Y4 Annual Report - IINSPIRE LSAMP · 2014-2015 Y4 Annual Report Report Prepared By Diane Rover...

2014-2015 Y4 Annual Report

Report Prepared By Diane Rover Alliance Director

Mary Darrow Assistant Director/Evaluation Coordinator

Danielle Mitchell Alliance Program Manager

Contents Participants

A. People .................................................................................................................................................................... 3

B. Organizations ..................................................................................................................................................... 8

C. Collaborators ...................................................................................................................................................... 8

Activities

Project Overview ....................................................................................................................................................... 10

Research and Education Activities

A. Community-Based and Student Recruiting Activities .................................................................... 12

B. Bridge Programs and Transitions Actitivies ...................................................................................... 13

C. Faculty Engagment and Inclusive Pedagogy Activities .................................................................. 14

D. Student Research Opportunities, Mentoring, and Training Activities ..................................... 14

E. Mentor Traing Activities ............................................................................................................................. 15

F. Project Management and Institutional Integration Activities ..................................................... 15

Project Findings

Participation and Assessment Results .............................................................................................................. 17

A. Baseline Data and WebAMP Reporting ................................................................................................ 18

B. Student Participation in IINSPIRE-LSAMP .......................................................................................... 22

External Evaluation Results .................................................................................................................................. 23

Training & Professional Development

A. Faculty and Staff ............................................................................................................................................. 25

B. Students ............................................................................................................................................................. 25

C. Mentors .............................................................................................................................................................. 28

Dissemination and Future Plans

Dissemination to Communities of Interest ..................................................................................................... 29

Plans for Year 5 ......................................................................................................................................................... 30

Impacts

A. Impact on STEM Disciplines ...................................................................................................................... 32

B. Impact on Other Disciplines ...................................................................................................................... 32

C. Impact on Human Resources Development ....................................................................................... 33

D. Impact on Institutional Research that Form Infrastructure ........................................................ 34

E. Impact on Information Research that From Infrastructure ......................................................... 34

F. Impact on Society beyond Science and Technology ........................................................................ 35

Products

A. Publications ...................................................................................................................................................... 36

B. Journals .............................................................................................................................................................. 36

C. Presentations ................................................................................................................................................... 36

D. Websites ............................................................................................................................................................ 38

E. Other Products ................................................................................................................................................ 38

APPENDIX

APPENDIX I: Alliance Campus Team Members ......................................................................................... 39

APPENDIX II: Program Partners...................................................................................................................... 45

APPENDIX III: ISU Research Certificate - Draft ......................................................................................... 46

APPENDIX IV: Logic Model ................................................................................................................................ 49

APPENDIX V: Sample Student Experience Models .................................................................................. 50

APPENDIX VI: Student Research Abstracts................................................................................................. 55

PARTICIPANTS

A. PEOPLE

Alliance Lead Executives

David Holger Principal Investigator Associate Provost and Dean of the Graduate College Iowa State University

Dr. Holger provides executive oversight and guidance to the IINSPIRE-LSAMP project. He serves as the primary contact for the lead executive team and facilitates collaboration with the governing board.

Alliance Co-Principal Investigators The co-principal investigators provide executive input on the IINSPIRE-LSAMP project, collaborate with the lead executive team, and provide support to the alliance director and individual campus directors.

Raynard Kington Co-Principal Investigator President Grinnell College Kim Linduska Co-Principal Investigator Executive Vice President for Academic Affairs Des Moines Area Community College Harry Martyn Co-Principal Investigator Department Chair, Science Little Priest Tribal College Frederik Ohles Co-Principal Investigator President Nebraska Wesleyan University

Alliance Leadership Team

Diane Rover Alliance Director Professor of Electrical and Computer Engineering Iowa State University

Dr. Rover serves as the alliance director for the IINSPIRE-LSAMP project. She provides daily oversight of alliance level activities among all 16 institutions, ensures the PI team is informed of IINSPIRE-LSAMP activities, successes, and challenges, and communicates and implements PI team and governing board directives. Jim Swartz Inclusive Pedagogy Leader Dack Professor of Chemistry Director of the Center for Science in the Liberal Arts Grinnell College

Dr. Swartz provides guidance to achieve the inclusive pedagogy objective. He works closely with the Science Education Resource Center (SERC) to implement and facilitate pedagogy workshops and develop an intranet site for the IINSPIRE alliance to conduct pedagogy development activities. Mary Darrow Assistant Director and Evaluation Coordinator Graduate College Iowa State University

Dr. Darrow provides assistance to the program director and evaluation team. She assists with the implementation of program activities and developing the IINSPIRE-LSAMP evaluation framework. Danielle Mitchell Program Manager Graduate College Iowa State University

Ms. Mitchell provides support to all aspects of the IINSPIRE-LSAMP project. She assists in scheduling and providing agendas for meetings, maintaining the website, writing reports and memos, organizing program workshops and conferences, and provides faculty support. Mariko Chang External Evaluation Consultant

Dr. Chang is an experienced evaluator who consults with institutions around the country to evaluate programs for broadening the participation of underrepresented groups in STEM fields and to measure the broader impacts of research and education projects. She has developed the program’s formal evaluation plan, works with the Internal Assessment Evaluator and Evaluation Coordinator to implement this plan, and performed annual program evaluations of the project.

J. Adin Mann III Alliance External Partners Liaison Principal Engineer Fisher Value Division, Emerson Process Management

Dr. Mann developed the IINSPIRE-LSAMP proposal before leaving Iowa State University. He is currently employed at the Fisher Value Division of Emerson Process Management, which is an IINSPIRE-LSAMP alliance advocate. Dr. Mann serves as the alliance external partners liaison to provide leadership among the alliance partners and between the partner community and the alliance.

Steering Council (alphabetical by institution) Campus directors provide oversight of IINSPIRE-LSAMP project activities on their respective campuses. They serve as the lead contact for faculty, staff, and students. Campus directors are responsible for developing STEM campus activities and increasing student recruitment and retention in STEM fields.

Lori Scott Professor of Biology Augustana College Kari Hensen Associate Dean of Arts and Sciences Des Moines Area Community College Sharmin Sikich Assistant Professor of Chemistry Doane College Brian Ritter Department Coordinator for Conservation Technology Eastern Iowa Community College District

Jim Swartz Dack Professor of Chemistry Director of the Center for Science in the Liberal Arts Grinnell College Cynthia Bottrell Dean of Mathematics, Natural and Social Sciences Hawkeye Community College Derrick Rollins Professor of Chemical and Biological Engineering, Professor of Statistics Iowa State University Linda Barnes Associate Professor of Biology Iowa Valley Community College District Lara Thoms Office Associate Evaluation and Program Effectiveness Iowa Valley Community College District Juanita Limas Professor of Anatomy & Physiology/Nutrition Kirkwood Community College Harry Martyn Department Chair, Science Little Priest Tribal College Bradley Chamberlain Associate Professor of Chemistry Luther College Angela McKinney Professor of Biology Nebraska Wesleyan University Richard Hichwa Senior Associate Vice President for Research University of Iowa Douglas Mupasiri Department Head and Professor of Mathematics University of Northern Iowa Katherine McCarville Associate Professor of Geosciences Upper Iowa University LeAnn Faidley Assistant Professor of Engineering Wartburg College

Alliance Graduate and Undergraduate Students (alphabetical by institution) Graduate and undergraduate students assisted the IINSPIRE-LSAMP campus directors and staff with event planning and coordination, assisting the evaluation team, compiling resources, drafting written documents, and updating the website.

Graduate Students

Korey Kollasch Masters Candidate, School of Education Iowa State University Kahntinetta Pr’Out PhD Candidate, Mechanical Engineering Iowa State University Ryan Williams Masters Candidate, Graphic Design Iowa State University

Undergraduate Students

Eduardo Acosta Junior, Management Information Systems Iowa State University Hellen Barroso Biology/Spanish Grinnell College Elias De Haro Freshman, Aerospace Engineering Iowa State University Shay Hoffman Freshman, Environmental Science Doane College Mechelle Johnson Freshman, Chemical Engineering Iowa State University

John Le Junior, Chemistry Augustana College

Andrew Mushel Junior, Technical Communications Iowa State University Adam Page Freshman, Biochemistry Iowa State University

Alliance Governing Board (alphabetical by institution) The governing board provides consultation on overall direction and critical issues facing the project.

Wendy Hilton-Morrow Associate Dean of the College Augustana College Kim Linduska Executive Vice President and Provost Des Moines Area Community College John M. Burney Vice President for Academic Affairs Doane College Ellen Kabat-Lensch Executive Director of Resource Development and Innovation Executive Director of ATEEC Eastern Iowa Community College District Jim Swartz Dack Professor of Chemistry Director of the Center for Science in the Liberal Arts Grinnell College Jane Bradley Vice President for Academic Affairs Hawkeye Community College Jonathan Wickert Senior Vice President and Provost Iowa State University Christopher Russell Dean of Students and Academic Affairs Iowa Valley Community College District Bill Lamb Vice President for Academic Affairs Kirkwood Community College Harry (Al) Martyn Indigenous Science Instructor Little Priest Tribal College Kevin Kraus Vice President for Academic Affairs and Dean of the College Luther College Judy Muyskens Chief Academic Officer, Provost Nebraska Wesleyan University P. Barry Butler Executive Vice President and Provost University of Iowa

Michael Licari Associate Provost for Academic Affairs Dean of the Graduate College Associate Professor of Political Science University of Northern Iowa

Kurt Wood Provost Upper Iowa University Mark Biermann Vice President for Academic Affairs Wartburg College

Alliance Campus Team Members Alliance campus team members work one-on-one with students participating in IINSPIRE-LSAMP activities or assist the campus director with administration and planning of LSAMP events at their respective institutions. Activities include recruiting and mentoring students, matching students with internships and/or summer research opportunities, family support activities, and developing bridge programs. Campus team members are listed in Appendix I.

B. ORGANIZATIONS

IINSPIRE-LSAMP Alliance Institutions

Augustana College Des Moines Area Community College Doane College Eastern Iowa Community College District Grinnell College Hawkeye Community College Iowa State University Iowa Valley Community College District Kirkwood Community College Little Priest Tribal College Luther College Nebraska Wesleyan University Science Education Resource Center at Carleton College University of Iowa University of Northern Iowa Upper Iowa University Wartburg College

C. COLLABORATORS

Alliance External Partners Alliance partners from industry and government offer opportunities to impact state and regional policies, extend research and internship opportunities to IINSPIRE-LSAMP students, and provide additional program funding.

U.S. Department of Energy Ames Laboratory Association of Universities for Research in Astronomy (AURA) Emerson Process Management, Fisher Controls International HNI Corporation Nebraska Academy of Sciences Novel Chemical Solutions

Office of the Governor, State of Iowa Rockwell-Collins Corporation Winnebago Higher Education Winnebago Public School Winnebago Tribe of Nebraska

Other Partners within Alliance Institutions The IINSPIRE-LSAMP project collaborates with several major programs to share information and programming. These programs are engaged in collaborative projects and meetings with IINSPIRE-LSAMP alliance institutions. Partner programs are described in Appendix II.

PROJECT ACTIVITIES

Project Overview

The Iowa Illinois Nebraska STEM Partnership for Innovation in Research and Education (IINSPIRE) is an NSF LSAMP alliance among sixteen two-year and four-year colleges and universities working together to broaden the participation of underrepresented minorities in science, technology, engineering, and mathematics (STEM) education in the Midwest. The IINSPIRE Alliance colleges and universities collaborate to support students, increase their success, and provide students in the alliance with academic, research, training, and mentoring opportunities. The alliance consists of six two-year colleges, seven private bachelor’s degree-granting institutions, and three public state universities, listed alphabetically:

Augustana College Des Moines Area Community College Doane College Eastern Iowa Community College District Grinnell College Hawkeye Community College Iowa State University Iowa Valley Community College District Kirkwood Community College Little Priest Tribal College Luther College Nebraska Wesleyan University University of Iowa University of Northern Iowa Upper Iowa University Wartburg College

The IINSPIRE Alliance goal is to double the number of underrepresented minority (URM) STEM graduates in the alliance within five years to 350 graduates and to build a foundation for greater increases in future years. Because students from populations historically underrepresented in STEM disciplines are a growing segment of the region’s population, there is statewide urgency to remove the barriers to progress in developing a diverse STEM workforce. IINSPIRE-LSAMP will serve as a model for Midwest colleges and universities. This will be accomplished through the following strategies:

Grow the pool of college-ready, STEM-prepared URM high school students. Increase the number of URM students who choose STEM at each IINSPIRE Alliance institution. Improve retention at all IINSPIRE Alliance institutions.

The IINSPIRE Alliance has set forth the following objectives to guide alliance-wide activities in pursuit of the goal:

1. Community-based and student recruiting: Inform teachers, counselors, parents and students in Iowa, Illinois and Nebraska about IINSPIRE LSAMP and increase their awareness about STEM careers. Engage current alliance students having interest and potential in STEM and increase their awareness about STEM majors and careers. Collaborate with community-based recruiting models within the alliance.

2. Bridge programs and transitions: Leverage and create initiatives that assist students in their transitions from high school to college and from community colleges to bachelor-granting institutions. Connect students with peer mentors.

3. Faculty engagement and inclusive pedagogy: Facilitate faculty collaboration and peer groups across the alliance to share inclusive pedagogy and mentoring practices that lead to greater student success.

4. Student research opportunities, mentoring, and training: Connect and support students with mentored research opportunities. Organize research training experiences for alliance students to earn a research certificate.

5. Mentor training: Provide training and resources for mentors who supervise undergraduate research projects.

6. Project management, communication, and institutional integration: Organize and manage IINSPIRE-LSAMP team members and activities to achieve project goals. Leverage institutional resources and partnerships, and use alliance and institutional data to implement effective programs based on institution-specific needs.

7. Assessment and evaluation: Track student participation and enrollment statistics. Assess alliance-wide and institutional outcomes and use evaluation results to inform and improve practices.

IINSPIRE LSAMP activities draw upon available research and resources, focusing on the transitions from high school and community college to ensure that each student has rigorous academic preparation, social support, research preparation, and financial support to complete a STEM degree and continue onto graduate school. Work is being done to better understand these transitions and to increase the number of students on multiple pathways toward a STEM degree. The IINSPIRE LSAMP student experience model is defined by key learning and training activities from entry through degree completion (see diagram at http://www.iinspirelsamp.iastate.edu/img/Student Experience Model.pdf). Students participate in prematriculation and community college transfer bridge programs, internships, research experiences and certification, campus seminars, mentoring, and alliance meetings. The programming is coordinated by team members on each campus and involves existing and new activities at each campus, as well as joint activities by the alliance. A key activity essential to the student experience is access to individual counseling, academic advising, and professional development and career advising. Campus directors are connecting key student activities to existing programs at alliance institutions in order to leverage the resources and expertise. Each alliance institution has created its own IINSPIRE LSAMP student experience chart to plan, manage and evaluate its impact on students. Example charts are shown in Appendix V. IINSPIRE LSAMP reaches out to and works with a number of industrial and governmental partners. Partners have a commitment to broadening participation in STEM and meeting state and national STEM workforce needs. Partners offer various types of opportunities and support to the program, including interfacing with state level policies and activities, supporting K12 outreach, and providing internships and other financial support. The fourth year of the project continued an emphasis on student research opportunities and mentoring, community building and networking, building strong institutional teams to achieve alliance objectives, and increasing collaboration with industry and REU programs. During year four, a strategic focus throughout the year was on the IINSPIRE LSAMP student experience and impact at each alliance institution. This is evident in project activities and evaluation. At the IINSPIRE Alliance annual conference inquiry-based and research-like experiences were highlighted as opportunities to engage students in discovery early in the curriculum. Keynotes were delivered by Dr. Ruth Jones from NASA/Marshall Space Flight Center on pursuing a STEM career and overcoming obstacles; and by Dr. Raychelle Burks on using pop culture to connect with and engage students in STEM. Evaluation objectives during year 4 were focused on student impacts. The internal and external evaluators developed a plan to collect both qualitative and quantitative data from which to assess the effect of the grant from the perspectives of campus directors and students. The external evaluator conducted interviews with campus directors and reviewed various data, including WebAMP data for the first three years of the grant. The number of underrepresented minority students enrolled in STEM at all institutions increased by 38% from 1,459 to 2,016 and the number of bachelor’s degrees awarded increased by 21%. The number of students receiving bachelor’s degrees increased by 19% between Years 2 and 3 of the grant. If the recent 19% annual increase in degrees awarded continues, the alliance will reach its goal to double the number of URM STEM graduates (350) in 2016-17, just one year past the target year. The external evaluator concluded that the alliance appears to be establishing the programming and partnerships necessary to achieve that goal.

http://www.iinspirelsamp.iastate.edu/img/Student%20Experience%20Model.pdf

http://www.iinspirelsamp.iastate.edu/img/Student%20Experience%20Model.pdf

Research & Education Activities

A. COMMUNITY-BASED AND STUDENT RECRUITING ACTIVIES

During year 4, alliance members offered career awareness activities for prospective students and their families; hosted open houses and recruitment events; presented information during meetings of student clubs and organizations, assisted with precollege activities such as special events and summer programs to introduce STEM fields and careers; continued their partnership and involvement in the Iowa Governor’s STEM Advisory Council to promote STEM; and identified and recruited students into IINSPIRE LSAMP. Several activities are briefly described below. Discover Engineering Day

Des Moines Area Community College, Iowa State University and area engineering firms sponsored a one-day event on April 2, 2015 targeting collegeage students considering a career in engineering. Students learned about engineering careers, took part in hands-on interactive engineering activities, and met with engineering professionals and college students. Students received information about transferring into engineering degree programs. More information about the event is available through a poster (https://go.dmacc.edu/careerdiscovery/Documents/2015engineering.pdf). Iowa Governor’s STEM Advisory Council

Many of the IINSPIRE LSAMP campus directors and governing board members continue to be active with the Iowa Governor’s STEM Advisory Council, including serving on regional boards. More information is available at: http://www.iowastem.gov/2015statewideSTEMsummit. Des Moines Area Community College STEM Festival

On October 28, 2014, DMACC and the South Central Iowa STEM Hub teamed up to host a hands-on event for students and parents to expose students to STEM in hopes they’ll pursue a STEM career in the future. Attendees participated in games and challenges related to various STEM areas, and learned how math and science affect everyday living. Luther Summer Science Seminar Program

The summer science seminar is an intensive six-day summer seminar designed for high-performing URM high school students. URM high school students spent four days in the laboratory with faculty from biology, chemistry, and physics working on research projects. Students received mentoring from current URM college students who have experienced success in STEM at the college level. More information is available at: http://www.luther.edu/diversity/sumseminar/. STEM Clubs and Student Organizations

STEM student clubs and organizations contributed to recruiting, transition and professional development activities in the alliance, involving pre-college and current students and other constituents.

