancer. For patients with lung cancer, preserving the healthy bronchioles where cancer usually forms is vital to continued lung function. Raman spectroscopy is already a valuable asset in distinguishing between healthy tissue and many types of cancer and decreases discrepancies between diagnosis, saving medical resources and improving patient outcome. Lung cancer is especially challenging for Raman spectroscopy, in part because tar fluorescence often overpowers critical chemical features. We introduce measurement and classification approaches as the first step to overcome this challenge and create reliable Raman based classifiers for lung cancer. By working with fixed tissue sections, we avoid tar fluorescence and demonstrate the ability to detect tumors and premalignant abnormalities in lung tissue. These samples allow collaboration between adjacent sections in both H&E staining and immunohistochemistry. Furthermore, additional measurements of fixed sections can be acquired at any time. These advantages provide flexibility to acquire more detailed training sets, include more detail of any borderline cases, and compare Raman spectroscopy to more specialized histopathological techniques.

Authors: Laureana Lazarte, Adam Hales. Mentors: yu ya liang. Insitution: Utah Valley University. Plant Viruses pose a serious threat to the agricultural industry worldwide, infecting members of the brassica genus, including cabbage, broccoli, and cauliflower. This particular virus is transmitted via the cabbage aphid, which poses a serious problem, as these are extremely common in croplands worldwide (Clafin et al., 2017). The motivation of this project is to expose a variety of Brassica species to a novel DNA virus, which is a putative geminivirus and has recently been discovered in Utah. Then, plants that show signs of disease resistance after being infected with the virus will be identified. Following infection, genetic information from all Brassica species will be obtained and then analyzed to identify possible sources that promote disease resistance. A diverse array of mustard seeds will also be requested from the USDA National Plant Germplasm System. The methods of this study will involve growing a wide variety of plants within the Brassica genus for six to eight weeks in a greenhouse setting, and exposing them to the virus. The plants will then be analyzed on the basis of severity of infection via visible observations using a zero through ten scale that will be developed. DNA from the plants will be extracted and the genomes will then be sequenced. Combining the genome information and disease susceptibility, a Genome-Wide Association Study (GWAS) will be used to look for possible genetic information that could promote disease resistance. The outcomes of this study may also be used for disease resistance breeding.

Authors: Caroline Torgersen, Tyler O'Loughlin, Ellie Evans, Vern Hart, Clint Flinders. Mentors: Vern Hart. Insitution: Utah Valley University. Stage-IV cancers are commonly identified by tumors having metastasized to other parts of the body. However, studies have shown that cancerous tissues often release “seeds” of circulating tumor clusters (CTCs) into the cardiovascular and lymphatic systems long before metastasized sections of the tumor are identifiable. These CTCs can circulate or remain dormant for long periods of time, even after the lesion is excised. In addition, these structures exist on scales that are not currently identifiable using conventional imaging modalities and are only detectable after being isolated. To address this issue, we demonstrate a simple optical diffraction system utilizing visible laser light and a beam profiler to collect speckle images from polystyrene microbeads (mimicking CTCs) flowing through an IV tube (mimicking a vein or artery). These scattering images were used to train a convolutional neural network, which was able to distinguish bead sizes ranging from 30 to 120 microns (comparable to the diameter of CTCs). A Softmax classifier was included with multiple target categories corresponding to different clusters sizes. As blood cells are significantly smaller (5-20 microns), this system could be used to non-invasively identify the presence of larger scatterers in a blood stream in situ, indicating the presence of CTCs, and providing a potential diagnostic biomarker for early-stage cancer.If a oral presentation is not available we would still love to present a poster.

