Fine Arts

Authors: Morgan Watson. Mentors: Kristen Arnold. Insitution: Weber State University. In the United States, 1 child in every 26 seconds drops out of high school. Out of the 50 million children in America, that are school age, 15 million are unsupervised after school time. With children being at greatest risk between the hours of 3pm and 6pm, these statistics raise a huge red flag. This project’s purpose is to provide peace of mind to working parents, and success for children throughout their school experience and beyond. Research has proven that afterschool program environments are a successful tool used to positively shape and increase healthy behaviors and practices among children (Huang, 2013). School design can affect student behavior, development, and academic performance (Huang, 2013). A key factor in effective school environments is the appropriate use of color. Careful color application has proven to have positive effects on behavior and cognitive learning (Heliyon, 2022). In addition, children have a better school experience when given autonomy. Autonomy improves intrinsic motivation (Ford, 2016). Research suggests that wherever possible, design for autonomy be implemented as a way to support children’s growth and development (Sorensen, 2013). This can be applied through multi-purpose learning spaces and flexible classroom furnishings. Additional spaces for collaboration and creativity are needed to meet the needs of today’s students and hold their attention. Furthermore, autonomy in the classroom environment is supported by designated areas where children can express themselves and make the space their own. Potential areas for this include cubbies and classroom bulletin boards.

Authors: Porter Bischoff, Kody Garrett, Clayton Rawson. Mentors: Britt Wyatt, Josh Premo. Insitution: Utah Valley University. This research delves into the underexplored territory of medical experiences and their potential impact on undergraduate students' motivation in STEM courses. While prior studies have focused on factors like gender and ethnicity in STEM, little attention has been given to the influence of medical experiences and chronic conditions on STEM students, despite evidence suggesting that students with medical conditions face unique challenges in completing their degrees.Our study specifically investigates the effects of medical experiences and chronic conditions on students enrolled in science classes at an open enrollment institution. We hypothesize that increased academic interruptions due to medical experiences may lead to decreased science motivation, reduced sense of belonging, self-efficacy, and self-determination.Data was collected from 390 students across 14 biology courses, including non-majors, at a teaching-focused institution, both before and after the courses. Surprisingly, 57% of surveyed students reported having a medical experience, and 22% reported having a chronic condition, highlighting the significance of this identity within the student population.As anticipated, students experiencing more medical interruptions exhibited a notable decrease in their sense of belonging and self-efficacy, albeit with a small effect size. Intriguingly, students with medical experiences who engaged more with science demonstrated significantly higher levels of science immersion and motivation. This suggests that medical experiences can influence student engagement with science, both positively and negatively. The impact of these interruptions on a student's academics is closely linked to their sense of belonging and self-efficacy. However, if medical experiences drive increased engagement with science, students may find themselves more motivated to explore these experiences within the context of scientific inquiry.Understanding how medical experiences can shape students' motivation is essential as science instructors adapt their course content and pedagogy to be more inclusive, embracing the diverse identities within their student population.

Authors: Eden Beazer, Aubree Bench, Ethan Jones, Jared Carter. Mentors: Jeffrey Tessem. Insitution: Brigham Young University. Incidence of diabetes worldwide has grown from 108 million people in 1980 to 422 million people in 2014, nearly tripling in just thirty-four years. Type 2 diabetes (T2D) is characterized by the loss of pancreatic beta cell mass and the failure of the remaining beta cells to provide adequate insulin. Contributing to the development of T2D is glucolipotoxicity (GLT), a condition characterized by the harmful elevation of glucose and fatty acid levels within beta cells. While there are existing treatments for symptoms of diabetes, much remains to be understood about its underlying causes and effective preventative measures. Flavonoids are naturally occurring phenolic compounds found in many fruits and vegetables that have various anti-inflammatory health benefits. Previous studies suggest that epicatechin, a flavonoid present in cocoa, can reduce the effects of diabetes by diminishing insulin desensitization and increasing glucose stimulated insulin secretion (GSIS). Interestingly, the bioavailability of epicatechin is poor, while its metabolites are more easily absorbed in the small intestine. Further studies demonstrated that under non-stressed conditions in beta-cells, hippuric acid, homovanillic acid, and 5-phenylvaleric acid, metabolites of epicatechin, stimulate insulin secretion at concentrations more realistically found in the body. However, the effects of these metabolites in glucolipotoxic conditions are unknown. Here, we present the effects of epicatechin and its metabolites hippuric acid, homovanillic acid, and 5-phenylvaleric acid on beta cell insulin secretion and mitochondrial respiration under GLT culture conditions. This study aimed to contribute to the limited body of knowledge on the bioactivity of flavonoid metabolites on beta cell function under damaging conditions observed with T2D, offering crucial insights for developing effective strategies to harness the health benefits associated with flavonoids.