Des Moines Area Community College, Hawkeye Community College, Kirkwood Community College, and Iowa State University collaborated with their on-campus STEM student clubs or organizations to promote awareness of STEM careers, increase the number of STEM students interested in pursuing a STEM degree, provide information about research opportunities, and identify and recruit students into the IINSPIRE LSAMP program. The STEM clubs hosted activities on campus throughout the year. Hawkeye Community College offered a STEM Experience day in April for students from four local high schools. The IINSPIRE LSAMP program, admissions department, and several transfer departments and career technical programs collaborated on this event. Kirkwood Community College created its first campuswide STEM club to promote awareness and provide support for STEM students in math/science, and to recruit students into the IINSPIRE LSAMP program. At Upper Iowa University, the Science and Environment Club, the Forensic Science Club, the Math Club, and PTAG (Peacock Technology and Gaming) conducted outreach in first-year classes and events and provided social

https://go.dmacc.edu/careerdiscovery/Documents/2015engineering.pdf

http://www.iowastem.gov/2015statewideSTEMsummit

http://www.luther.edu/diversity/sumseminar/

and service opportunities and informal academic support and mentoring to STEM students. UIU STEM faculty and students also carried the STEM message to the Northeast Iowa Family STEM fairs and STEM-related outreach activities in local schools, including FIRST LEGO League and FIRST Robotics.

STEM Seminar Programs

Des Moines Area Community College, Doane College, Iowa Valley Community College District, and Kirkwood Community College held a series of lunch & learn programs throughout the calendar year to introduce students to opportunities within STEM career fields, promote resources for transfer, discuss internship/REU opportunities and scholarships, and inform students about the STEM majors on their campuses. The programs also provided students an opportunity to interact with peers, establish informal STEM learning communities, and to network and establish relationships with faculty.

B. BRIDGE PROGRAMS AND TRANSITIONS ACTIVITIES

During year 4, alliance members offered orientation and other academic planning and support services for IINSPIRE LSAMP students; offered individualized academic and transition advising to URM students; and created or expanded summer bridge programs. Several activities are described below. Academic Programs for Excellence (APEX)

Iowa State University continued to expand its APEX summer bridge program for incoming multicultural students to provide specialized programming geared towards students interested in pursuing a STEM degree. The success of APEXE (E: Engineering) program last summer encouraged Multicultural Student Affairs, the College of Liberal Arts and Sciences, and the College of Agricultural and Life Sciences to launch APEXA and APEXLAS programs in the summer of 2014. Bridge to Science and Mathematics

Doane College developed a preorientation bridge program for IINSPIRE LSAMP eligible first-year minority students interested in science, engineering, and mathematics and women interested in chemistry, physics or engineering to aid the transition from high school to college. Program highlights included building a sense of community among a cohort of science and mathematics students; introducing students to Doane science and mathematics faculty and programs; learning about expectations and key study skills for success in science and mathematics; students explored the full range of careers in science, engineering, and mathematics; and working on research problems and encouragement to participate in undergraduate research. IINSPIRE LSAMP Summer Transitions Program

Nebraska Wesleyan University created a 3-day summer transitions program for incoming URM students interested in STEM. Students participated in a variety of activities aimed to enhance science skill sets and prepare them for the rigors of college. Students interacted with peer mentors that guided them through their transition to college life during the first year. Grinnell Science Project First-Year Academic Planning

The Grinnell Science Project at Grinnell College is a one-week preorientation program for first-year students to assist them with advising and academic planning. The event is held the week preceding Grinnell’s general orientation for new students. More information available at http://www.grinnell.edu/academics/divisions/science/gsp. Research Innovation in Science Enrichment University Program (RISEUP) Iowa State University, building on several highly successful bridge programs within the alliance, established a new summer research and experiential learning program titled RISEUP. Minority community college students will be engaged in professional development activities that prepare them for transfer to baccalaureate degree programs in STEM while working alongside faculty in research. The initial implementation of RISEUP will involve URM students from Des Moines Area Community College. Ongoing efforts are underway to grow the program to include students from other alliance community colleges. Hawkeye Community College LSAMP students and STEM-interested peers visited Iowa’s three public universities. Students met with admissions office representatives and toured various STEM departments based on areas of

http://www.grinnell.edu/academics/divisions/science/gsp

interest. The trips also involved industry visits to Emerson Process Management, Fisher Division, Sethness Caramel Color, and John Deere Techworks. Kirkwood Community College developed a preorientation academic bridge program for incoming first-year URM students interested in STEM. The program will introduce students to the TRiO program and tutoring services available on campus and provide test-taking and study skills, develop critical thinking skills in team-based learning. All of these activities will be led by current IINSPIRE LSAMP students. The program will be held August 16-20, 2015. Wartburg College implemented a 2.5 day preorientation program for incoming URM students interested in STEM. Students interacted with peer mentors, the campus director, other STEM faculty, and academic support staff in activities geared at creating a cohort amongst incoming IINSPIRE LSAMP students, easing the transition to campus, and connecting students to campus support resources. Iowa State University created a new Multicultural STEM Transfer Learning Community. This new program is a collaboration between Iowa State’s Learning Communities, Program for Women in Science and Engineering, and IINSPIRE LSAMP. This new learning community is a seminar-based learning community that will be offered starting fall 2015, and IINSPIRE LSAMP transfer students will be encouraged to participate. The program is currently being promoted through various venues on campus including new student orientation and Multicultural Students Affairs events for new students. A graduate student and peer mentor have been hired to coordinate the program, http://www.wise.iastate.edu/learningcommunityMLCtransfer.html.

C. FACULTY ENGAGEMENT AND INCLUSIVE PEDAGOGY ACTIVITIES

Pedagogy workshops held during year 4 are described in the Training and Professional Development section of this report. These are documented and disseminated at the SERC IINSPIRE portal, http://serc.carleton.edu/lsamp/workshops/. Alliance institutions continued to recruit faculty and staff to serve as institutional team members to assist with increasing awareness of the IINSPIRE LSAMP Program on their campus, developing and/or increasing recruitment efforts, providing mentoring support to students, and developing student professional development activities and training. All team members were invited to participate in alliance-wide professional development activities, such as the pedagogy workshops, the LSCME conference, the IINSPIRE LSAMP annual conference, and the assessment and evaluation retreat. More information is given in the Training and Professional Development section of this report.

D. STUDENT RESEARCH OPPORTUNITIES, MENTORING, AND TRAINING ACTIVITIES

During year 4, alliance members recruited IINSPIRE LSAMP students to participate in undergraduate research experiences; partnered with undergraduate research programs, faculty researchers, and industries to provide paid, mentored research opportunities for URM students; and collaborated with established REU programs to offer training for IINSPIRE LSAMP research interns. The alliance office works with campus directors and other team members to identify and promote research opportunities. Opportunities within and outside the alliance are posted at the IINSPIRE LSAMP website. Campus directors provide information to prospective research interns. The annual conference includes a research fair to inform students about summer and academic year research internships. Efforts are made to place community college students into research experiences at four-year research institutions. Alliance members encourage undergraduate students to apply to national REU programs and industry internships as well. Alliance institutions collaborate with REU programs to recruit and place URM STEM students into research experiences and to coordinate common programming for students. REU program collaborators are listed in Appendix II. Other selected research experiences are described below.

Association of Universities for Research in Astronomy (AURA)

IINSPIRE LSAMP and AURA have collaborated to provide URM undergraduate students majoring in physics and astronomy, engineering, and computer science with a 10-week summer research experience. Students are paired with a mentor at one of six AURA centers. An ISU undergraduate student was placed at the observatory in Tucson, Arizona, during summer 2014. More information about AURA is available at: http://www.auraastronomy.org/.

http://www.wise.iastate.edu/learningcommunityMLCtransfer.html

http://serc.carleton.edu/lsamp/workshops/

http://www.auraastronomy.org/

Nahant Marsh Education Center

Eastern Iowa CC District partnered with Nahant Marsh to provide URM undergraduate students majoring in environmental, biological, and geosciences with research opportunities. Six students were placed into research experiences during summer 2014. More information about Nahant Marsh is available at: http://nahantmarsh.org/. Research Certificate

The goal of an undergraduate research certificate (URC) program is to formalize a research training curriculum. A URC may emphasize introductory knowledge and skills in preparation for research including academic support, or may provide advanced training and development. Iowa State University has drafted a URC program that will be piloted starting fall 2015 on its campus. Other alliance institutions have initiated URC planning. A draft of ISU’s URC is included in Appendix III. The URC incorporatescore competencies defined in the AAAS/NSF Vision and Change 2009 report, and is intended to enable students to (1) understand and apply key concepts in designing and performing authentic research and creative activities, (2) learn and practice good science communication, ethics, and the responsible conduct of research, (3) develop STEM research practices and critical skills needed for a career in research, and (4) compile evidence of rigorous training in research for application to jobs and graduate school. The proposed URC was presented to a focus group of ISU IINSPIRE LSAMP undergraduate students and shared with students in the ISU iResearch Club. There is ongoing discussion between ISU IINSPIRE LSAMP and ISU Honors Program on campuswide adoption and implementation of the URC.

E. MENTOR TRAINING ACTIVITIES

During year 4, alliance members compiled mentoring resources; reviewed, adapted, or developed research and peer mentor training programs on their campuses; collaborated with on-campus programs to conduct mentor training workshops for research group leaders (including faculty, postdocs, and graduate students); and hosted peer mentor training activities. IINSPIRE LSAMP research interns are expected to be assigned a mentor, and the mentor is expected to participate in training. A collection of mentoring resources has been compiled on the IINSPIRE LSAMP intranet site and shared with mentors of IINSPIRE LSAMP research interns. Several activities are described in the Training and Professional Development section of this report. During year 4, a group of campus directors initiated a mentoring clusters program that allows students at smaller institutions or community colleges to connect with faculty mentors at a 4-year alliance institution in close proximity. The students at the smaller institutions also will serve as peer mentors to students on their campus. Hawkeye CC, UNI, Wartburg College, and Emerson Process Management are piloting the program.

G. PROJECT MANAGEMENT AND INSTITUTIONAL INTEGRATION ACTIVITIES

Project leadership and governance remained consistent in year 4. Refer to the participant section and the appendix for team member information. Organizational management included scheduling and conducting various face-to-face and teleconference meetings with the steering council (campus directors and other team members). The steering council met once or twice a month by teleconference, or more frequently as needed. Face-to-face steering council meetings were held each semester. The steering council met November 2, 2014 at DMACC and April 13, 2015 at ISU. Objective teams (subgroups of campus directors guiding objective-specific activities that are common across alliance institutions) remained active to varying extents on ongoing activities. These teams primarily meet by teleconference and during steering council meetings and provide valuable input to the alliance office. The governing board will meet by teleconference in July 2015. The board reviews and advises on progress towards recommendations in the evaluation report, annual priorities, institutional commitments, program and resource leveraging, and partnering with industry. The alliance director met with program officer Dr. Art Hicks on March 16, 2015, at the National Science Foundation to discuss the project and mid-level alliance planning.

http://nahantmarsh.org/

In response to recommendations in the previous evaluation report, the alliance office continued visiting alliance institutions. An agenda for a halfday meeting was developed by the campus director. The institution’s governing board member also participated. Two visits were conducted:

Hawkeye Community College: September 24, 2014 Upper Iowa University: November 13, 2014

Communication for/by/about the project focused on website, marketing materials development, and dissemination to various audiences. An alliance website redesign is ongoing. Institution-specific websites that highlight campus IINSPIRE LSAMP programs continue to be developed. Templates for IINSPIRE LSAMP student posters, PowerPoint slides, and event flyers were created for use by alliance members and student interns. Most alliance institutions have created institutional teams that meet regularly to engage key leaders, stakeholders and programs in IINSPIRE LSAMP work. These teams vary by institution and include faculty, staff, institutional researchers, and administrators who are critical to leveraging institutional resources and programming to meet alliance goals.

PROJECT FINDINGS

Participation and Assessment Results

A formal evaluation plan, including data management, has been developed and guides assessment and evaluation activities for the alliance and individual institutions. The evaluation team continues to modify and emphasize the use of the project logic model as a means of defining common outcomes measures across the alliance (appendix V). The evaluation team is led by the internal evaluator. An external evaluation consultant works directly with the management and evaluation teams to facilitate the project’s logic model processes and to conduct and document evaluation activities. Evaluation results for several activities during year 4 are described below. This evaluation covers the period of June 2014-May 2015. Evaluation objectives during year 4 were focused on student impacts. To achieve this goal, the internal evaluator and external evaluator worked together to develop a plan to collect both qualitative and quantitative data from which to assess the impact of the grant on student retention in STEM, from the perspective of students and campus directors. The planned evaluation activities included:

Interviews with campus directors conducted by the external evaluator IINSPIRE Student Engagement Survey conducted by the internal evaluator IINSPIRE Student Stories template developed by the internal evaluator

The IINSPIRE Student Engagement Survey has been drafted and will be piloted in Summer 2015 with research interns. The evaluation/research questions addressed by the survey include:

1. How do IINSPIRE LSAMP Type I students engage with Alliance resources both at their institutions and across the alliance?

2. Who are the institutional agents that have the most positive impacts on Type I students’ success and persistence in STEM?

3. What activities have had the most positive impacts on Type I students’ success and persistence in STEM? 4. What are the implications for future evaluation/research and practice of this study?

Followup interviews and focus groups with the research interns will also be conducted by the internal evaluator in order to capture a deeper understanding of our students’ experiences and their perceptions of how IINSPIRE LSAMP has impacted their STEM trajectories. The internal evaluator also developed a template for capturing student stories to provide additional evidence of impact beyond the survey and interviews. Evaluation was conducted for the May 2014 mentor training workshop at ISU. After the workshop, participants completed an online evaluation in which they were asked, “On a scale of 15 rate yourself in terms of the following workshop participant objectives for both before and after participation in this workshop." Participants reported greater awareness of sources of support for being a research mentor, they were more aware of the challenges they might face as mentors, and had greater confidence to serve as a mentor than before the workshop. Evaluations were conducted for two pedagogy workshops held in year 4. The first pedagogy workshop was held on June 25, 2014 at Grinnell College and the second pedagogy workshop was held on November 3, 2014 at the annual conference. Both workshops focused on implementing research-like experiences and inquiry-based learning in the classroom. Nine participants attended the first workshop, and 8 of 9 participants completed the end-of-workshop survey. Evaluations gave the workshop an overall satisfaction rating of 9.1 out of 10. Three of the respondents thought the presentations and interactions with presenters were particularly helpful. Three respondents appreciated the opportunity for inter-institutional cooperation. Twenty-one out of 28 participants completed the end-of-workshop survey for the second workshop. End-of-workshop evaluations gave the workshop an overall satisfaction rating of 8.9 out of 10. About half of the respondents (9 out of 21) agreed that all three of the workshop major outcomes were fully met. Almost all (17) respondents agreed that 2 of 3 workshop outcomes were fully met. A day-long face-to-face steering council meeting was held on April 13, 2015, at Iowa State University. The meeting included several working sessions related to project outcomes including continued planning for the IINSPIRE

Undergraduate Research Certificate implementation (see appendix III), pedagogy workshops, and objective team updates. Campus directors outlined their institution’s student experience model and reviewed their student participation numbers in relation to their model. This activity promoted reflection about building a comprehensive STEM success experience as well as capacity on their campuses. An evaluation and assessment retreat was held on May 28-29, 2015 at Iowa State University. Campus teams continued to work on their student experience models from the perspective of alliance objectives and with a focus on leveraging other campus programs and resources towards student success. The student experience models were divided into lower and upper level years, and institutions were arranged at tables to allow for collaborative discussions related to experiences that might be shared between institutions. Campus teams were asked to identify “dollars leveraged” within their IINSPIRE Student Experience Model and engaged in strategic planning in terms of priorities for their campuses over the next 5 years for URM STEM student participation and success. See the sample student experience models in Appendix V.