Authors: Richard Ji, Emre Dal, Ayana Srivastava, Beverly Chigarira, Chadi Hage Chehade, Arshit Narang, Georges Gebrael, Neeraj Agarwal, Umang Swami, Haoran Li. Mentors: Neeraj Agarwal. Insitution: University of Utah. Comparative effectiveness of ChatGPT 4.0 and medical oncologists in telemedicine-based management of metastatic prostate carcinoma (mPC).Richard Ji1, Emre Dal1, Ayana Srivastava1, Beverly Chigarira1, Chadi Hage Chehade1, Arshit Narang1, Georges Gebrael1, Neeraj Agarwal1, Umang Swami1, Haoran Li21Huntsman Cancer Institute at the University of Utah, Salt Lake City, UT;2University of Kansas Cancer Center, Westwood, KSBackground: The advent of telemedicine, accentuated during the COVID-19 pandemic, offers a prospective modality, especially when synergized with artificial intelligence (AI) tools such as ChatGPT 4.0. In this investigation, we sought to investigate the proficiency of ChatGPT vs. medical oncologists in the telemedicine-centric management of mPC.Methods: This IRB-approved retrospective study compared the competencies of ChatGPT and oncologists in conducting telemedicine consultations for patients with mPC. Out of 975 patients screened between April 1, 2022, and March 30, 2023, 102 met the inclusion criteria of having a diagnosis of mPC, attending at least one telemedicine consultation during the specified period, and having documentation available for two consecutive visits to enable the analysis of treatment decisions and outcomes. ChatGPT was asked to pre-chart and determine if a face-to-face consultation is needed. Its clinical competence was assessed using miniCEX, and medical decision-making (MDM). The Cohen's kappa test was used to measure the level of agreement between ChatGPT and oncologists in treatment decisions, and the Mann-Whitney U test was used to compare miniCEX and MDM.Results: The majority of patients were White (97.06%), with a median age of 75 years (range:53 to 99). Nearly all patients were diagnosed with adenocarcinoma (96.08%), with a median Gleason score of 7 (range: 6 to 10). The prevalent metastatic sites were bone (47.4%) and lymph nodes (44.16%). 26.88% had an ECOG score of 0, 54.84% had a score of 1, and 18.28% had a score greater than 1. Common coexisting conditions included diabetes mellitus (11.11%), hypertension (29.82%), hyperlipidemia (24.56%), and depression (7.6%). The primary outcome measured the concordance between ChatGPT and oncologists on whether to continue or cease the current treatment There was a statistical significance in sensitivity and specificity between clinicians and ChatGPT (Chi-squared=5.1, p=0.02). Cohen's Kappa showed a moderate concordance (Kappa = 0.43, p<0.001). There was no difference in the number of diagnoses made by the two parties (p=0.13 and 0.06, respectively). ChatGPT's median miniCEX score was 8 (SD=0.59), and its median MDM length was 41 words (SD=6.06). The average time saved by ChatGPT in pre-charting was 41 minutes (SD=6).Conclusions: ChatGPT showed moderate concordance with oncologists for the management of mPC in telemedicine. Subsequent investigations are needed to explore its potential in healthcare.

Authors: Karen Hoggan, Adia Migliori, Jonathan Harr, David Aguilar Alvarez. Mentors: David Aguilar Alvarez. Insitution: Weber State University. BackgroundElevated blood pressure (BP) is a significant risk factor for cardiovascular disease. The effects of high sodium (Na) intake on blood pressure are widely recognized. Of late, potassium (K) intake has gained recognition as a factor in hypertension. Recent studies have shown that the Na/K ratio consumed may be more predictive of hypertension than solely sodium intake. This study examines the association between the Na/K ratio and BP in males and females.MethodsWe utilized a cross-sectional design to evaluate self-reported two-day diet records for 73 male and 183 female students. Sodium and potassium intake were calculated using Diet and Wellness Plus. BP measurements were taken from each participant. Partial correlations were conducted between systolic (SBP) and diastolic blood pressure (DBP), and the following variables: Na, K, and Na/K. SBP means were compared between high sodium consumers and low sodium consumers with the same Na/K ratio using independent samples t-test.ResultsNeither male nor female participants’ SBP or DBP were associated with Na or K intake (p>0.05). However, an increased Na/K ratio was associated with higher DBP in males (r=0.254, p=0.29), but not in females (r=0.04 p=0.79). When the Na/K ratio was paired, participants who consumed over 3000 mg of sodium had a significantly higher SBP (121.1 ± 12.9) than those who consumed less than 3000 mg (115.9 ± 10.7, p=.004).ConclusionsConsumption of Na and K may affect male and female BP differently. In males, the Na/K ratio was predictive of increases in blood pressure. Although Na/K ratio seems to be more predictive of this parameter, within the same Na/K ratio, having lower sodium consumption was associated with lower SBP. This illustrates the complex interaction between BP regulation and nutrition, emphasizing the significance of both lowering sodium intake and maintaining a balanced Na/K ratio for optimal heart health.

Authors: Libby Brooks. Mentors: Natasha Pavlova. Insitution: University of Utah. About 90% of cancer deaths are from the development of secondary tumor growths from a process called metastasis. As cancer cells divide uncontrollably nutrients from nearby tissue – specifically the amino acid glutamine – are depleted. Glutamine is one of the most abundant amino acids in the bloodstream, and most cells cannot live without it. Tumors have poor vasculature which further contributes to the depletion of nutrients. Even in nutrient-depleted environments, tumors have found ways to grow.Tumors are comprised of cancer cells as well as non-cancerous stromal cells. Studies have shown stromal cells can synthesize glutamine which they release into the tumor microenvironment feeding cancer cells and allowing them to grow. However, the signaling pathway used between the cancer and stromal cells in this relationship remains unclear.To study the signaling pathway by which stromal cells are synthesizing glutamine I treated cells with a common anti-inflammatory drug, dexamethasone. Mice receiving dexamethasone over a long period of time had increased lung metastases when injected with cancer cells. Dexamethasone binds to the glucocorticoid receptor (GR) which activates the expression of glutamine synthetase (GLUL) enzyme mRNA. The expression of GLUL causes the cell to synthesize glutamine. However, the role of GR, in regulating GLUL expression in tumors, remains insufficiently studied.The experiments done for this project show that dexamethasone induces GLUL expression in stromal cells such that they start releasing glutamine. This may promote growth of cancer cells even when there is a deficit of nutrients around. It is hypothesized that due to this property, dexamethasone increases risk of metastasis. This project will aid in the development of cancer therapeutics to treat metastatic cancers.

Authors: Daniel Barrera. Mentors: Anna Beaudin. Insitution: University of Utah. Tissue-resident macrophages play critical roles in tissue homeostasis and immunity, and many of them have a distinct fetal origin and developmental trajectory as compared to their adult bone marrow-derived counterparts. However, the specific mechanisms underlying their developmental signaling pathways have not been as thoroughly examined as in the adult. Our lab recently demonstrated that fetal-derived macrophage development is regulated by expression of the lymphoid-associated interleukin-7 receptor (IL-7R) in mice, but the fetal source of the cognate cytokine ligand, interleukin-7 (IL-7), has yet to be determined. This project investigated fetal macrophage cells as a potential source of IL-7 production, with the aim of providing further insight into these signaling pathways during prenatal development. A transgenic mouse model was used that expresses IL-7 attached to green fluorescent protein (GFP) in order to measure GFP expression as a proxy for IL-7 expression in developing tissues. Embryonic tissues were extracted from mouse fetuses at 17.5 days post-conception and cells were isolated and stained with antibodies to identify blood, endothelial, and stromal cells as putative sources of IL-7 production. Samples were also intracellularly stained for GFP in order to quantify the IL-7 production across different cell types within different tissues in the embryo. The resulting data preliminarily identifies fetal macrophages as the primary producers of IL-7 across common tissues in the developing embryo. A better understanding of the developmental signaling pathways that regulate fetal immune development can expand comprehension of the origins of early immune dysfunction and help mitigate disease susceptibility from early life.