A. BASELINE DATA AND WEBAMP REPORTING

IINSPIRE LSAMP members collected and submitted programmatic and institutional data to the evaluation team for the 2013-14 period (year 3) and this data was entered into WebAMP centrally during fall 2014 for purposes of consistency and quality control. The external evaluator reviewed and summarized the data as follows. During the first three years of the grant (latest data reported in WebAMP), the number of underrepresented minority students enrolled in STEM at all institutions increased by 38% from 1,459 to 2,016 and the number of bachelor’s degrees awarded increased by 21%. The number of students receiving bachelor’s degrees increased by 19% between Years 2 and 3 of the grant. If the recent 19% annual increase in degrees awarded continues, the alliance will reach its goal to double the number of URM STEM graduates (350) in 2016-17, just one year past the target year. These results are shown below in Figures 1 and 2 and Tables 1-3. The external evaluator concluded that the alliance appears to be establishing the programming and partnerships necessary to achieve that goal. More details are provided in the complete external evaluation report. The alliance is continuing to use a data collection process that identifies community college STEM enrollments based upon STEM course taking patterns, student intent, and major designations. This effort has provided useful data for community college partners allowing them to focus their efforts on these students and expand their efforts to recruit and encourage students to take more general STEM courses.

FIGURE 1. Numbers of Underrepresented Minority STEM Students by Class Rank.

FIGURE 2. Observed and Future Expected Numbers of URM STEM Bachelor’s Degrees Awarded by

4-year Alliance Institutions

TABLE 1. Underrepresented Minority STEM Students At 4-Year Alliance Institutions, 2011-12

Alliance Institution Freshman Sophomore Junior Senior Total Bachelor Degrees Awarded

4-Year Institutions

Iowa State University 335 156 141 182 814 97

University of Iowa 86 77 59 89 321 35

Univ. of Northern Iowa 20 14 13 22 69 7

Upper Iowa University 4 3 0 4 11 0

Augustana College 4 13 5 15 27 16

Doane College * 1 2 3 6 2

Grinnell College * 4 12 8 24 8

Luther College 2 7 6 11 26 4

NE Wesleyan University * 1 2 0 3 3

Wartburg College 41 13 10 5 69 5

Total 4-Year Institutions 492 289 250 339 1370 177

2-Year Institutions

Des Moines CC 15

Eastern Iowa CC 66

Hawkeye CC 5

Iowa Valley CC 3

Kirkwood CC 0

Little Priest Tribal College 0

Total 2-Year Institutions 89

Total All Institutions 1459

* Freshman do not declare a major

TABLE 2. Underrepresented Minority STEM Students at Alliance Institutions, 2012-13


4-Year Institutions









NE Wesleyan University 0 3 4 2 9 3



2-Year Institutions

Des Moines CC 167

Eastern Iowa CC 78

Hawkeye CC 8

Iowa Valley CC 9

Kirkwood CC 0




* Freshman do not declare a major.

TABLE 3. Underrepresented Minority STEM Students at Alliance Institutions, 2013-14.


4-Year Institutions












2-Year Institutions

Des Moines CC 65

Eastern Iowa CC 64

Hawkeye CC 8

Iowa Valley CC 4

Kirkwood CC 2




* Freshman do not declare a major

B. STUDENT PARTICIPATION IN IINSPIRE-LSAMP

Alliance institutions increased the number of students participating in IINSPIRE LSAMP during 2014-15. The number of direct participants increased from 72 to 115. Student participation by home and host institutions is shown below in Table 4.

TABLE 4. 2014-15 IINSPIRE-LSAMP Student Participation

Alliance Institution Research Interns Research Mentors Trained

Bridge/Transition Participants

Bridge/Transition Mentors

BY HOME INSTITUTION

BY HOST INSTITUTION TOTAL URM

Augustana College 13 13

Des Moines Area CC 7 0 7 7

Doane College 0 0 9 6 6

Eastern Iowa CCD 5 6

Grinnell College 4 3

Hawkeye CC 1 0


Iowa Valley CCD 5 0 5 5

Kirkwood CC 0 0

Little Priest Tribal College 0 0

Luther College 1 0 21 0 6


University of Northern Iowa 7 7

Upper Iowa University 6 6 1

Wartburg College 1 1 10 10 4

Total 79 76 30 107 83 28

External Evaluation Results

Data compiled by institutions, the internal evaluator, and the external evaluator were used in the preparation of the year 4 External Evaluation Report. This year’s report focused specifically on student impacts as observed by the campus directors. The external evaluator conducted interviews with campus directors during March 2015. According to the External Evaluation Report, programs and activities undertaken by the Alliance appear to be positively received by students and are likely to increase the retention and graduation of underrepresented minority students in STEM. Interviews with campus directors suggest the program activities are (a) increasing student interest in STEM fields and careers, (b) fostering increased confidence to seek additional opportunities that provide new skills and academic opportunities to enhance their STEM learning experiences, and (c) providing the social and academic support and role models to enhance persistence toward a Bachelor’s Degree in STEM. The External Evaluation Report identified the following key findings, best practices and challenges for year 4 of the grant.

Key Findings

Summer Bridge/Transition Programs help students feel more comfortable on campus, foster a sense of community among students, and facilitate personal connections with students, the Campus Director, and institutional partners.

Student participation in the Annual Conference is a key source of motivation for students, helps them connect to other students from underrepresented minority groups, and provides role models that encourage students to continue in STEM fields.

Field trips to other campuses and to industry help students envision future possibilities in STEM fields. Research experiences keep students engaged in STEM, provide a sense of empowerment, and encourage

interest in graduate school. Enthusiastic students are the best program recruiters. Personal connections (with other students, the Campus Director, and other institutional partners) are

essential for keeping students engaged with the program Campus visits are important for establishing institutional buy-in and cross-institution understanding of

different institutional contexts and constraints.

Best Practices

Across interviews and Alliance activities, the following themes emerged as best practices for supporting the goal of increasing the number of underrepresented minority STEM graduates in the Alliance:

Personal invitations and face-to-face conversations are critical for establishing connections with students. Students are the best recruiters into the program. Regular meetings (for example, monthly) helps to keep students engaged. Involve upperclass students as mentors in as many activities as possible. Institutional partners (TRiO, academic support services, STEM advisors, multicultural centers, etc.) are

essential for providing support services. Stipends and having students sign a contract keeps them connected to and participating in the activities. Field trips to other institutions and to potential employers engage students in thinking about their academic

and career goals (and how to achieve them). Provide students with some basic lab techniques to help prepare them for their summer research

experiences. Speaking to students prior to arriving on campus (for example, at enrollment days) helps establish a

connection to LSAMP before they arrive and helps to recruit students into the Summer Bridge Program and other LSAMP activities.

Significant Challenges

Campus directors identified the following issues as significant challenges to their goals to increase the participation and graduation of underrepresented minority students:

Lack of faculty diversity negatively impacts student diversity and the availability of role models.

Recruiting more underrepresented minority students to the institution and recruiting current underrepresented minority students who may not have considered STEM majors.

Increasing involvement with faculty (other than those currently involved) at each institution is very challenging due to people being overcommitted already; lack of broader faculty ownership places a heavy burden on the Campus Directors.

Time and resource constraints.

Other Findings

Other findings are also listed in the report, such as:

Alliance provides resources and support for Campus Directors.

“In some ways I have better connections with people in the Alliance then I do even on campus. They are a great resource for me. I feel like I've gained a lot from being involved with this professionally.”

Campus visits by the IINSPIRE leadership team are very important.

“[The campus visit] helped bring some validity to raise awareness of the LSAMP grant on campus.”

Partnerships between community colleges and 4-year institutions. The establishment and strengthening of partnerships between community colleges and 4-year institutions has been a key impact of the grant.

Sustainability issues Campus Directors reported they will need evidence of impact to engage campus stakeholders in discussions of sustaining LSAMP-funded activities beyond the grant period. Programs that were most at-risk included research opportunities and bridge/transition programs because of the financial commitments required. Given the financial realities of budget cuts, low-cost activities such as STEM Clubs and partnerships between institutions are easier to sustain. Relying too heavily on the dedication and hard work of Campus Directors without also providing institutional support and broader engagement by other faculty, administrators, and institutional partners will not be a viable model for sustainability.

Progress Project has made significant progress in its ability to evaluate alliance, institutional, and student impacts moving forward. There are both challenges and opportunities of this work among very different institutional types and in predominantly white Midwestern institutions.

TRAINING & PROFESSIONAL DEVELOPMENT

In general, faculty, staff, and students involved with the project have increased their understanding of effective practices for URM STEM student success, their knowledge of the NSF LSAMP program, and their awareness about programs at institutions in the alliance. This has resulted from networking and information sharing activities with alliance members and other collaborators and professionals. The 201415 IINSPIRE LSAMP Annual Conference, hosted by Des Moines Area Community College on November 23, 2014, attracted students, faculty, and staff from alliance institutions and representatives from alliance partners. Conference topics included discovering and building career pathways, professional networking, studentfaculty interaction, student programs, and pedagogy. Dr. Ruth Jones from NASA/Marshall Space Flight Center gave the luncheon keynote on pursuing a STEM career and overcoming obstacles. Dr. Raychelle Burks provided the opening keynote on using pop culture to connect with and engage students in STEM. Information on the annual conference is available at http://www.iinspirelsamp.iastate.edu/post_conferenceinfo_ 14-15.php. Other conference sessions specific to each audience are highlighted below.

A. FOR FACULTY AND STAFF

At the alliance annual conference, faculty and staff participated in a halfday workshop on pedagogy, “Authentic Inquiry Research-like Experiences Embedded in Courses.” Examples of course level projects were presented, and a collection such projects across STEM disciplines were placed at the SERC IINSPIRE web portal, http://serc.carleton.edu/lsamp/workshops/nov2014/resources.html. Disciplinary groups reviewed the projects and discussed what might be tractable at their institutions. Workshop presentations are listed in the Products section of this report. Another pedagogy workshop, hosted at Grinnell College on June 25, 2014, focused on research and researchlike experiences in science courses. The workshop presented a range of options. Participants included faculty from DMACC, Kirkwood CC, the University of Iowa, and Upper Iowa University. Team members from Doane College, ISU, Kirkwood CC, and Upper Iowa University attended the 2014 LSMCE Conference in Chicago, IL, October 24-26, 2014. They learned about other alliances, effective programs and practices, and selected research. Participation also enhanced team building. Alliance members participated in various faculty/staff development workshops organized on their own campuses with attention given to undergraduate STEM diversity. They also attended regional conferences. ISU, DMACC, Iowa Valley CCD, and Emerson Process ManagementFisher Controls cosponsored the Iowa Latina/o Education Initiative Conference, October 15, 2014 (http://www.cclp.hs.iastate.edu/latino/2014.php) hosted at the DMACC Ankeny Campus. An IINSPIRE LSAMP graduate assistant was a member of the program planning committee. Hawkeye CC hosted the Community College Diversity in STEM Conference, “Building Pipelines to Access and Inclusion” on Friday, October 17, 2014. (http://www.hawkeyecollege.edu/calendars/campusevents/2014stemconference.aspx).

B. FOR STUDENTS

At the alliance annual conference, a student track offered career and professional development for students. In one session, students explored strategies and actions to build social capital and sharpened their networking skills. Students presented posters, and best poster awards were given. Exhibitors from research programs and companies provided information about upcoming summer internship opportunities. IINSPIRE LSAMP students gave oral and poster presentations at several local, regional and national conferences during the year. A list of formal student presentations for 2014-15 is provided below in tables 5-6. Nine students from Doane College, ISU, the University of Iowa and Upper Iowa University were selected to present posters at the 2014 LSMCE Conference. The students networked with students and faculty from LSAMP alliances, enhanced their

http://www.iinspirelsamp.iastate.edu/post_conferenceinfo_%2014-15.php

http://serc.carleton.edu/lsamp/workshops/nov2014/resources.html

http://www.cclp.hs.iastate.edu/latino/2014.php

http://www.hawkeyecollege.edu/calendars/campusevents/2014stemconference.aspx

presentation skills, learned about new research opportunities, and received education and career advice. TABLE 5. Student Research Presentations at State, Regional, and National Conferences

Student Name Institution Conference Date

Joseph Alanis UIU Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

Ryan Arce UI University of Iowa Summer Undergraduate Research Conference, Iowa City, IA

July 30, 2014

Gary Batres Doane Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

Deshawn Benn UIU Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

Christopher Demings

ISU University of Iowa Summer Undergraduate Research Conference, Iowa City, IA

October 25-26, 2014

Paul Faronbi ISU Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

Norma Granados IVCCD Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

Nathalie Fuentes ISU Symposium on Undergraduate Research & Creative Expression, Ames, IA

April 14, 2015

McNair Scholars and Undergraduate Research National Research Conference

March 12-15, 2015

Crystal Jones ISU Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

2014 National SACNAS Conference, Los Angeles, CA

October 16-18, 2014

Ziomara Juardo NWU SEA-Phage Undergraduate Research Conference

June 14, 2014

Jan Michael Lopez ISU University of Iowa Summer Undergraduate Research Conference, Iowa City, IA

July 30, 2014

Connie Maluwelmeng

ISU Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

Rodrigue Mbog ISU Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

University of Iowa Summer Undergraduate Research Conference, Iowa City, IA

July 30, 2014

TABLE 5. Student Research Presentations at State, Regional, and National Conferences (cont.)


Esdras Murillo ISU Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

Emerging Research National Conference in STEM, Washington, D.C.

February 19-21, 2015

Symposium on Undergraduate Research & Creative Expression, Ames, IA IA

April 14, 2015

Iowa EPSCoR Annual All-Hands Meeting 2014, Ames, IA

July 21-22, 2014

Barbara Newhall UI Research Conference, Iowa City, IA July 30, 2014

Anthony Niederklopfer

HCC Louis Stokes Midwest Center of Excellence Conference, Chicago, IL

October 25-26, 2014

Iowa EPSCoR Annual All-Hands Meeting 2014, Ames, IA

July 21-22, 2014

David Nieland Wartburg University of Iowa Summer Undergraduate Research Conference, Iowa City, IA

July 30, 2014

Bisola Omoba UI University of Iowa Summer Undergraduate Research Conference, Iowa City, IA

July 30, 2014

TABLE 6. Student Conference Attendees at State, Regional, and National Conferences


Shay Hoffman Kirkwood CC Midwest Astrochemistry Conference, Cedar Falls, IA

March 6-7, 2015

Elias De Haro Kirkwood CC Midwest Astrochemistry Conference, Cedar Falls, IA

March 6-7, 2015

Adam Page Kirkwood CC Iowa Physiological Society Conference, Des Moines, IA

April, 25, 2015

Jergeor Whapoe Kirkwood CC Diversity in Biophysics, Iowa City, IA June 6, 2015

Rodrigue Mbog UI 2015 Conference of the National Society of Black Physicists, Baltimore MD

February 25-28, 2015

Summer research programs/experiences were offered/hosted by Augustana College, Doane College, Eastern Iowa CCD, Grinnell College, ISU, Nebraska Wesleyan University, the University of Iowa, UNI, Upper Iowa University, and Wartburg College. Students from DMACC, Hawkeye CC, and Iowa Valley CCD also were active in research experiences. Students learned about lab safety, responsible conduct of research, designing and financing a research project, lab notebook use, communicating effectively, and preparing for graduate school. Iowa NSF EPSCoR provided research experiences in renewable energy for four students from DMACC and Hawkeye CC during summer 2014 at ISU. IINSPIRE and Iowa EPSCoR collaborated to recruit and place URM STEM students into research labs. The interns were partially supported by IINSPIRE LSAMP. The ISU HHMI Project offered a summer program for community college students to work in faculty research labs. During summer 2014, URM students from DMACC and IVCCD’s Marshalltown Campus interested in pursuing a science or engineering B.S. degree participated in the program. Students completed math, biology and physics workshops, visited local industries, and learned about careers, resume writing, university study skills, lab report writing, community service, and leadership. All HHMI students were partially supported as IINSPIRE LSAMP research interns, and IINSPIRE partnered with the HHMI Project on selected programming. DMACC, Hawkeye CC, Kirkwood CC, and Upper Iowa University developed an REU workshop hosted by Kirkwood CC to assist students applying for research opportunities. Students learned how to locate and apply for research opportunities, received tips for improving their resume, including one-on-one consultation, and connected with LSAMP students in the alliance. Students from all alliance institutions were invited to participate. The majority of students who attended the workshop were successfully placed in summer research opportunities. Upper Iowa University held a similar workshop advertised to all STEM students on the UIU Fayette campus. At ISU, team members collaborated campuswide with on-campus REU programs to coordinate and share events and training activities across summer research programs. The IINSPIRE office arranged graduate school preparation and communications workshops, open to students from all participating REU programs. Shared programming included: Graduate School Preparation; Communications I: Writing a Personal Statement; Communications II: Giving a Presentation; Statistical Analysis of Data; Science Seminars Series; Ethics and BioEthics; Etiquette Luncheon; Mathematics Workshop Series; How to Create a Poster; Poster Symposium; and Industry Visits. Moving forward, these efforts will be coordinated by the ISU Office of Undergraduate Research.