Authors: Amber Brooks. Mentors: Michelle Schober. Insitution: University of Utah. Traumatic brain injury (TBI) can cause death or result in long-term disabilities. TBIs are the leading cause of death and disability due to trauma and the leading cause of acquired neurological disability in children. At present, medical treatment using supportive and specific therapies to optimize recovery are lacking. Docosahexaenoic acid (DHA), a component of fish oil and a natural constituent of brain cell membranes, is a potential candidate therapy to improve neurologic recovery after severe TBI. The objective of our project is to test the hypothesis that DHA improves cognitive outcome and brain imaging in a male rat model of pediatric TBI, controlled cortical impact (CCI) in male rat pups. Seventeen-day-old male rat pups received CCI or a minimally invasive (SHAM) surgery. Half of the CCI and SHAM rats were fed a DHA diet for 60 days before experiments began. Learning was tested using a Morris Water Maze (MWM) experiment and memory was tested using a Novel Object Recognition (NOR) experiment. Brain injury assessment was accomplished using T2 and DTI magnetic resonance imaging (MRI). The T2 MRI scans were used to measure the volume of the hippocampus, the center for learning and memory, and to lesion volume, to assess loss of hemisphere volume. The DTI MRI scans were used to observe the injury to the white matter of the brain. Based on preliminary findings, we anticipate that the results of the study will not support our hypothesis and that DHA will have no beneficial effects on improving cognitive outcomes and brain imaging.

Authors: Ryan Kunkler, Marcus Lawrence, Anna Edler, Casey Webb, Jacob Manning. Mentors: Marcus Lawrence. Insitution: Southern Utah University. Climbing is now an Olympic sport and thus the demand for understanding performance predictors to train with evidence has grown enormously. Previous climbing research has highlighted that finger strength and shoulder strength are important predictors of performance between lower level and higher level climbers. However, no study has examined the rate of force development in the upper body, and lower body strength also has not be assessed in climbing literature. PURPOSE: To determine if relationships exist between dominant and non-dominant finger RFD compared to dominant and non-dominant finger and shoulder strength as well as lower body strength. METHODS: Twenty subjects (n=8 female and n=12 male; age: 24.7±7.5 yrs; height: 177.6±7.8 cm; mass: 76.0±14.9 kg; IRCRA Sport Grade: 14.1±6.7; n=11 beginner/intermediate, n=9 advanced) completed this study. During a single session, following a standardized 3-5 min. warm-up all participants dominant and non-dominant finger strength and RFD (using a Tindeq dynamometer load cell attached via static rope to a 20mm edge) as well as shoulder strength (using the same Tindeq load cell with a static rope and olympic ring), and lower-body compound strength (isometric mid-thigh pull using G-strength dynamometer load cell attached to a straight bar with a static rope) were assessed. Three trials were done on each measurement with 1 min. between trials and 3-5 min. between tests. Pearson correlational analyses were done to determine correlation coefficients (r), with significance set at p<0.05. RESULTS: Both dominant and non-dominant RFD resulted in significant (p<0.05) large to very large positive relationships with dominant finger strength (r = 0.897 and 0.721, respectively), non-dominant finger strength (r = 0.913 and 0.757), dominant shoulder strength (r = 0.670 and 0.709), on-dominant shoulder strength (r = 0.724 and 0.744), and lower body compound strength (r = 0.645 and 0.653). CONCLUSION: Dominant and non-dominant RFD is positively related to upper and lower body strength in recreational to advanced climbers. Therefore, training finger RFD and lower body strength should be consider as important as developing finger and shoulder strength in recreational to advanced climbers.

Authors: Addison Hedges, Kevin Sattler. Mentors: Moriel Zelikowsky. Insitution: University of Utah. Trauma has been reported to affect over 70% of all adults worldwide. This includes, but is not limited to, physical and sexual violence, injury, threat of death, and natural disasters. Experiencing one or more traumatic events can lead to post-traumatic stress disorder, depression, and anxiety. These symptoms and disorders can negatively affect interpersonal relationships, confidence, aggression, and other aspects of daily behavior. Exactly how these traumatic events are encoded in the brain is poorly understood. Extensive research has been done on the hippocampus with regard to its central role in learning and memory, but only recently has research been done to uncover its role in emotional responses. This research has found distinct functional differences between the dorsal and ventral subregions of the hippocampus. Recent studies suggest that the ventral hippocampus (VH) plays an important role in emotional response. The VH projects to other emotional processing areas of the brain that modulate fear, aggression, and social processing. This project aims to test the hypothesis that distinct populations of neurons in the VH encode individual behavioral effects of trauma as well as discover the extent of overlap between neuronal cells activated by trauma-induced aggression (TIA) vs. trauma-altered sociability (TAS). To test this hypothesis, both male and female mice were injected with an hM4D inhibitory DREADD virus to chemogenetically silence VH. Later the mice underwent either no trauma or a foot shock trauma consisting of 10 1mA foot-shocks randomly applied over 60 minutes. They were then tested for aggression and social response using two distinct behavioral assays known as Resident Intruder and 3-Chamber. Half the mice received DCZ, a ligand used to activate DREADDs, while the other half received a control vehicle prior to each behavioral assay. Our findings show that silencing of the VH led to attenuated TIA and TAS when compared to control groups. Next, using retrograde viral tracing, activity-dependent neuronal tagging, and immunohistochemistry, we examined the existence and extent of overlapping neuron populations in the VH. These findings suggest the VH plays an important role in encoding and responding to trauma. They also highlight the importance of continued research into how behavioral changes are manifested in the brain and how these experiences are studied.

Authors: Sophia Kramer, Violeta Vasilevska. Mentors: Violeta Vasilevska. Insitution: Utah Valley University. Preliminary literature review showed that studies have been conducted following either elementary or middle/high school students’ after-school math programs. However, this preliminary lit review did not provide any relevant comparison of the data collected from these students’ groups. In this study, we will conduct two after-school meetings with elementary and high school students in the spring semester. During the meetings, students will be working collaboratively on hands-on, discovery math activities. This hands-on learning experience will be adjusted for different grade levels. Both student groups will be given a pre-survey consisting of attitude questions. They will assess perceptions about learning that occurs in after-school (out-of-classroom) learning environments that encourage mathematical thinking and collaboration. At the end of each after-school meeting, students will be given a post-survey (that will contain some questions matching the pre-survey ones). The collected survey data will be compared to examine the different responses resulting from the two different age groups, maturity levels, gender, etc. Survey results will be used to obtain observations about the effect of such after-school programs on student attitude toward math.In this presentation, we present the preliminary data collected during the first after school meeting held at the beginning of the spring semester and provide a comparison of the collected data. Additional meetings and surveys will be conducted later in the semester.