C. FOR MENTORS

At ISU, IINSPIRE LSAMP collaborated with the Honors Program, HHMI, and Iowa NSF ESPCoR to conduct a mentor training workshop on May 15, 2014. It included panel discussions and case studies (from “Entering Mentoring,” Wisconsin HHMI Professors Program). Workshop materials were made available electronically for campus directors to share with mentors on their campuses. Wartburg College supported upper level URM students in STEM to serve as peer mentors to lower level IINSPIRE LSAMP students. Peer mentors assisted the campus director in planning and running activities and creating a community of URM STEM students. Augustana College, Hawkeye CC, and Kirkwood CC recruited upper level students in STEM, who will serve as peer mentors to future IINSPIRE LSAMP students. The peer mentors are being trained and will assist the campus director with activity development, community building, and student recruitment.

DISSEMINATION & FUTURE PLANS

Dissemination to Communities of Interest

To achieve the overall goal of increasing the number of URM students entering into and graduating from STEM fields, IINSPIRE LSAMP campus directors and team members have been providing information to various audiences, including faculty, staff, and students on alliance campuses; advisory boards; other NSF projects; local organizations and companies; teachers and families; and STEM professionals. Many of the directors have shared informational and recruitment materials at local and statewide events. The publications, presentations, and websites listed in the Products section of this report are examples of dissemination to various audiences. The web portal managed by the NSF Science Education Resource Center (SERC) at Carleton College for IINSPIRE LSAMP (http://serc.carleton.edu/lsamp/) serves as a repository to compile and share resources related to the pedagogy workshops. Several examples of community-oriented dissemination by alliance and team members are described below. Doane College made presentations about STEM majors/careers and the LSAMP program to visitors during visit days and pre-college STEM camps; the camps were organized by the Southeast Nebraska Area Health Education Center. Hawkeye Community College’s LSAMP program is represented regularly in the internal Academic Affairs newsletter which is shared with all college departments. In addition, a video was produced and shared with faculty to help promote LSAMP and increase student participation. Kirkwood Community College has actively promoted the IINSPIRE LSAMP program on campus through social media (Twitter, Facebook), an IINSPIRE LSAMP website, partnering with the marketing department to feature students in the Kirkwood Report, and connecting with on-campus academic programs and faculty groups. IINSPIRE LSAMP students were invited to a luncheon with the Kirkwood President, Cabinet, and Board of Trustees. Upper Iowa University shared their LSAMP/STEM brochure at outreach events, including the Iowa State Fair (August 2014) and iExplore STEM festivals held in northeast Iowa. The following stories about IINSPIRE LSAMP funded undergraduate researchers were posted to the web through university and partner news services, making them available to a larger audience. Queenster Nartey (Grinnell College) Research in a Lab at Iowa State University https://www.grinnell.edu/news/rewardsresearch Excerpt: Queenster Nartey ’16, a biological chemistry major, developed an app that will allow Type 2 diabetics to learn how certain changes to their diet or exercise could affect their blood glucose levels. Nartey designed the app’s user interface and wrote its computer code at Iowa State University’s Department of Chemical and Biological Engineering. “Studies have shown that people are more likely to take more action when they see immediate results,” she says. “By having this hypothetical case of what their blood glucose could have been if they altered these activities, they would be more likely to change those behaviors.” Crystal Jones-Sotomayor (Iowa State University) Conquering Cancer Remembering a Friend http://stories.cals.iastate.edu/2014/12/conqueringcancerrememberingafriend/ Excerpt: Finding a cure for cancer is Crystal Jones-Sotomayor’s dream. It’s been a dream since she was a sophomore in high school in Aguadilla, Puerto Rico – after she lost her childhood friend to breast cancer. After her friend died, Jones-Sotomayor began looking for a top-rated genetics university program in the United States. That search led her to Iowa State University and Maura McGrail’s research lab, which is filled with 40,000 zebrafish. The zebrafish allow

http://serc.carleton.edu/lsamp/

https://www.grinnell.edu/news/rewardsresearch

http://stories.cals.iastate.edu/2014/12/conqueringcancerrememberingafriend/

scientists to do genetics research on a large scale but at a reduced cost compared to other animal models used in cancer research. During her short career she’s presented her research results at six conferences, including the national Society for Advancement of Hispanics/Chicanos and Native Americans in Science conference in Los Angeles in October. She also won third place for a poster presentation at the 2013 Louis Stokes Alliance for Minority Participation IINSPIRE program. Research is what Jones-Sotomayor is about, she says her friends got tired of hearing about genetics so she started tutoring genetics students. She helps students with real-life examples and videos because it’s a difficult topic to understand. She also formed the iResearch club, a student organization for young scientists. She’s hoping the club will give her peers a place to share research, results and challenges. Last summer she worked as an intern studying the use of specific viruses to combat cancer at the University of Florida. That experience introduced her to a different approach to researching cancer and will add to her resume when she applies for graduate school. Mechelle Johnson (Kirkwood Community College) April Student of the Month: Mechelle Johnson http://kirkwoodonlinenews.org/?p=6719 Excerpt: My program of study is to obtain an Associates of Science degree. I’m transferring to University of Iowa to pursue a Bachelor’s degree in Chemical Engineering. I became interested in chemistry from being exposed to it in high school, but at the time, I wasn’t considering it as a career. As a result of being involved in the LSAMP program at Kirkwood, during our Lunch ’N’ Learn series, I met Dr. Tonya Peeples at the University of Iowa. She is an African-American professor in Chemical Engineering and I started considering that field. It was refreshing to meet someone who looked like me being successful and so I started researching the field and speaking to her during our monthly trips. Women and minorities are underrepresented in STEM not because we can’t do STEM fields, but sometimes because there are not enough role models that share our experiences and we aren’t raised thinking that we can be successful in STEM. I’ve always wanted to pursue a career that entails science and math, but the subjects have also scared me because of how challenging they are. I’ve come to realize that school, or anything that you want to pursue, will be challenging, if it’s good for you. So I’m ready to take the challenge and work as hard as I can because I know I can accomplish it, if I set my mind to it… and it’s set! Being a part of LSAMP IINSPIRE has opened so many doors for me. I was nominated and accepted to participate in the Iowa N.E.W. Leadership Conference at the University of Iowa in May of this year. This is a highly selective, intensive five-day residential institute designed to empower women across the political spectrum and increase the participation of underrepresented groups in all sectors of public leadership. Only 35 women were chosen out of hundreds of applicants, and only four community college students. I’m very exicted and honored to be a part of it.

Plans for Year 5

Planning for year 5 is underway and is guided by project objectives, the logic model, student experience models, institution-specific goals and needs, and evaluation results and recommendations. We continue to use recommendations from the external evaluation reports. The reports are used for reflection and guide alliance-level activity planning. Many of the specific plans for year 4 reported in last year’s annual report continue to be relevant, involve ongoing activities, and will continue to motivate year 5 activities. These plans were itemized in the year 3 report under Institutionalization: Leveraging Resources and Developing Partnerships; Communication and Team Building; Programming; and Evaluation. Several new activities will be emphasized in year 5. The planned Student Engagement Survey will be administered to assess student impacts, allowing the team to verify the accuracy of the student impacts as perceived by the campus

http://kirkwoodonlinenews.org/?p=6719

directors and offering additional insights from the student perspective. The survey will provide the team with essential data for formative and summative evaluation. Alliance members will complete their institution’s student experience model and tie it to student participation and impact data. Alliance members will also compile student stories that illustrate the models. Each alliance member will also advance its partnerships in the interests of leveraging and sustainability with campus programs, community organizations, and industry.

The external evaluation report makes the following recommendations that will also inform year 5 plans. Recommendations:

Track student experiences as they transition from 2-year to 4-year institutions A key component of the Alliance is the partnership between 2-year and 4-year institutions. Ensuring that students have a successful experience with this transfer is essential to the Alliance goals. The team should collect formative feedback from students as they undergo the transition and learn what the Alliance can do to support a successful transition and completion of a Bachelor’s Degree.

Ensure content for multiple disciplines are represented at the Annual Conference Data reveal that underrepresented minority students at Alliance institutions are located primarily in Engineering (47%) and in Life/Biological Sciences (28%). While the majority of students are in Engineering, content should be broad enough to appeal to multiple disciplines.

Continue to help institutions engage with their data Campus Directors and other institutional stakeholders are very interested in their own data (and the data at the Alliance level), but often lack the time or resources to prioritize data review and analysis. Yet, data provide valuable formative feedback and Campus Directors emphasized that evidence of impact will be necessary to engage in discussions about sustainability.

Plan for next steps and sustainability As the grant enters Year 5, it is essential to identify which activities and structures should be sustained and how they can be sustained. If the plan is to seek additional grant funding (for example, through a LSAMP Phase II proposal), the team should demonstrate a thorough understanding of their accomplishments and of the sustainability of key elements from this grant.

With year 5 being the final year of the new alliance grant, planning is underway to submit a proposal to advance to a mid-level alliance. The alliance director met with program officer Dr. Art Hicks in March 2015 to discuss the project and future plans. At the May 2015 IINSPIRE retreat, a 5-year strategic planning process was launched which will be pursued in concert with proposal development.

IMPACTS

A. IMPACT ON STEM DISCIPLINES

As described in the activities and results sections, the STEM pathway through different types of institutions is being influenced through IINSPIRE LSAMP recruiting, bridge programs, pedagogy development, research training, faculty networking, and workforce development. Awareness of and participation in IINSPIRE LSAMP is beginning to influence each campus community in a more meaningful way. Faculty and staff are gaining a greater appreciation of what IINSPIRE LSAMP has to offer and the benefits of broadening participation of groups not traditionally served. Co-curricular and extra-curricular activities, such as STEM student clubs, research skills training, and research experiences, are being implemented to more fully engage undergraduate students in STEM disciplines beyond the classroom. STEM disciplines are becoming more inclusive at alliance institutions, giving students a greater sense of belonging and helping them create an identity as scientist or engineer in the discipline. For some institutions, this sense of community early in STEM study has emerged for the first time during year 4. For example, Wartburg College reports that freshmen. URM students in STEM developed a sense of community and identity as IINSPIRE students for the first time this year, which started with the bridge program. The sense of belonging and support system will impact retention in STEM disciplines. Doane College reported a similar impact at the freshman level, starting with bridge program participation, applying for research internships, and organizing around undergraduate research. At Kirkwood Community College, the emergence of their IINSPIRE LSAMP program during the past year has transformed the STEM environment on campus, offering students their first sense of "belonging" and "community" and sending a very powerful message that people care, the institution cares, and that they matter. These impacts will be measured through the following expected outcomes of project objectives:

Increase in applications to and participation in STEM research experiences and bridge programs at alliance institutions.

Increase in URM STEM students in IINSPIRE sponsored events. Increase in URM STEM enrollments, transfers, and graduates at alliance institutions. Increase in the number of students receiving a research training certificate. Improved quality of research experiences and mentoring. Increase in the number of mentor training sessions offered and the number of faculty, industry professionals,

graduate students, and undergraduate peer mentors participating in training. Increase in faculty participation in professional development activities. Increase in the number and scope of faculty networks.

B. IMPACT ON OTHER DISCIPLINES

There is extensive collaboration between STEM and education communities on this project. IINSPIRE LSAMP activities such as bridge programs and mentor training often involve both STEM and non-STEM participants. Focused programming for STEM participants may improve the training of non-STEM participants. This impact will be measured in part through the following expected outcomes of project objectives:

Increase in the number and scope of faculty networks. Development of institution level activities. Increased leveraging of institutional resources to support alliance goals.

C. IMPACT ON HUMAN RESOURCES DEVELOPMENT

Development of human resources is at the heart of the IINSPIRE LSAMP program, as with all NSF LSAMP programs. Funding provided through the NSF LSAMP grant provides opportunities that were not previously available on many of the alliance campuses. IINSPIRE LSAMP objectives are focused on increasing the success of URM STEM students, which will ultimately grow and strengthen the STEM workforce. The Training and Professional Development section of the report summarizes the impact on various groups. Alliance institutions are reporting that their programs are influencing student decisionmaking: for example, student preparation for, interest in, and decisions to attend graduate school, or to transfer to a 4-year institution and major in STEM, have increased or are more likely. The programs are helping students grow academically, professionally and socially and establish their identity within STEM and the on-campus community. Greater student networking with peers and professionals is expected to benefit their academic and career success. Campus directors have also observed that IINSPIRE LSAMP students have found support and community through campus activities. IINSPIRE LSAMP participants are building professional networks among themselves. Mentoring relationships between upper and lower division students are helping students develop STEM identities and a sense of belonging within STEM majors. Specific student impacts highlighted in the year 4 external evaluation report include:

Summer bridge/transition programs help students feel more comfortable on campus, foster a sense of community among students, and facilitate personal connections with students, the campus director, and institutional partners.

Student participation in the alliance annual conference is a key source of motivation for students, helps them connect to other students from underrepresented minority groups, and provides role models that encourage students to continue in STEM fields.

Field trips to other campuses and to industry help students envision future possibilities in STEM fields. Research experiences keep students engaged in STEM, provide a sense of empowerment, and encourage

interest in graduate school. Personal connections (with other students, the campus director, and other institutional partners) keep

students engaged with the program. Alliance activities helped to increase student engagement with STEM fields and STEM careers, including furthering their education at a 4-year institution and/or graduate school. Campus directors reported critical mechanisms that help to support student engagement and degree completion, including increasing students’ confidence, providing role models, and fostering a support system and sense of community. The external evaluation report also stated that the alliance provides resources and support for campus directors beyond their own institution. Cross-institution communication and capacity building is supported through project activities and organizational structures. Faculty/staff networking raises awareness of issues involved in achieving access, equity, and excellence in education. These impacts will be measured through the following expected outcomes of project objectives:

Increase in applications to and participation in STEM research experiences and bridge programs at alliance institutions.

Increase in URM STEM students in IINSPIRE sponsored events. Increase in URM STEM enrollments, transfers, and graduates at alliance institutions. Increase in the number of students receiving a research training certificate. Improved quality of research experiences and mentoring. Increase in the number of mentor training sessions offered and the number of faculty, industry professionals,

graduate students, and undergraduate peer mentors participating in training. Increase in faculty participation in professional development activities. Increase in the number and scope of faculty networks.

Understanding and promoting effective student engagement for IINSPIRE LSAMP students.

D. IMPACT ON INSTITUTIONAL RESOURCES THAT FORM INFRASTRUCTURE

Alliance institutions are reporting that synergistic partnerships within institutions, across the alliance, and with external partners are advancing institutional level efforts in support of project goals. Campus directors reported community-building, cross-unit collaborations, and leveraging of resources on their campuses as a result of IINSPIRE LSAMP. They reported that campus visits conducted by the IINSPIRE Leadership Team helped them leverage resources and engage their institutional partners. Many also reported strengthened partnerships with other alliance institutions. At several alliance institutions, space has been designated for IINSPIRE LSAMP students and programming. For example, at Upper Iowa University, under-utilized office space and a large lobby area adjacent to the LSAMP campus director’s office have been designated as the STEM Success Center. The Center includes comfortable informal seating and tables, a selection of current professional and technical periodicals, student and faculty research posters, an office for student peer mentors and LSAMP Scholars, public computers, board games, and a kitchenette with honor system snacks. Students gather in this area before and after classes, and meet with friends and study groups. LSAMP and other STEM-related meetings are held in this area. IINSPIRE programs are forging connections with other diversity programs and support on campus. Collaboration between IINSPIRE and established programs will enhance the capacity to increase the number of URM graduates in STEM. Recruitment and retention programs on alliance campuses are expected to be strengthened. Examples of program collaboration are evident in the project activities and outcomes described in this report. In some cases, these relationships are leading to new opportunities for grant writing and funding. In year 4, campus directors developed an IINSPIRE LSAMP student experience model for their campus that references programs and resources being leveraged. This exercise helped campus directors identify institutional resources that they might leverage or partner with in order to provide a more comprehensive and sustainable approach towards student success. IINSPIRE programs have also initiated the formation of STEM clubs/organizations for students.

Regional partnerships among alliance institutions (e.g., the pilot programming among Hawkeye Community College, Wartburg College, and the University of Northern Iowa) have significant potential to improve institutional practices and STEM pathways for URM students. IINSPIRE efforts have also strengthened regional partnerships between 2 and 4 year institutions as we have shared resources and engaged in joint planning meetings to serve our URM STEM students in research experiences as well as transition activities. IINSPIRE LSAMP students are making campus visits to their transfer institutions and often these visits are facilitated through campus directors. These impacts will be measured in part through the following expected outcomes of project objectives:

Improved quality of research experiences and mentoring. Increase in faculty participation in professional development activities. Increase in the number and scope of faculty networks. Development of institutional plans and reports and institution level activities, e.g., student experience models. Increased leveraging of institutional resources to support alliance goals. Demonstration of ongoing assessment, feedback loops, and continuous improvement.

E. IMPACT ON INFORMATION RESOURCES THAT FORM INFRASTRUCTURE

The program materials, websites, assessment tools and aggregated data assessment and analysis across the alliance will serve as useful information resources to support faculty, students, and evidence-based practices. The web portal managed by the NSF Science Education Resource Center (SERC) at Carleton College for IINSPIRE LSAMP (http://serc.carleton.edu/lsamp/) serves as a repository to compile and share resources related to the pedagogy workshops and evidence-based, inclusive teaching practices. IINSPIRE LSAMP is contributing the information resources infrastructure being built by SERC. IINSPIRE LSAMP developed proposed guidelines to identify STEM majors at community colleges based on course taking patterns for reporting and tracking purposes. These guidelines also recommended that the WebAMP System add a “General STEM” category of majors. A systematic process for identifying STEM community college students will

http://serc.carleton.edu/lsamp/

enable more targeted programming and assessment. IINSPIRE LSAMP continues to develop tools and processes for annual reporting and tracking of student progress. In year 4, we modified forms for data collection and developed a database tool that will assist institutions and our management team with information gathering and data collection. IINSPIRE LSAMP team members are working with institutional research and similar offices/staff at their institutions to disaggregate and review student success data specifically for underrepresented STEM students. While this is supporting assessment and evaluation for the project, it will also enhance the information available for program development and decision-making at an institution. These impacts will be measured in part through the following expected outcomes of project objectives:

Development of institutional plans and reports. Demonstration of ongoing assessment, feedback loops, and continuous improvement (e.g., data collection

tools and processes.

F. IMPACT ON SOCIETY BEYOND SCIENCE AND TECHNOLOGY

Given the regional concentration of the alliance and demographic trends, the longer term outcomes of IINSPIRE LSAMP are expected to positively impact workforce quality, communities, and the economy in the region. Alliance institutions are reporting early efforts in community engagement, such as making connections with individuals and organizations that work with underprivileged students, and raising awareness about STEM careers and societal impact with external public audiences. Just as teams achieve greater results than individuals, the alliance of sixteen institutions across three states and involving diverse types of institutions brings together people, resources and capabilities with the potential to tackle new and complex projects. New proposals, research and innovations may result from the relationships within the alliance.

PRODUCTS

A. PUBLICATIONS

J. Strawn (2014). APEX for Engineers helps incoming multicultural students adjust to university life. Kirkwood Report (2015). April Student of the Month: Mechelle Johnson. An article discussing a student's education journey and participation in IINSPIRE LSAMP. http://kirkwoodonlinenews.org/?p=6719 . B. Breen (2014). Conquering Cancer Remember a Friend. http://stories.cals.iastate.edu/2014/12/conqueringcancerrememberingafriend/. M. Chang (2014). External Evaluation LSAMP: Iowa Illinois Nebraska STEM Partnership for Innovation in Research and Education (IINSPIRE). M. Chang (2015). External Evaluation: LSAMP: Iowa Illinois Nebraska STEM Partnership for Innovation in Research and Education (IINSPIRE). Iowa NSF EPSCoR News (2014). Iowa NSF EPSCoR Annual Meeting Poster Competition Winners Announced. http://www.iowaepscor.org/news/annual/2014/posterwinners. Grinnell College News Service (2014). Rewards of Research: Research in a Lab at Iowa State University. Northeast Iowa Region Governor's STEM Advisory Council News (2015). The Northeast Iowa Region is Home to 3 of Iowa's 6 "STEM Jobs Approved Colleges". Upper Iowa University News (2014). Upper Iowa University freshman Erik Zorrilla takes first at IINSPIRE Alliance annual conference. http://www.uiu.edu/ocm/news/2014/nov/zorrillaaward.

B. JOURNALS

Caplin, J. D., Granados, N. G., James, M. R., Montazami, R. and Hashemi, N. (2015). Microfluidic OrganonaChip Technology for Advancement of Drug Development and Toxicology. Advanced Healthcare Materials. DOI: 10.1002/adhm.201500040.

C. PRESENTATIONS

J. Antonellis, A. Martyn (2014). Interdisciplinary Learning Community Courses: Perspectives from a Tribal College. 2014 Annual Conference of the Higher Learning Commission. Chicago, IL. R. Burks (2014). Mixing It Up: Science and Pop Culture. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. R. Burks (2014). Zombie Impact! Creating Media to Communicate Science. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA A. Curbelo (2013). Building Global Academic Opportunities for Multicultural Students in the ASTEM Areas.. IINSPIRE LSAMP 2013-14 Annual Conference. Waterloo, IA. M. Darrow, C. Bottrell (2013). Defining STEM Majors in Community College for WebAMP Reporting: Guidelines and Recommendations for Practice. Louis Stokes Midwest Center of Excellence Conference: A Call To Action: LSAMP Model for Broadening Participation. Indianapolis, IN.

http://kirkwoodonlinenews.org/?p=6719

http://stories.cals.iastate.edu/2014/12/conqueringcancerrememberingafriend/

http://www.iowaepscor.org/news/annual/2014/posterwinners

http://www.uiu.edu/ocm/news/2014/nov/zorrillaaward

L. Faidley (2014). Linking in to LinkedIN. IINSPIRE LSAMP 20141-5 Annual Conference. Ankeny, IA. L. Gregg-Jolly (2014). Grinnell College Introduction to Biological Inquiry. IINSPIRE LSAMP 2014 Pedagogy Workshop: Research and Research-Like Experiences in Science Courses. Grinnell, IA. T. Harding (2014). Choosing and Applying to Graduate Schools. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. A. Howsare Boyens (2014). Evaluation of APEXE: Academic Program For Excellence in Engineering. IINSPIRE LSAMP 2014 Assessment and Evaluation Retreat. Des Moines, IA. E. Iverson, J. Swartz (2013). Pedagogy Workshop on Community Building I. IINSPIRE LSAMP 2013-14 Annual Conference. IINSPIRE LSAMP 2013-14 Annual Conference. Waterloo, IA. E. Iverson, J. Swartz, B. Ritter, J. Johnson (2013). Pedagogy Workshop on Community Building II. IINSPIRE LSAMP 2013-14 Annual Conference. IINSPIRE LSAMP 2013-14 Annual Conference. Waterloo, IA. E. Iverson (2014). Introduction to the Science Education Resource Center (SERC) website and resources available. IINSPIRE LSAMP 2014 Pedagogy Workshop: Research and Research-Like Experiences in Science Courses. Grinnell, IA. R. Jones (2014). Discover Your Passion. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. R. Jones (2014). Exploring Career Pathways. IINSPIRE LSAMP 2014-15Annual Conference. Ankeny, IA. F. Laanan (2014). Astin's I-E-O Model: Studying College Student Outcomes.. IINSPIRE LSAMP 2014 Assessment and Evaluation Retreat. Des Moines, IA. D. Lopatto (2014). Research-like experiences in science courses: Finding from the CURE survey. IINSPIRE LSAMP 2014 Pedagogy Workshop: Research and Research-Like Experiences in Science Courses. Grinnell, J. Mann, D. Mupasiri (2013). Community Building and Recruitment Through Social Media.. IINSPIRE LSAMP 2013-14 Annual Conference. Waterloo, IA. C. Moon (2014). Writing a Successful Resume. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. D. Mupasiri, J.A. Mann (2014). Becoming a Peer Mentor. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. D. Norman (2014). Exploring Career Pathways. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. K. Pr'Out, M. Darrow, F. Laanan (2014). HHMI Summer of Research Science Program: Understanding the Impact on Underrepresented Minority STEM students.. IINSPIRE LSAMP 2014 Assessment and Evaluation Retreat. Des Moines, IA. K. Pr'Out (2014). Sense of Belonging and URM STEM Students.. IINSPIRE LSAMP 2014 Assessment and Evaluation Retreat. Des Moines, IA. D. Rollins (2014). Communicating and Interacting with Professors. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. D. Rover, M. Darrow (2013). Alliance Workshop I: Data Driven Planning to Broaden Participation and Graduation in STEM. IINSPIRE LSAMP 2012-13 Annual Conference. Iowa State University. D. Rover, M. Darrow, D. Mitchell (2013). IINSPIRE LSAMP – An Alliance Modeling How to Broaden Participation in Changing Midwest Demographics.. Louis Stokes Midwest Center of Excellence Conference: A Call To Action: LSAMP Model for Broadening Participation. Indianapolis, IN. D. Rover, M. Darrow (2014). Discovering STEM Talent World Cafe. IINSPIRE LSAMP 2014-15 AnnualConference. Ankeny, IA.

D. Rover, M. Darrow (2014). STEM Faculty Roundtable: Making It Real. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. D. Sanborn, K. McCarville, M. Moore, K. Pr’Out, Q. Nartey (2013). Community Building and Recruitment Through Social Media. IINSPIRE LSAMP 2013-14 Annual Conference. Waterloo, IA. J. Swartz (2013). Grinnell Science Project. Louis Stokes Midwest Center of Excellence Conference: A Call To Action: LSAMP Model for Broadening Participation. Indianapolis, IN. J. Swartz, C. Orr (2014). Authentic Inquiry in Courses; Research-Like Experiences Embedded in Courses. IINSPIRE LSAMP 2014-15 Annual Conference. Ankney, IA. J. Swartz (2014). The Other Extreme: A simple two week introductory chemistry research like experience. IINSPIRE LSAMP 2014 Pedagogy Workshop. Grinnell, IA. J. Swartz, L. Gregg-Jolly, E. Iverson (2014). Second Year Science Student Survey. IINSPIRE LSAMP 2014 Assessment and Evaluation Retreat. Des Moines, IA. U. Tim (2014). REU: Applying & Getting In. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA. U. Tim, N. Fuentes, N. Granados, B. Hoskins, C. Jones, C. Maluwelmeng, R. Mbog, M. Tingle (2014). Student Research Experiences Panel. IINSPIRE LSAMP 2014-15 Annual Conference. Ankeny, IA.

D. WEBSITES

Doane IINSPIRE LSAMP Program: http://www.doane.edu/doane-iinspire-lsamp-program

IINSPIRE LSAMP Program http://www.iinspirelsamp.iastate.edu/ IINSPIRE LSAMP Program at Kirkwood Community College http://www.kirkwood.edu/LSAMP Kirkwood LSAMP @ KCC_LSAMP Twitter https://twitter.com/kcc_lsamp Kirkwood LSAMP Facebook https://www.facebook.com/KirkwoodLSAMP STEM at Upper Iowa University http://www.uiu.edu/stem

E. OTHER PRODUCTS

IINSPIRE LSAMP Summer Transitions Program Flyer. IINSPIRE LSAMP Program: Nebraska Weseleyan University, 2015. Print. Kirkwood Summer Bridge Brochure. Kirkwood Community College. 2015. Print.

http://www.doane.edu/doane-iinspire-lsamp-program

http://www.iinspirelsamp.iastate.edu/

http://www.kirkwood.edu/LSAMP

https://twitter.com/kcc_lsamp

https://www.facebook.com/KirkwoodLSAMP

http://www.uiu.edu/stem

APPENDIX I Alliance Campus Team Members

AUGUSTANA COLLEGE

Governing Board Member Wendy Hilton-Morrow, Associate Dean of the College

Campus Director Lori Scott, Professor of Biology

Team Members Jose Boquin, Professor of Chemistry

Tierney Brosius, Professor of Biology

Patrick Crawford, Professor of Chemistry,

Kevin Geedey, Professor of Biology

Michael Reisner, Director of the Upper Mississippi Research Center

Mark Salisbury, Director of Institutional Research

Michael Schroeder, Professor of Education

Sue Standley, Director of Financial Assistance

Pam Trotter, Professor of Chemistry

Undergraduate Assistants John Le, Chemistry (Junior)

DES MOINES AREA COMMUNITY COLLEGE

Governing Board Member Kim Linduska, Vice President and Provost

Campus Director Kari Hensen, Associate Dean of Arts & Sciences

Team Members Ahmed Agyeman, Pre-Engineering Academic Advisor

Chandra Karunatilaka, Instructor, Chemistry

Deb Koua, Director of Grants and Contracts

Norma Perez-Kahler, Director of Student Support Services

Brad Spielman, Associate Provost, Urban Campus

Vijay Varadarajan, Instructor, Physics

Nancy Woods, Instructor, Physics and Mathematics

DOANE COLLEGE

Governing Board Member John M. Burney, Vice President for Academic Affairs

Campus Director Sharmin Sikich, Assistant Professor of Chemsity

Team Members Tessa Durham Brooks, Bridge Program Volunteer/Assistant Professor of Biology

Peggy Hart, Advisory Panel/Associate Professor of Mathematics

Andrea Holmes, Faculty Mentor/Associate Professor of Chemistry

Wilma Jackson, Director of Multicultural Support Services

Ramesh Laungani, Bridge Program Volunteer/Assistant Professor of Biology

Kate Marley, Assistant Professor of Biology

Carrie Petr, Advisory Panel/Director of the Hansen Leadership Program

Karen Sookram, Advisory Panel/Director Learning Center

DOANE COLLEGE (continued)

Russ Souchek, Advisory Panel/Professor of Environmental Science

Raja Tayah, Director of Institutional Research

Chris Wentworth, Professor of Physics

Undergraduate Assistants Sonia Almodovar, Math (Sophomore)

Gary Batres, Chemistry (Senior)

EASTERN IOWA COMMUNITY COLLEGE DISTRICT

Governing Board Member Ellen Kabat Lensch, Executive Director of Resource Development and Innovation, Executive Director of ATEEC

Campus Director Brian Ritter, Nahant Marsh Facilitator/ Program Director for Conservation Technology

Team Members Carina Easley-Appleyard, LSAMP Research Coordinator

Angela Ghrist, Biology Instructor

Victoria Green, LSAMP Research Coordinator

Mik Holgersson, Research Consultant/Advisor

GRINNELL COLLEGE

Governing Board Member Jim Swartz, Dack Professor of Chemistry, Director of the Center for Science in the Liberal Arts

Campus Director Jim Swartz, Dack Professor of Chemistry, Director of the Center for Science in the Liberal Arts

Team Members Johnathan (Jackie) Brown, Professor of Biology

Leslie Gregg-Jolly, Professor of Biology

Shannon Hinsa-Leasure, Assistant Professor of Biology

Minna Mahlab, Director of Science Learning Center

Stephan Sieck, Associate Professor of Chemistry

Undergraduate Assistants Hellen Barroso, Biology/Spanish

HAWKEYE COMMUNITY COLLEGE

Governing Board Member Jane Bradley, Vice President for Academic Affairs

Campus Director Cynthia Bottrell, Dean of Mathematics, Natural, and Social Sciences

Team Members Cynthia Boyd, Instructor of Natural Science

Karen Ernst, Instructor of Natural Science

Keanna Levy, Admissions Recruiter

David Mercer, Instructor of Natural Science

IOWA STATE UNIVERSITY

Governing Board Member Jonathan Wickert, Senior Vice President and Provost

Campus Director Derrick Rollins, Professor of Chemical & Biological Engineering

Team Members Lequetia Ancar, Assistant Director of Student Services Multicultural Liaison Officer for the College of Engineering

Krishna Athreya, Program Coordinator for the Center for Biorenewable Chemicals

Theressa Cooper, Assistant Dean for Diversity of the College of Agriculture and Life Sciences

Thelma Harding, Program Coordinator for the Graduate College

Connie Hargrave, Director, Science Bound, Associate Professor, School of Education