Authors: Eden Backman, Britt Wyatt, Kandace Flanary, Jessica Cusick, T Heath Ogden, Joshua Premo. Mentors: Joshua Premo. Insitution: Utah Valley University. Utah Valley University serves a unique student population where ~70% of students are Latter-Day Saints (LDS) and ~30% are non-traditional (over the age of 24) (UVU IR, 2023). Compared to the overall 1.6% of LDS individuals in the United States (Pew Research Center, 2023), the identities of UVU students are vastly underrepresented in education research that has been conducted at other institutions. This is especially important as the LDS religion has been related to one of the most conservative religious groups concerning gender roles (Heaton, Bahr, and Jacobson 2004). Additionally, recent preliminary analysis of public institutional data from Utah universities indicates that UVU is graduating more men than women in biology, drastically contrasting other Utah university and national trends. In Utah, the STEM workforce has seen a significant 20% increase since 2016 (UWLP, 2022). However, it's important to note that during this period of expansion, men have disproportionately reaped the benefits in terms of STEM career opportunities. According to IWPR (2019), men in Utah are 2.5 times more likely to secure a STEM career compared to women. Furthermore, in 2020, STEM careers in Utah boasted median annual wages that were over twice as high as those in other occupations, which has direct implications for individuals' lifetime earnings and social capital. Given this information, we questioned why women were not choosing educational paths that will promote a career in STEM? If they are choosing STEM majors, then what are the factors that promote women to leave STEM during their undergraduate careers? This research project focuses on trying to answer these questions specifically at Utah Valley University (UVU). UVU’s biology program reflects similar patterns that are seen in the STEM workforce in Utah. UVU’s biology program was graduating twice as many men compared to women during the most recent academic year (2022-23)(UVU IR). This was the lowest percentage of women earning a four-year biology degree when compared to all other Utah institutions (USHE, 2023). The following research questions were addressed to help inform our understanding of why inequities in degree attainment by gender are being seen at UVU: 1) Are women less accepting of biological ideas (evolution, vaccines, climate change, etc.) that may be impacting women’s pursuits of biology? 2) Are there differences in how women are relating to science (motivation, immersion, or integration) that may be impacting their pursuit of biology? 3) Are there differences in political orientation or religious affiliation that may be impacting women’s pursuits of biology? To answer these questions, we collected data from 1,455 students (22% were biology majors) enrolled in biology classes at UVU in Fall 2023. Comparisons were made using independent samples t-test (with Bonferroni adjustments) to see the extent to which factors varied between men and women both within and outside of the biology major. In contrast to expectations, results for research question #1 show that women biology majors did not agree with science less than men. In fact, women strongly agreed with several science ideas at a higher rate than did men. These ideas included environmental concern and climate change (women = 66% vs. Men = 41%) and vaccination (women = 63% vs. Men = 48%). This result suggests that differences in acceptance of science ideas may not be driving the differences in degree attainment in biology. If anything, these results suggest that women should be more likely to continue in the biology major compared to men. In addition, when students’ immersion (sense of belonging and science identity) in science was assessed by gender women were slightly higher than men with about 8% more strongly agreeing to being immersed in science. This finding suggested that women are not experiencing lower immersion as a potential factor impacting degree attainment. Further examination of additional factors is underway. This study highlights that there are specific factors that may be contributing to gender disparities in biology bachelor's degree attainment at UVU. We recommend specific interventions targeting areas of differences in the biology program to provide additional scaffolds and supports to promote more equitable career trajectory and lifetime earnings for women pursuing Biology at UVU.

Authors: Tessa Sabin, Derek Bagley, Kylie Olsen, Alexis Klein, Haven Broadhurst. Mentors: Sandi Gillam. Insitution: Utah State University. The purpose of this project was to create systematic, reliable rubrics for using the Frog Story series in language sample analysis for the diagnosis and treatment of children with developmental language disorders (DLD).Language sample analysis is a critical part of the assessment process by speech language pathologists (SLPs) for determining whether a child has a developmental language disorder. This is accomplished by analyzing a child’s use of vocabulary, sentence structures, and grammatical markers (i.e., past tense) and comparing it to their typically developing peers. Once diagnosed, language sampling is used as part of progress monitoring efforts to ensure the child is making reasonable progress toward their language goals in one (or all) of these areas.Elicitation of language from a child is often achieved by asking them to tell a story. One popular way that SLPs have obtained samples is to ask them to retell one of four popular wordless picture books from the Frog Story series by Mercer Mayer. This series involves the antics of a frog and his boy as they encounter different adventures. There is no rubric or “analysis key” associated with the stories leaving the SLP to decide how to use the information obtained from the story independently. This makes it hard to obtain reliable results over multiple time points for use in progress monitoring.In this project, a team analyzed all four Frog stories for their inclusion of specific story elements (i.e., character, setting, episode), vocabulary and sentence structures; and separate rubrics were created. The methodology for identifying the language parameters of interest, reliability in coding, and uses for the rubrics will be described. The rubrics will be automated using a web application so clinicians can upload their child’s story and have them instantly scored, making their use in analysis more reliable and consistent.