Japannah Kellogg, Director of Student Support Services

Patricia Leigh, Professor, School of Education

Michael Lyons, Coordinator of Undergraduate Research

Gary Mirka, Associate Dean of Undergraduate Graduate Education, College of Engineering

Craig Ogilvie, Assistant Dean of the Graduate College

Debra Sanborn, Program Coordinator, Dean of Student’s Office

Dana Schumacher, Assistant Director for Scholarship and Research

Udoyara (Sunday) Tim, Associate Professor of Agricultural & Biosystems Engineering

Cory Welch, STEM Scholars Program Manager

Denise Williams, Diversity Coordinator of the College of Human Sciences

Katrina Williams, Advisor, Aerospace Engineering

Graduate Assistants Korey Kollasch, Ph.D Candidate, School of Education

Kahntinetta Pr’Out, PhD Candidate, Mechanical Engineering

Undergraduate Assistants Eduardo (Eddie) Acosta, Management Information Systems (Senior)

Andrew Mushel, Technical Communications (Junior)

IOWA VALLEY COMMUNITY COLLEGE DISTRICT

Governing Board Member Christopher Russell, Dean of Students and Academic Affairs

Campus Director Lara Thoms, Office Associate, Evaluation and Program Effectiveness

Team Members Matthew Bandstra, Anatomy, Physiology and Biology Faculty

Jason Pook, Chemistry Faculty

Sally Wilson, Biology Faculty

KIRKWOOD COMMUNITY COLLEGE

Governing Board Member Bill Lamb, Vice President for Academic Affairs

Campus Director Juanita Limas, Professor of Anatomy and Physiology/Nutrition

KIRKWOOD COMMUNITY COLLEGE (continued)

Team Members Marvin Bausman, Dean, Math/Science Department

Jon Buse, Vice President for Student Services

John Henk, Associate Vice President for Academic Affairs

Krystle Oates, Mathematics Instructor

Melissa Soto, Mathematics Instructor

Roberto Soto, Mathematics Instructor

Undergraduate Assistants Shay Hoffman, Environmental Science (Freshman)

Mechelle Johnson, Chemical Engineering (Freshman)

Adam Page, Biochemnistry (Freshman)

Elias De Haro, Aerospace Engineering (Freshman)

LITTLE PRIEST TRIBAL COLLEGE

Governing Board Member Harry (Al) Martyn, Indigenous Science Instructor

Campus Director Janyce Woodard, Interim Dean of Academic Affairs

Team Members Jody Wingert, Mathematics Instructor

Cherie Heise, Registrar

LUTHER COLLEGE

Governing Board Member Kevin Kraus, Vice President for Academic Affairs

Campus Director Brad Chamberlain, Head, Department of Chemistry, Professor of Chemistry

Team Members Scott Carlson, Professor of Biology

Mark Eichinger, Head, Department of Biology/Associate Professor of Biology

Derek Hartl, Director of Admissions

Michael Johnson, Assistant Professor of Mathematics

Keith Lesmeister, Coordinator of Diversity Recruitment

James Perez, Associate Professor of Physics/Head, Departmetn of Physics

Terry Sparkes, Associate Dean, Director of Curriculum Development and College Honors,/Associate Professor of Religion

Jeffrey Wilkerson, Associate Dean, Director of Faculty Development/ Professor of Physics

NEBRASKA WESLEYAN UNIVERSITY

Governing Board Member Judy Muyskens, Chief Academic Officer and Provost

Campus Director Angela McKinney, Professor of Biology

Team Members Melissa Erdmann, Associate Professor of Mathematics and Computer Science

Nathanael Fackler, Associate Professor of Chemistry and Chair of Department

Gary W. Gerald III, Assistant Professor of Biology

Candice Howell, Director of Student Success and Retention

NEBRASKA WESLEYAN UNIVERSITY (continued)

Lisette Torres, Adjunct Professor of Biology, LSAMP Intern

Nancy Wehrbein, Director of Sponsored Programs

UNIVERSITY OF IOWA

Governing Board Member P. Barry Bulter, Executive Vice President and Provost

Campus Director Richard Hichwa, Professor, Senior Associate Vice President for Research

Team Members Lori Adams, Adjunct Professor for Biology/Co-Director of Iowa Biosciences Advantage Program/Assesment Specialist

James Bucholz, Assistant Professor of Mechnical Engineering

Daniel Eberl, Professor of Biology

Jennifer Eiegel, Associate Professor of Chemical and Biochemical Engineering

Marta Gomez, Research Support Manager

Robert Kirby, Director fo the Iowa Center for Research by Undergraduates

Bridget Lear, Assistant Professor of Biology

Lindsay Marshall, Assistant Director of the Iowa Center for Research by Undergraduates

Michelle McQuistan, Associate Professor Preventative & Community Densitry

Tonya Peeples, Professor of Chemical and Biochemical Engineering/Director of the Ethnic Inclusion Effort for Iowa Engineering

Albert Ratner, Associate Professor of Mechanical Engineering

Deandrea Watkins, STEM Specialist, Center for Diversity and Enrichment

UNIVERSITY OF NORTHERN IOWA

Governing Board Member Michael Licari, Associate Provost for Academic Affairs, Dean of the Graduate College/Professor of English

Campus Director Douglas Mupasiri, Head, Professor of Mathematics

Team Members Kavita Dhanwada, Interim Associate Professor for Academic Affairs and Dean of the Graduate College

Latricia Hylton, Math Coordinator of the Academic Learning Center

Kristen Moster, Senior Research Analyst, CIO’s Office and Institutional Research

Graduate Assistant Rachel Reetz, RSM Candidate, Industrial Mathematics/Actuarial Science

UPPER IOWA UNIVERSITY

Governing Board Member Kurt Wood, Provost

Campus Director Katherine (Kata) McCarville, Assistant Professor of Geosciences

Team Members Anthony DiJohn, Director of Admissions

Noel Graff, Administrative Assistant

William Jones, Assistant Professor of Biology

UPPER IOWA UNIVERSITY (continued)

Douglas McReynolds, Bissell Professor of English

Manzoor Murshed, Associate Professor of Management Information Systems

Nigel George, Associate Professor of Mathematics and Physics

Sara Sheeley, Assistant Professor of Biology

Rebecca Schmidt, Assistant Professor of Biology

Amy Tucker, Co-Chair, Council on Diversity & Inclusion/Diversity Program

Andrew Wenthe, Vice President for External Affairs

Roman Yasinovskyy, Assistant Professor of Information Technology

WARTBURG COLLEGE

Governing Board Member Mark Biermann, Vice President for Academic Affairs

Campus Director LeAnn Faidley, Assistant Professor of Engineering

Team Members Joy Becker, Associate Professor of Mathematics

Christine DeVries, Associate Professor of Chemistry

Denis Drolet, Associate Professor of Chemistry

Lizabeth Gehring, Assistant Professor of English Education

Jette Ingens, Assitant Director of Pathways

Krystal Madlock, Dirctor of Student Diverity Programs

J. Keith McClung, Professor of Biology

Eric Merten, Assistant Professor of Biology

Kendra Oswald, Administrative Assistant, Enrollment Management

Abbie Raum, Student Employment Coordinator

Derek Solheim, Director of the Pathways Center

Undergraduate Assistants Brittney Culmore, Senior Peer Mentor, Biology

Destiny Davis, Junior Peer Mentor, Math

Ashley Kerns, Senior Peer Mentor, Biology

Isaiah (David) Neiland, Senior Peer Mentor, Biochemistry

APPENDIX II Program Partners

Program Name Program Type Program Leader(s) Alliance

Institution

APEX, www.dso.iastate.edu/msa/learningcommunities/apex-faq.html

Bridge Ebony Williams, Program Coordinator

Iowa State University

APEXE www.dso.iastate.edu/msa/learningcommunities/apex-faq.html

Bridge Lequetia Ancar, Program Coordinator


Biological Materials and Processes Research Experience for Undergraduates (BioMAP) http://www.cbe.iastate.edu/research/undergraduate-research/

REU Monica Lamm Program Director,


CBiRC NSF Engineering Research Center for Biorenewable Chemicals www.cbirc.iastate.edu

REU Brent Shanks, Director


Emerson Process Management, Fisher Controls Division Internships J. Adin Mann, Principal Engineer

Alliance

Howard Hughes Medical Institute (HHMI) Project at Grinnell College

REU Leslie Gregg-Jolly, Program Director

Grinnell College

Howard Hughes Medical Institute (HHMI) Project at Iowa State University http://pws2.ait.iastate.edu/wiki/display/HHMI/Together+Energizing+Student+Science,

REU Craig Ogilvie, HHMI-ISU Director


ICRU - Iowa Center for Research by Undergraduates at the University of Iowa http://www.uiowa.edu/icru/

REU Bob Kirby Director

University of Iowa

Iowa Experimental Program to Stimulate Competitive Research (Iowa EPSCoR) www.iowaepscor.com/

REU Sriram Sundararajan Co-Project Director,


Microscale Sensing Actuation and Imaging Program (MoSAIc) http://www.me.iastate.edu/mosaic/

REU Sriram Sundararajan Program Director,


Nahant Marsh Education Center http://nahantmarsh.org/

REU Brian Ritter Facilitator and Program Director

Eastern Iowa Community

College District

Southeast Nebraska Area Health Education Center (AHEC) at Doane College’s School of Graduate and Professional Studies http://www.doane.edu/ahec

Educational Drew Case, Executive Director

Doane College

SROP - UI Summer Research Opportunities Program http://ogi.grad.uiowa.edu/srop/

REU Diana Sproles Diversity and Inclusion Coordinator

University of Iowa

Summer Program for Interdisciplinary Research and Education- Emerging Interface Technologies (SPIRE-EIT) http://www.hci.iastate.edu/REU/

REU Stephen Gilbert Program Director,


Sustainable Production and Distribution of Bioenergy for the Central USA www.cenusa.iastate.edu

REU Raj Raman, Education Co-Director


University of Chicago, IL https://www.luriechildrens.org/en-us/Pages/index.aspx

Internships Sookyong Koh, M.D., Pediatric Epileptologist, Ann & Robert H. Lurie Children’s Hospital of Chicago

Augustana College

http://www.dso.iastate.edu/msa/learningcommunities/apex-faq.html




http://www.cbe.iastate.edu/research/undergraduate-research/

http://www.cbirc.iastate.edu/

http://pws2.ait.iastate.edu/wiki/display/HHMI/Together+Energizing+Student+Science

http://pws2.ait.iastate.edu/wiki/display/HHMI/Together+Energizing+Student+Science

http://www.iowaepscor.com/

http://www.me.iastate.edu/mosaic/

http://www.me.iastate.edu/mosaic/



http://www.doane.edu/ahec

http://www.doane.edu/ahec

http://ogi.grad.uiowa.edu/srop/

http://ogi.grad.uiowa.edu/srop/

http://www.hci.iastate.edu/REU/

http://www.hci.iastate.edu/REU/

http://www.cenusa.iastate.edu/

https://www.luriechildrens.org/en-us/Pages/index.aspx

APPENDIX III ISU Research Certificate - Draft

IINspire Undergraduate Research Certification Program Undergraduate Research (UGR) defined:

The Council on Undergraduate Research (CUR) defines undergraduate research (scholarship

and creative activity) as “an inquiry or investigation conducted by an undergraduate

student that makes an original, intellectual, or creative contribution to discipline.”

This definition encompasses all modes of academic research from both disciplinary and

interdisciplinary fields, recognizes and employs a “teacher-scholar model” for faculty

mentors, and ensures that both students and their faculty mentors have a vested interest

in a research and scholarly experience. UGR has also been defined broadly as a project

or creative activity that enables individual students or group of students to pose or

work from a defined research question, apply methods of inquiry to generate findings,

and share the findings with others through presentation and publication.

Potential benefits of UGR:

A large body of knowledge has been accumulated in recent years that clearly documents

the transformational experiences gained by undergraduate student involvement in

research. Examples of these benefits include:

Promoting the affective development of students and increasing understanding,

confidence and awareness.

Enhancing science career decisions and active learning.

Advancing cognitive and intellectual growth through gains in knowledge and skills as

well as educational attainments.

Maximizing learning experiences from increased cognitive and behavioral development.

Establishing/Implementing UGR program (some suggestions!):

Conduct an inventory of UGR activities within the institution and evaluate strengths,

gaps, and challenges for developing a campus-wide STEM UGR program and research-

supported curriculum.

Identify core faculty committed to mentoring UG students in research/creative

performance and/or integrating UG research/artistic experience into the curriculum.

Inform and foster dialog among faculty (potential mentors) and students about the

benefits of UGR.

Marshal internal resources, administrative support, and, if necessary, extramural

funding to support UGR.

Build process of recognition at the campus level for UG researchers/creative artists

and the faculty who mentor them.

Bridge UGR program with other campus initiatives such as student retention, learning

outcomes, and graduation.

Overview of IINspire LSAMP UGR Certificate:

The IINspire LSAMP Undergraduate Research Certificate (UGRC) program is intended to

create a framework by which IINspire Alliance institutions can recognize students’

achievement in undergraduate research and creative activity. Although research conducted

by undergraduate students can take many forms, and sometimes can be given for academic

credit, this UGRC is meant to highlight those students who make research a central

component of their academic experience at the IINspire Alliance institution. The UGRC

program is also intended to provide students with an additional credential that they can

present to employers or submit to graduate school admission offices. As detailed in the

original proposal, each institution within the Alliance works to make the certification

part of the student’s official transcript or a document signifying successful completion

of the UGRC requirements.

Specific Objectives of IINspire LSAMP UGRC:

Understand and apply key concepts in designing and performing authentic research and

creative activity

Learn and practice good science communication, ethics and responsible conduct in

research

Develop STEM research practices and critical thinking skills needed for a career in

research

Compile evidence of rigorous training in research for application to jobs and

graduate school programs.

Benefits of the IINspire LSAMP UGRC:

Enhanced attractiveness to graduate and professional academic programs

Portfolio of authentic research experiences that would qualify students to work in

research-oriented positions for government agencies, industry, think-tanks, or other

non-profit or for-profit employers

Improved academic experience through mentoring relationships with faculty

Improved skills and competencies such as critical, analytical, and independent

thinker.

In addition to developing problem-solving skills in a fashion that no other educational

experience can match, and allowing students to integrate a variety of concepts

encountered in the classroom and apply them to real-life problems, the IINspire LSAMP

UGRC provides the context in which students can develop an appreciation for and become

adept at:

Applying the process of science and research (a)*

Applying quantitative analysis and mathematical reasoning (b)

Using data analytics tools, simulation and modeling (c)

Understanding the interdisciplinary nature of science, research and creative process

(d)

Understanding the human-societal contexts of science (e)

Communicating (formal/informal, written, oral, and visual) and collaborating with

other disciplines (f)

*Letters in parentheses refer to Core Competencies identified in the NSF/AAAS Vision and

Change report.

Requirement for the IINspire LSAMP UGRC:

2 presentations (oral or poster) of original research at a conference or symposium

Four (4) terms of authentic research (or creative artistic) experience in, for example,

laboratory or field setting under mentorship of a faculty (Note: summer experiences can

be counted as 2 terms, while course-based research experience can be counted as ½-term)

9 credit-hours of coursework related to Research Design, Methodology and Application

(Courses can be selected from an approved list—see examples below)

3 credit-hours of coursework on Writing for Research and Publication (courses can be

selected from an approved list—see examples below)

1 credit-hour of coursework related to Introduction to Research in STEM (could be MOOCs)

3 credit-hours of coursework related to STEM Research and Society (courses can be

selected from an approved list—see examples below)

A review of similar UGRC requirements at other institutions show credit-hour

requirements ranging from 15 to 19 (compared to 16 for IINspire LSAMP), not including

the requirements for presentation and course-based research experiences.

Example courses: Research Design, Methodology, and Application

MATH 165 Calculus I (4 cr.)

MATH 166 Calculus II (4 cr.)

BBMB 4110 Techniques in Biochemical Research (3 cr.)

STATS 104 Introduction to Statistics

STAT 201 Introduction to Statistics Concepts and Methods (4 cr.)

STAT 401 Design and Analysis of Experiments (4 cr.)

STAT 407 Method of Multivariate Analysis (3 cr.)

STAT 421 Survey Sampling Techniques (Cr. 3)

Cpr E 185/EE 185 Introduction to Electrical Engineering and Problem Solving I (3 cr.)

PSYCH 301 Research Design and Methodology

Example courses: Writing for Research and Publication

ENGL 309 Report and Proposal Writing

ENGL 314 Technical Communication

JLMC 347 Science Communication

Example courses: STEM Research and Society

PHIL 330 Ethical Theory (3 cr.)

PHIL 366 Truth, Belief, and Reason (3 cr.)

PHIL 380 Philosophy of Science (3 cr.)

HIST 280 Introduction to History of Science I (3 cr.)