Authors: Grant Hendrickson, Christian Moody, Nellie Bowman, Nick Jeffery, Cairo Ziebarth, Joel Davis, Melissa Reeves, Heather Wilson Ashworth. Mentors: Heather Wilson Ashworth. Insitution: Utah Valley University. Self-competence and effort belief may impact student motivation and success in introductory chemistry courses. Self-competence is the need to feel efficacious and capable3. Effort belief is the concept that working harder at a task produces better results4. Mastery-Based Grading (MBG), a nonconventional grading method, provides multiple opportunities for students to show mastery of the course learning objectives5. This research examines the effect of Mastery-Based Grading (MBG) in an active learning classroom on student's self-competence and effort belief compared to that of a conventional grading (CG) approach in a traditional lecture-based classroom. Hypothesis: MBG leads to increased student self-competence and effort belief compared to CG courses. Self-determination1 and expectancy-value theories2 provide the context for understanding the self-competence and effort belief data. At a private midwestern college, general chemistry students in an active learning, MBG course (53 students) and a lecture course (48 students) with a conventional grading policy were studied using a mixed methods approach. Surveys containing Likert and reflection questions were given during week 3 and 14 of the semester. A coding scheme was developed, and reflection questions were coded to consensus. Coded data had a Pearsons coefficient greater than 0.76. Results: Notably, students with initially low self-competency Likert scores showed significant improvement (p=0.01) in the MBG-active course, but not in the conventional course. No significant improvement was observed in students' effort-belief scores as the scores were high at the beginning and stayed high at the end of the semester. In response to the reflection question, “Do you believe you have the ability to be successful in this course?”, there was a 15.35 percent increase in responses that reflected effort-belief in the MBG active learning course. This theme was absent in CG courses throughout the semester. It is noteworthy that MBG students recognized (14.29% compared to pre-reflections) the specific components of the course structure that helped students succeed. This early explorative data suggests that students in active learning MBG courses may experience an increase in self-competence and perceived effort belief compared to their counterparts in traditional classes. 1Deci, E. L., Vallerand, R.J., Pelletier, L.G. & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346. 2Eccles (Parsons), J. (1983). Expectancies, values, and academic behavior. in J.T. Spence (Ed.) Achievement and Achievement Motivation. San Francisco: W.H. Freeman. 3Ferrell, Brent and Jack Barbera. (2017). Analysis of students’ self-efficacy, interest, and effort beliefs in chemistry. Chemistry Education Research and Practice, 16; 31-337. 4Skinner, E., Saxton, E., Currie, C., & Shusterman, G. (2017). A motivational account of the undergraduate experience in science: brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist. International Journal of Science Education, 39(17), 2433-2459. 5Toledo, S., & Dubas, J. M. (2017). A learner-centered grading method focused on reaching proficiency with course learning outcomes. Journal of Chemical Education, 94(8), 1043-1050.

Authors: Jens Watts. Mentors: Brian Harker. Insitution: Brigham Young University. What is a standard at its essence? Wren 2022 suggests that in jazz scholarship, undue emphasis has been placed on the analysis of the standard as a work. Instead, the standard should be understood as an archive: the sum of all relationships between different iterations of the work. I posit that further work in this mode will help to correct an antiquated philosophy of music existing on a page and direct further attention to the act of ‘musicking,’ as promoted by Christopher Small in his 1998 book.This article examines three jazz standards: “On the Sunny Side of the Street,” “Autumn Leaves,” and “On Green Dolphin Street.” These standards were chosen because of their varying interpretations in harmony and melody. My analysis of these standards is threefold: theoretical, historical, and ethnographic. I begin with an analysis of the published sheet music for each of these standards, examining unique features of their pitch content. From there, I depart to a historical analysis, examining changes in the performance of the tune over time.The bulk of my research reports on an ethnography of jazz musicians on the Utah scene. My interlocutors were asked to play the standards in question, which I recorded. I examine common features of their interpretations, as well as salient differences. Some of their thoughts on these standards in particular and the practice of learning standards in general are also presented. The resulting collection of information on my multidisciplinary approach to analyzing standards reveals important aspects of the epistemology of jazz music and the ontology of standards themselves.

Authors: Jessica Anderson. Mentors: Jennifer Kohler. Insitution: Utah Tech University. Social media, television, and Cinema all play key roles in shaping our perception of reality. This study examines stigmas and stereotypes of disabilities that are perpetuated through the media specifically through these three sources. It also examines the presence of inspiration porn and the proper representation of physical disabilities in these media sources.

Authors: Samuel Zenteno. Mentors: Brandon Ro. Insitution: Utah Valley University. Evolution of Elementary School Architecture:Elementary school architecture has evolved significantly, reflecting shifts in educational philosophies, technological advancements, and societal priorities. From humble one-room schoolhouses to technologically advanced, sustainable, and inclusive learning spaces, the architectural form mirrors broader changes in education and society. What architectural form best reflects the ideal elementary school learning environment? Studying the evolution of elementary school architecture offers society several advantages:• Informed Design: By understanding the historical context and design trends, architects and educators can create more effective, engaging, and sustainable learning spaces.• Educational Enhancement: Insights from past designs can lead to environments that support modern teaching methods and foster improved student outcomes.• Equity in Education: Recognizing disparities in school facilities informs efforts to ensure all students have access to high-quality educational spaces.Research Methods:This research employs a comprehensive approach, combining historical analysis, architectural documentation, case studies, and conducting surveys with community members. Comparative studies of architectural styles, education methods, and pedagogical influences will shed light on ideal architectural forms for learning environments.Expected Results:Anticipated outcomes include a nuanced historical narrative of elementary school architecture, identification of pivotal design trends, insights into the societal forces that shaped these changes, and a repository of best practices. Ultimately, this research aims to empower architects, educators, policymakers, and communities to collaboratively shape the future of elementary school architecture, fostering equitable, innovative, and sustainable educational environments.An elementary school is the first public building that a child is called to regularly experience, be educated, find a playground, and socialize. In that sense, it is about to become a second home. By understanding the past, we can better prepare for the future of elementary school design.

Authors: Angela Gomez. Mentors: Chizu Matsubara. Insitution: Utah Tech University. Once students know their letter names and sounds, educators have them begin to learn irregular words, commonly known as sight words. These words are irregular due to them not following common patterns that make up a word. Typically, teaching irregular words is done by having students learn a set number of words through flashcards or reading them off a list. However, students who learn irregular words with flashcards or lists struggle and need help when reading those same words in a text. Action research will be used to study the hypothesis: “Will direct phonics literacy instruction help students learn and retain irregular words?” The research is being conducted in a kindergarten classroom by a preservice teacher in her practicum placement. The focus students for the research will be working with the preservice teacher in a small group setting where they will be reading decodable texts that contain irregular words within the text. The students will be able to decode the regular words they come across using their knowledge of alphabet letters and sounds. Students will be learning the irregular words of the text through direct phonics instruction to help them learn and retain their knowledge of irregular words. By using direct phonics instruction within a text, students can learn how to successfully read the irregular word while simultaneously applying it to a text. The other approach to learning irregular words is reading them on flashcards or a list and then having students transfer their knowledge of these words from a list to reading them in a text, which can become problematic for students as they cannot do so. By having students learn irregular words through direct phonics instruction, the expected result is to have students know around 50 irregular words by the deadline required by the local school district.