Eligible courses are reviewed annually and substitutes made as necessary

APPENDIX IV Logic Model

APPENDIX V Sample Student Experience Models

2015 IINSPIRE Assessment and Evaluation Retreat Wartburg College

Student Experience Model Planning Worksheet

1. Student Experience Model – IINSPIRE Activities Refer to your institution's Student Experience Model and map the activities into the template below. Continue to develop your SE Model as needed.

Freshman/Sophomore/CC Student Experience

Objective Area Pre-Freshman Bridge Freshman Year Pre-Sophomore Summer Sophomore Year

Community Based Recruitment (URM Recruiter)

Service/Outreach Project

Service/Outreach Project

Bridge and Transition Programs

Pre-Orientation Program (POP) Summer Bridge Program (partnership to add IINspire students?)

Cohort Formation Social Events


URM STEM & Academic Support

Academic Session at POP Workshops (Exam taking, lab reports) P.M. Pathways Resources, Krystal Matlock

Pathways Resources, Krystal Matlock

Undergraduate Research & Training

Faculty introductions at POP REU Info Session Annual Conference (Exposure to possibilities)

(Possible) REU, Research on campus, Internship (supplemental funding from IINspire)

REU application writing coaching

URM STEM Professional Development

Professional Dev session at POP (Linked in, career exploration)

Career Exploration Resources at Pathways Tech Talks

Career Exploration Resources at Pathways Tech Talks

Mentoring Others

Peer Mentor Planning Sessions

Peer Mentor Program paired with Freshmen

Currently Done by IINspire Planned but not done by IINspire Collaboration with Others Done by Others

Junior/Senior Student Experience

Objective Area Pre-Junior Summer & CC Bridge

Junior Year Pre-Senior Summer Senior Year

Community Based Recruitment

PM meet with prospectives Service/Outreach Project

PM meet with prospectives Service/Outreach Project







Undergraduate Research and Training

REU, Research on campus, Internship (supplemental funding from IINspire)

REU application writing coaching

REU, Research on campus, Internship (supplemental funding from IINspire)

Senior Disciplinary Project (most disciplines) – RICE day presentation


Pathways Resources Resume, interview workshops

Pathways Resources MCAT Review Grad/Med School Apps workshops

Mentoring Others Peer Mentor Planning Sessions

Peer Mentor Program paired with Freshmen

Peer Mentor Planning Sessions

Peer Mentor Program paired with Freshmen Present at Annual Conference

Currently Done by IINspire Planned but not done by IINspire Collaboration with Others Done by Others

Kirkwood Community College 2015 IINSPIRE Assessment and Evaluation Retreat

Student Experience Model Planning Worksheet

1. Student Experience Model – IINSPIRE Activities

Refer to your institution's Student Experience Model and map the activities into the template below. Continue to develop your SE Model as needed.

Freshman/Sophomore/CC Student Experience

Objective Area Pre-Freshman Bridge Freshman Year Pre-Sophomore Summer Sophomore Year


In the future: possibly do

PLTW (Project Lead the Way) collaboration

Bio-academy pgms

High school counselors (target via Facebook “BOOSTING” our page, reach more)

Have current LSAMP students who have already done research agree to sponsor STEM day at high school or serve as a panel of URM STEM students at CC to local high school STEM classes to speak (community service)


Summer Academic Bridge Program: 1 week math “boot camp”

Tutoring, programming (TRiO), etc.

Mentoring with current LSAMP students

Lunch ‘N’ Learn series (College of Engineering: UI) Campus visits: Iowa State, UNI, Iowa, other 4-year institutions (will partner with TRiO on campus since they provide this service

Current LSAMP students present research posters at mini-symposium for bridge program students


Must fill out LSAMP application for demographic data as well as study techniques, etc. Application includes essay on aspirations and why they want to do LSAMP

Learning Communities Tutoring program through LSAMP

Learning Communities Tutoring program through LSAMP

TRiO, Multicultural Programming, Tutoring, Supplemental Instruction, Academic Success Center Resources, study groups on weekends and during the week

Freshman/Sophomore/CC Student Experience (cont.)


Research Skills Training: Biotechnology program & utilization of lab space Working in Math/Science department with lab coordinators to help prep labs (chemistry, biology, physics, A & P) for part-time wk & lab experience

Research Placement1,2,3: Research Skills Training2

IINSPIRE Annual Conference: presentation of posters from summer at conference


LSAMP Annual Conference: used as recruiting tool Various conferences (SACNAS, Iowa Physiological Society, Iowa Academy of Science, Astrochemistry conference, etc.) to gain exposure Creation of business cards, resumes, cover letters, etc., as well as essays for summer REUs Develop LinkedIn accounts Semester lunch with the KCC President as well as other cabinet members

Research Placement 1,2,3 Research Skills Training2

IINSPIRE Annual Conference: viewing other posters from other LSAMP students for collaboration, networking, & development Various conferences (SACNAS, ABRCMS, LSMCE, etc.) to PRESENT their posters and research (using business cards that have LinkedIn account bar codes scanned, etc.) Semester lunch with the KCC President as well as other cabinet members

Mentoring Others Current LSAMP students assist bridge program students during program

Current LSAMP students and new LSAMP students attend monthly seminars together, creating community through study groups, etc.

Current LSAMP students not doing summer research helping to recruit during orientation for bridge program

Current LSAMP students and new LSAMP students attend monthly seminars together, creating community through study groups, etc. Creating study club in the STEM club that is led by LSAMP students

Junior/Senior Student Experience: Transfer Institution

Objective Area Pre-Junior Summer & CC Bridge

Junior Year Pre-Senior Summer Senior Year



CC Bridge Program 4 Transfer Learning Community


Multicultural Programming, Tutoring Others, Faculty and Professional Mentoring.


Research Placement 1,2,3 Research Skills Training2

Present Research at IINSPIRE and/or other Conferences

Present Research at IINSPIRE and/or other Conferences


STEM/Multicultural Student Orgs IINSPIRE Professional Development

IINSPIRE Annual Conference, Other Conference Travel

IINSPIRE Annual Conference, Other Conference Travel

Mentoring Others Mentor for IINSPIRE or collaborating programs

Student Org. Leadership

KEY:

Led/designed/owned by IINSPIRE LSAMP

Co-led between IINSPIRE LSAMP and others

Led/designed/owned by other programs/units

APPENDIX VI. Student Research Abstracts

THE EFFECT OF TEMPERATURE ON CYANEA LAMARCKII POLYP STROBILATION

Brittany Boyd Doane College The purpose of this project was to research the effect of temperature on polyp strobilation of the C. lamarckii and to observe whether colder water increases strobilation. There was one control group staying at a temperature of 56°F, and two experimental groups that were set at 56°F and then changed to a different temperature. Plate #2 went from 56°F to 70°F, and data was collected for five weeks. Then the plate went back to its original temperature and data was collected for another five weeks. The process was similar with plate #3 which went from 56°F to 45°F and was observed for five weeks. The results thus far are showing that the warmer temperatures have a decrease in strobilation rates, and the colder water has strobilation rates that are much greater than the warmer temperature. Plate #1 and 3 had constant strobilation rates throughout the five weeks. So far, the hypothesis is supported by the results. The warmer water had a lower strobilation rate and the colder water had higher strobilation rates. EVALUATING THE ROLE OF PHOTOSENSORY PROTEINS IN PSEUDOMONAS SYRINGAE

Mariama Carter Iowa State University The ability to sense environmental cues is important to bacteria living in the stressful environment of a leaf surface. In Pseudomonas syringae, a foliar pathogen, the ability to sense light is facilitated by at least two photosensory proteins: LOV-HK, which is a LOV histidine kinase that senses blue light, and BphP1, which is a red/far-red light sensing bacteriophytochrome. We investigated what phenotypes these photosensory proteins influence in this non-photosynthetic bacterium. Specifically, we looked at pathogenicity in Pseudomonas syringae pv. syringae strain B728a on beans, and tolerance to reactive oxygen species(ROS) in B728a as well as in P. syringae pv. tomato strain DC3000. To evaluate pathogenicity, we conducted an assay in which separate plants were inoculated with the B728a parent strain and B728a deletion mutants lacking LOV-HK or BphP1. Over a 48 hour period we evaluated the bacterial populations at different time points and determined if the loss of the photosensory proteins affected the ability of the strains to colonize the plant’s intercellular spaces; we found that the loss of BphP1 did. To test photosensory protein involvement in ROS tolerance, we subjected lawns of parent and mutant cells to oxidative stress by overlaying filter paper discs containing either methyl viologen hydrate (MV) or hydrogen peroxide (PX) onto the lawns. The ROS caused zones of inhibition, indicating cell death, which we then photographed and measured in pixels. Significant differences among the strains in the size of the zones would indicate that LOV-HK or BphP1 influences tolerance to the ROS-induced stress. Our data provided clear evidence that, although ROS is a major stress associated with light, the photosensory proteins in P. syringae do not contribute to the ability of this foliar pathogen to tolerate them. EXPRESSION OF RECOMBINANT DCTP-DEAMINASE OF DICTYOSTELIUM DISCOIDIUM

Edson deOliveira, Angela McKinney Nebraska Wesleyan University Dictyostelium discoidium, a social amoeba, was utilized in determining expression patterns of enzymes involved in pyrimidine nucleotide biosynthesis which can then be used to model pathological disturbances in homeostasis of mammalian cells. The deoxythymidine triphosphate (dTTP) synthesis pathway involves catalysis of dCTPàdUTP+NH3 via dCTP-deaminase. pUC57+dcd colonies were grown in liquid LB+AMP and single and double digests were performed to acquire and confirm pUC57+dcd plasmid insert. Subsequently, the expression vector pET-15b was prepared for the ligation reactions with the pUC57+dcd insert. Future work would include ligation of the insert into pET-15b plasmid, which is the expression vector the dcd (dCTP deaminase) gene will go into, transform ligation reactions into E.coli DH5α competent cells for protein expression, and obtain successful DNA sequence of the isolated plasmid. Testing for expression of the recombinant protein in the transformants will allow for further study in locating the enzyme and its role within the nucleus and mitochondria. It is hypothesized that expression of recombinant dCTP deamniase of D. discodium can be used to analyze the effect of nucleotide imbalances in relation to human diseases. The aim of the research was to ligate dcd gene into pET-15b expression vectors and test for the expression of recombinant dCTP-deaminase in E.coli DH5α.

ATRAZINE METABOLITES DEETHYLATRAZINE (DEA) AND DEISOPROPYLATRAZINE (DIA) CAN AFFECT CELL

CYCLE DISTRIBUTION OF HUMAN LIVER CELLS

Brittnie Dotson, Kavita Dhanwada University of Northern Iowa Atrazine, a triazine class of herbicide, is one of the most commonly used herbicides in the United States. While quite effective, altered health effects have been seen in non-target organisms after exposure with decreases in cell growth and development. The herbicide produces two primary metabolites: Deethylatrazine (DEA) and Deisopropylatrazine (DIA). These metabolites have also been found in high concentrations in groundwater, along with the parent compound, and have been shown to produce altered cell growth and delaying pubertal development. As there is not much current information on cellular effects of DEA and DIA, this study used immortalized HepG2 cells to determine if there were any alterations in cell cycle distribution. Flow cytometry results showed there were fewer cells in the G2/M phase after 72 hours of exposure to 500 and 750 ppb DEA compared to control cells with an increase of cells in the S phase, however this increase was not shown to be significant. Additionally, 500 parts per billion (ppb) DIA had significantly fewer cells in S phase compared to untreated controls. This study demonstrated that exposure to the atrazine metabolites, DIA and DEA, can affect the distribution of cells in the cell cycle and may affect normal progression. PREFERENCES TOWARDS THE USE OF PATIENT EDUCATION DEVICES IN DENTISTRY

Callie Espanto University of Iowa Objectives: Numerous patient educational materials are available for use in the dental clinic setting, which may help improve oral health literacy. The purpose of this study was to determine: 1) preferences regarding various patient education materials, and 2) how participants would like these materials to be used by their dentist. Methods: Six focus group sessions were conducted using participants recruited from University of Iowa College of Dentistry waiting rooms (N=25). During each session, a dentist described a dental bridge utilizing five patient education materials (i.e. flip-chart, ADA pamphlet, model, 3D4 Medical app narrated by the dentist, Solution 21 app with included narration). Participants’ opinions pertaining to each material were assessed using a semi-structured format. A survey was administered prior to the session to assess participants’ baseline knowledge of dental bridges. A follow-up survey was conducted at the end of the session to assess changes in knowledge and demographic characteristics. Sessions were recorded, and responses were coded by themes using Dedoose software. Results: All of the participants said that each item increased their understanding of a dental bridge and could be used individually. However, participants preferred that the dentist use a combination of materials because their understanding improved with repetition and each material presented the concept in a different way. Many participants wanted the dentist to explain a bridge chairside, preferably with an app, but they also desired a pamphlet for reference after the appointment. Some participants appreciated the hands-on aspect of the model. Most participants preferred hearing detailed information about the steps involved with obtaining a bridge rather than learning only basic information. Conclusion: Participants demonstrated improved understanding of dental bridges with each material. Dentists should ask patients their preferred method for learning and tailor their presentations to the amount of information desired by the patient. CAN HYPOTHETICAL SCENARIOS BE USED TO PREDICT ACTUAL DENTAL TREATMENT DECISIONS?

Callie Espanto, Michelle McQuistan University of Iowa Objective: To determine if associations exist between making hypothetical dental treatment and general economic decisions with real-life dental treatment decisions. Methods: Patients seeking care at the University of Iowa College of Dentistry were recruited for the study. Participants completed a survey to assess how they would respond to hypothetical dental scenarios pertaining to retaining or extracting teeth and economic questions modeling temporal

discounting and risk aversion concepts. Participants’ records were reviewed to determine the actual treatment they selected at their dental appointment. Chi-Square and Fisher’s Exact Tests were used to determine associations (p<0.05). Results: N=66. 44% of participants opted for extraction, 26% opted to keep their teeth, and 30% had other treatment needs. Participants in pain were more likely to select an extraction than to keep their teeth. Participants who chose to keep their teeth in the hypothetical dental situations were also more likely to choose to keep their teeth during their dental appointment compared to the extraction and reference groups. Conclusion: Hypothetical dental scenarios, but not economic decisions, were associated with participants’ real-life dental treatment choices. Dentists may be able to predict patients’ real-life treatment preferences based on hypothetical dental scenarios. FATIGUED CRACK SPECIMENS FOR HEATING MECHANISMS IN VIBROTHERMOGRAPHY

David Enciso Iowa State University The goal is to advance the state of the art in thermographic nondestructive testing through scientific research. Vibrothermography, involves exciting a specimen with vibration and looking for heat generated cracks. A piezoelectric stack generates a high amplitude vibration and the specimen is imaged with an infrared camera to see vibration-induced heating of cracks and flaws in the material. Vibrothermography has proven to be an effective method in the detection of buried defects and delamination, however a lack of understanding behind the physics of heat generation hampers it from becoming an industry inspection method. ENERGY EFFICIENT RESIDENTIAL DEHUMIDIFICATION BY SOLAR DRIVEN LIQUID DESICCANT SYSTEMS

Ryan Everly, Esdras Murillo Iowa State University In regions with high humidity levels, liquid desiccant systems have the potential to be highly effective as renewable dehumidifiers in residential buildings. Unlike current air conditioning systems, which cool incoming air to levels far below comfortable temperatures in order to expel water in the air, liquid desiccants control humidity levels with no dependence on temperature. The consequence is a large electrical energy savings from a significantly decreased load on the air conditioning equipment. The current problem with this technology is the equipment must be small enough to fit in a residential mechanical room, yet powerful enough to effectively dehumidify the incoming air. This study aimed to determine if equipment could be designed that fit these requirements. In order to test the design, an experiment fed air at constant speed, humidity, and temperature through a design prototype where the dehumidification process would occur via liquid desiccant. Sensors at the inlet and outlet of the prototype measured temperature and humidity of the air flow. The experiment showed a relative humidity decrease at a constant 70°F from 80% at the inlet to below 30% at the outlet. While this technology is still in its infancy, this study shows it to be greatly promising. INVESTIGATING GENE EXPRESSION IN DEVELOPING RETINAL CELLS

Stephanie Flores Des Moines Area Community College An attempt to gain a better understanding of the development of ganglion cells. At several early development stages, isolated retinal cells are extracted from retinal cells. Afterwards, cDNA is hybridized to mouse microarrays. Math5 is express during ganglion cells development, it is used to examine individual cells transitioning from cycling progenitors to new nerve cells. Many transcription factor have an involvement in the development of retinal cells, many of which are unknown. My project is to examine five transcription factors (Klf10, Tmem165, Tcf12, Wdr66, Zc3h12) expression during mouse retinal development. Steps to achieve such include; design and generate RNA probes, and use in situ hybridization to locate the expression of the mRNA. Material and methods include; design primers for each gene. PCR to amplify cDNA. Ligation of cDNA. Extraction of DNA from bacteria. Sequencing of DNA. Generating probes from DNA with T7SP6. Result show mRNA can be identified for Tcf12, Klf10, and Tmem165. These transcription factors are expressed in

progenitor cells during embryonic mouse retinal development. Although we hoped to find the genes in ganglion cells alone, it is concluded the transcription factors are involved throughout the whole retinal development. Therapeutic treatment could have been created to help regrow ganglion cells that die in glaucoma patients, in this experiment we have found Tcf12, Klf10, and Tmem165 are no longer candidates for such treatment. Examination of other transcription factors can be beneficial and valuable to this cause. METALS BINDING BY METHANOBACTIN FROM METHYLOSINUS TRICHOSPORIUM OB3B AND METHYLOCYSTIS

STRAIN SB2

Nathalie Fuentes Iowa State University Methanobactin is a class of copper-binding peptides produced and secreted by some methanotrophs as the extracellular component of a copper acquisition system. In addition to copper, methanobactin has the ability to bind a variety of metals. It was shown, that extracellular compound of methanotrophs might lead to an increase in the mobility of some heavy metals. Since both, methanotrophic bacteria and heavy metals, are present in hazardous waste sites, it is necessary to study their role in the environment. This research focuses on the metal binding properties of two types of methanobactin: Methylosinus trichosporium OB3b (mb-OB3b) and Methylocystis strain SB2 (mb-SB2). We examined the ability of SB2-mb to bind the lanthanoids Cerium III chloride heptahydrate (Ce3+), Neodymium III nitrate hexahydrate (Nd3+) and Praseodymium III nitrate hexahydrate (Pr3+). Our results indicated that mbOB3b might be binding Ce3+, Pr3+ and Nd3+ whereas mb-SB2 shows little or no binding for these metals. However, further studies are needed to confirm our findings. MICROFLUIDICS FOR ORGAN ON CHIP APPLICATIONS

Myra James, Des Moines Area Community College Norma Granados, Iowa Valley Community College District The research of biological processes, diseases, transplants, and drug effects have greatly depended on traditional in vitro cell culture and in vivo animal models. The studies conducted using in vivo and conventional in vitro models, although very significant, are not the best methods for the development of major advances in microengineering technologies. Traditional cell culture systems are not a realistic representation of key structural, functional, and mechanical properties of a functional organ in vivo. Due to the restrictions on animal model use, low efficiency, and the significant number of new drug failures, an interest in nanotechnology and micro technology is rising. Because of this a pursuit for the development of a system that is inexpensive, precise, and efficient as well as a better representation of the body’s organs is underway. Organ-on-chips are micro devices that utilize microfluidics. These micro devices consist of various channels, cell culture chambers, and medium reservoirs. The micro pump that allows for fluid flow is connected to the device via micro tubes. Many organs have been modeled by different groups including, heart, brain, placenta and liver, as well as the intestine, kidney, muscles, and blood arteries. Organ-on-Chips can be used for advancements in the medical pharmaceutical fields such as replicating biological processes, understanding and treating diseases, analyzing drug effects as well as toxicity testing. These micro devices are rapidly growing in popularity mainly because they better mimic the responses of organ-like structures in an environment suitable for the survival of living cells. TARGETED DELETION OF ZEBRAFISH INCRNAIS18 WITH TALENS

Crystal Jones, Staci Solin, Jeffrey Essner, Maura McGrail. Iowa State University Long, non-coding RNAs (lncRNAs) are important players in epigenetic regulation of gene expression during development and disease. A number of mechanisms have been proposed for lncRNA action; however, few functional studies of lncRNs have been described. We are using transcription activator-like effector nuclease (TALEN) technology to create targeted deletions and conditional alleles of lncRNAs in order to investigate lncRNA function in development and cancer. TheMcGrail group has isolated a zebrafish retinal tumor model linked to a mutation in the lncRNA gene lncRNA-cbx1a. The goal of our project is to isolate a new deletion allele of the zebrafish lncRNA-

cbx1a gene. To do this we will use two TALEN pairs to simultaneously target double-strand breaks to exons 2 and 5 of lncRNA-cbx1a in zebrafish embryos. Repair of the double-strand breaks by the non-homologous enjoining pathway will fuse exon 2 to exon 5 and the intervening genomic sequence will be lost, creating a new deletion allele. This strategy has been successfully employed to create a large deletion in the swine LDK receptor gene. The lncRNA-cbx1a deletion allele will provide a new genetic tool to study the role of lncRNA in zebrafish development and tumorigenesis IMPLEMENTATION OF HIGH-SPEED IMAGING AND DIGITAL IN-LINE HOLOGRAPHY TO STUDY FEEDSTOCK

DEGRADATION WITHIN A PYROLYSIS REACTOR

Drew Lindaman, Anthony Niederklopfer, Jordan Tiarks, Chloe E. Dedic, James B. Michael, Terrence R. Meyer The efficient production of bio-derived fuels through the process of pyrolysis is one challenge for large-scale renewable energy adoption. The chemical reactions and physical mechanisms governing the overall pyrolysis process must be understood to promote effective generation of bio-oil. In this study, the degradation of feedstock particles is examined within an optically accessible laboratory-scale pyrolysis cell. In order to determine the physical extent and the phase transitions involved, two optical diagnostics are developed and implemented within this cell. High-speed imaging of the overall feedstock decomposition at various cell conditions is performed. Digital in-line holography is tested under various micro-scale conditions, and is used to examine ejective boiling of guiacol, a phenolic product of lignin pyrolysis. Finally, holography is used to measure particle location and size throughout the injection event, and this information is used in conjunction with the high-speed images to determine phase and physical extent of biomass during the initial stages of a pyrolysis reaction. MODELING AND OPTIMIZATION OF SOLAR TOWER POWER PLANTS

Connie Maluwelmeng Iowa State University The purpose of this project is to create a basic structure for a graphical user interface. In previous efforts, a working software had been developed that optimized solar tower power plants based on several criterion such as location and area, solar tower configuration, time of day, number and position of heliostats(mirrors that reflect sunlight into the central receiver located on the tower),and many other parameters. A problem arose when we realized the likelihood that a majority of people would not understand the variables specified for the various parameters within the program. Thus, this project was created. A graphical user interface creates a way for users to easily interact with digital copies of their existing or in-design solar tower power plants. Using Qt Creator in conjunction with extensions such as OpenGL, QCustomplot, and Google Maps API, we built a visualization of the solar tower plant location, 3Dvisuals of heliostats and solar towers with receivers that gave users the ability to edit, simulate, and/or optimize their plants. Since the software is still under development, not all functions have been incorporated into the working structure. We expect the finished product to build upon the previous functions and allow the selection/deselection of any areas on the map to visualize odd geometric shaped fields or restricted areas, display the placement of heliostats on the field map, and have a more visually appealing interface. This graphical user interface is a key tool in showcasing all of what our software has to offer. IDENTIFICATION AND CHARACTERIZATION OF NOVEL CIRCADIAN GENES

Rodrique Mbog University of Iowa A circadian rhythm is a roughly twenty four hours cycle in the physiological processes living beings, including plants and animals. Circadian rhythms are endogenously generated, even though they can be modulated by external cues such as sunlight and temperature. The first study of circadian rhythm was done in plants more than two hundred years ago and it lead to some interesting observations. After that study, many others followed up and more exceptional results came out such as the first discovered genetic component of a circadian clock, also the discovery of the first mammalian clock gene.

Circadian rhythm is very important for every living organism because it regulates almost every physiological processes of the body. Once the rhythm is disrupted, processes such as eating and sleeping patterns can change. Modification of the rhythm also increases the chance of cardiovascular accident, obesity and neurological issues like depression or bipolar disorder. Circadian rhythms have some properties highly conserved in animals, which are most of the time used in laboratories, and help to get deep knowledge about the rhythm by running some experiments. With all the work already done and discoveries found, just a little is still known about the circadian rhythm, reason why its study is very exceptional. The goal of this project is to identify and characterize the importance of different circadian genes in Drosophila. In order to do so, we use the RNA interference (RNAi) technic which is a powerful tool in genomic analysis and very useful to develop highly specific gene silencing. The overview method used for this project is the following: two circadian GAL4 strains (tim GAL4 and clock GAL4) combined with UAS-dicer2, are crossed to a series of RNAi strains in order to knock down the expression of specific genes within circadian clock neurons. Progeny are loaded in a behavioral assay for five days of entrainment condition (12hrs light: 12hrs dark) followed by seven days of constant darkness. Circadian rhythmicity is analyzed from the constant conditions. Data is evaluated and lines exhibiting significant alteration in rhythmicity or period are noted for future consideration. CLONING AND EXPRESSION OF TEC KINASE

Elizabeth Morgan Des Moines Area Community College Tec is a member of the Tec Protein Tyrosine Kinase family made up of other four members: Btk, Itk/Tsk/Emt, Bmx and Rlk/Txk. These Kinases are responsible for phosphorylation of the various substrates (other proteins). This family is essential for activation and regulation of the immune functions. Tec, is expressed in T-cells, B-cells, myeloid cells and in the liver. Mutation of the Tec kinases leads to defective activation of transcription factor and alterations in cell survival pathways which further may result in autoimmune disorders and/or cancer. Tec kinase consists of PH, TH,SH3,SH2 and kinase domains. Studies has shown that the PH domain of Tec is well behaved in solution compared to other members of this family. This observation lead us to hypothesize that full length Tec kinase will express in bacteria in its soluble form. The importance of this studies is to allow us to make more copies. ENERGY EFFICIENT DEHUMIDIFICATION BY SOLAR DRIVEN LIQUID DESICCANT SYSTEMS FOR RESIDENTIAL

APPLICATION

Esdras M Murillo, Ryan Everly, Shan He, and Ulrike Passe Iowa State University In regions with high humidity levels, liquid desiccant systems have the potential to be extremely effective as renewable dehumidifiers in buildings. With the ability to be powered by solar hot water tanks, these systems are energetically cleaner than the standard air conditioning techniques currently in use. These current systems are equipped with a compressor, cooling coil, and a flowing refrigerant to cool the air. In order to create a comfortable relative humidity level, the temperature of the incoming air must be dropped below its dew point; this is the temperature at which water condenses and can then be eliminated from the system. In the majority of the United States, dew point temperatures are much lower than comfortable temperatures. Therefore, in current standard practice, air is first cooled far below comfortable temperatures to reduce humidity levels, and then heated back up to a more acceptable climate before entering the living space. However, if a system with independent control of humidity was introduced, the need for excess cooling and reheating would be eliminated. Liquid desiccants have the potential to be such a system. The purpose of this study is to design an efficient liquid desiccant system that implements a small air-to-liquid desiccant interaction device with the intention of long term use in a common residential building. The objective efficiency of the system would lower the humidity level to between 40% to 50% relative humidity at temperatures between 720F and 780F. This study aims to determine the optimum variable magnitudes to produce the highest extent of dehumidification while occupying the smallest possible space to fully dehumidify a common residence. These variables include air velocity, desiccant liquid flow rate, desiccant liquid temperature, contact area between desiccant liquid and air, and water temperature. The system is currently being individually tested in a laboratory setting with an aqueous Calcium Chloride solution acting as the liquid desiccant. There are future plans to install the system for further testing in a community lab designed as a solar, net-zero energy building and equipped

with a solar powered thermal tank. This paper will provide valuable data pertaining to the effectiveness and efficiency of solar driven liquid desiccant systems in the common residence by discussing the results conducted in a laboratory setting. AKT MAINTAINS CARDIOMYOCYTE HOMEOSTASIS BY REGULATING PROTEIN DEGRADATION PATHWAYS.

David Nieland Wartburg College Recent studies have shown that insulin-AKT-mTORC1 signaling contributes not only to embryonic and postnatal physiological heart growth, but also to adverse LV remodeling in pathological hypertrophy. However, the exact roles of AKTs in maintaining cardiac function in the physiological setting remain to be elucidated. To determine the physiological role of major Akt subtype, Akt1 and Akt2, in cardiomyocytes, we used MerCreMer (MCM) / loxP DNA recombination to generate mice with inducible cardiomyocyte-restricted knockdown of Akt1 and Akt2 (αMHC-MCM/Akt1flox/flox/Akt2flox/flox) (icAkt1/2-DKO). After administration of tamoxifen (TMX) (20mg/kg/day x 5days), Akt1 and Akt2 in the heart were knocked down at 3days from last injection. Echocardiographic analysis showed that fractional shortening starts decreasing at 2 weeks in icAkt1/2-DKO (23% decrease at 2 weeks and 48% decrease at 4 weeks) and mean survival length was 5.3 weeks. Though we could not detect increased TUNEL positive cardiomyocytes or decreased capirary formation in the heart of icAkt1/2-DKO through all period after injection, WGA staining showed decreased cross-sectional area of each cardiomyocyte at 2 weeks after last injection accompanied by decreased ventricular weight (20% decrease). These data suggest that AKT1/2 is required to maintain normal cardiomyocyte structure and function. Autophagy and ubiquitination are primary degradative pathways in cells, and both play an important role in the regulation of cellular homeostasis through elimination of aggregated proteins, damaged organelles, and intracellular pathogens. Next we tested the hypothesis that dysregulation of autophagy and ubiqutination might be involved in the pathogenesis of cardiac atrophy and dysfunction in icAKT1/2-DKO mouse. To our surprise, autophagic activity had dynamic change within 14days. Autophagic activity assayed by LC3II/I ratio was first decreased at 3days, and then increased at 7days. Consistently, we also found that mTORC1 phosphorylation at Ser2448 and ULK1 phosphorylation at Ser757 was elevated at 3days and then decreased at 7days, suggesting that transient activation of mTORC1-ULK1 pathway potentially inhibited autophagic flux at 3days. On the other hand, total ubiquitination was decreased at 7days, although we could not see significant change in total and phosphorylated FOXO1, which are downstream target of AKT phosphorylation. Our data suggests that AKT is required to maintain cardiac structure and function in part by regulating protein degradation pathways, autophagy and ubiquitination. ASSESSING IMPACT OF WIND STEP (STEM TALENT EXPANSION PROGRAM) ON MIDDLE SCHOOL STUDENTS

ATTITUDES AND BELIEFS TOWARDS STEM

Jessica Rodriguez, Mary Nyaema & Tracy Peterson University of Iowa The WINDSTEP Program’s curriculum was centered wind turbine siting analysis including research-zoning regulations to determine appropriate locations for placing wind turbine, which included roads, wetlands. 19 middle school males from the Midwestern region of the United States participated in the pilot program of WINDSTEP. The camp was staffed by graduate and undergraduate students with some visits from University faculty members. The students did a pre and post assessment as well as a wind turbine placement exercise based on Arc GIS software to determine important factors to consider while placing their wind turbine in their local community. These factors included, engineering soils, airports, heliports communication towers, transportation, non populated areas and wetlands They also visited various sites that focused on renewable energy, wind turbines and flood prevention. The results of the study showed that students were able to present their ideas related to wind turbine placement and to explain why they thought the factors they chose were more important than others. They also showed overall improvement in attitudes toward STEM related careers and fields.

CORRECTING FOR DRIFT WITH AFM TIP TRACKING

Michael Tingle, Patrick Schmidt, John Lajoie, Sanjeevi Sivasankar Des Moines Area Community College The resolution of fluorescence microscopes, which are widely used for biomedical imaging applications, are limited by the diffraction of light. Many techniques have recently been developed to image fluorescent dyes in two dimensions within a few nanometers; however, it is difficult to achieve similar resolution in the optical (z) axis. SWAN (Standing Wave Axial Nanometry) is a technique developed in the Sivasankar Lab, which uses an AFM (Atomic Force Microscope) tip to locate fluorophores, along a microscope’s optical axis with nanometer resolution. In order to integrate this technique to create three dimensional images, it is necessary to precisely track the AFM tip’s position. Variances in temperature and vibrations are just two of the many causes of tip drift. Using data collected from the PSD (Position Sensing Diode), we can use an FPGA (Field Programmable Gate Array), which will facilitate multiple feedback loops using intensity and position data, along with programs created in LabVIEW to track and reposition the AFM tip. HYDRO BEANS

Erik Zorrilla Upper Iowa University Prior to conducting this experiment I had no previous experience with conducting my own scientific experiment, let alone growing any plants in a hydroponic environment. However despite my lack of knowledge on the particular experiment, not only did I expected to obtain accurate results that would answer the question of which bean will grow the longest in length (cm), but I also expected to learn about how plants in general will react and grow in a hydroponic environment. Throughout the duration of the experiment I successfully learned and applied the scientific method by formulating a hypothesis, collecting data, and developing my own conclusions. I also learned how to efficiently monitor and set up a basic but effective hydroponic environment that will promote the growth of beans using basic lab equipment provided to me by my professor.

Y4 Annual Report - IINSPIRE LSAMP · 2014-2015 Y4 Annual Report Report Prepared By Diane Rover...

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