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Sponsored by the National Science Foundation Award #1202563

Take Action: Reaching Deeper into the Nation’s Diverse Pool of STEM Talent

October 6-8, 2017 Sheraton Indianapolis Hotel

at Keystone Crossing

5TH ANNUAL

2017 LSMCE

CSU Address: Center for STEM Education & Research

9501 South King Drive, SCI 101A Chicago, IL 60628

IUPUI Address: IU School of Education at IUPUI

902 West New York Street, ES 1121 Indianapolis, IN 46202

ANL Address: Communications, Education and Public Affairs

9700 South Cass Avenue, Bldg. 360 Argonne, IL 60439

Find us online at: http://lsmce.org Supported by the National Science Foundation under grant HRD-1202563

October 6, 2017

Dear Conference Attendees,

On behalf of the Louis Stokes Midwest Center of Excellence (LSMCE) leadership team, I welcome you to the Fifth Annual LSMCE Conference.

This year’s conference is hosted by Indiana University-Purdue University Indianapolis (IUPUI), a partner institution of Chicago State University (CSU), and the Argonne National Laboratory (ANL) in our pursuit for broadening the participation and supporting the academic success of historically underrepresented minority (URM) groups in the science, technology, engineering, and mathematics (STEM) disciplines. The conference theme—Take Action: Reaching Deeper into the Nation’s Diverse Pool of STEM Talent—aligns perfectly with our center’s mission and commitment to expanding the talent pool of URM students.

Our program agenda and invited speakers bring valuable knowledge and insights for promoting effective programming for student recruitment, retention, and research-based mentoring. We encourage you to listen, share, learn, and spread the admirable practices in building communities of scholars, evaluating the program impacts in broadening participation, and increasing diversity in those fields. For STEM students, this conference presents a unique chance to interact with STEM professionals, diverse institutional representatives who are committed to your success, and peers from other colleges and universities who share your aspiration for advancement in the STEM disciplines. The conference also offers you an excellent platform for showcasing your research and commitment to careers in STEM.

While we thank the National Science Foundation directors who have provided unwavering support to LSMCE conferences in the last five years, it is our honor to host this significant gathering to demonstrate the impactful practices of the Louis Stokes Alliance for Minority Participation (LSAMP) program since 1991. Additionally, we thank the dedicated individuals who traveled to Indianapolis to share our vision for diversity in STEM, and we congratulate the speakers, panelists, and student presenters whose dedication to broadening participation in the STEM fields throughout the nation has led to the upward trends of talent diversification. Have a great conference and welcome to Indianapolis.

Sincerely,

Kim S. Nguyen Co-Principal Investigator

lsmceconference.org

The Louis Stokes Midwest Center of Excellence (LSMCE) Annual Conference, Take Action: Reaching Deeper into the Nation’s Diverse Pool of STEM Talent, is supported by the National Science Foundation award #1202563.

Any opinions, findings and conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. LSMCE does not discriminate based on gender, age, disability, race, color, religion, marital status, veteran’s status, national or ethnic origin, or sexual orientation.

Conference Agenda at a Glance . . . . . . . . . . . . . . . . . . 2–3

Professional Sessions . . . . . . . . . . . . . . . . . . . . . . . . . 4–5

Student Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . 6–7

Keynotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8–9

Voices of Success Panel . . . . . . . . . . . . . . . . . . . . . . . .10

Breakout Session 1 Abstracts . . . . . . . . . . . . . . . . . . 12–13



Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18–20

Bridge to the Doctorate Presentation Abstracts . . . . . . 21–25

A Special Thank You . . . . . . . . . . . . . . . . . . . . . . . 26–27

Hotel Information . . . . . . . . . . . . . . . . . . . . . . . . . 28–29

TA B L E O F CO N T E N T S

2 Sponsored by the National Science Foundation Award #1202563

Saturday, October 7

6:30–8:00 AMContinental Breakfast Buffet

7:00 AMRegistration Table Opens (closes at 2 PM)

8:00 AMWelcome and Opening Remarks Kim Nguyen, Ed.D., Co-PI, Louis Stokes Midwest Center of Excellence at Indiana University-Purdue University Indianapolis; Program Director, Indiana LSAMP

8:15 AMKeynote“Take Action: Innovating Solutions to Society’s Problems”Juan E. Gilbert, Ph.D., Andrew Banks Family Preeminence Endowed Professor and Chair, Department of Computer & Information Science and Engineering at the University of Florida, Florida-Georgia LSAMP (FGLSAMP), PAESMEM 2012

9:15 AMBreak

9:30–11:30 AMStudent Poster SessionEven-numbered Posters, 9:30-10:30 AMOdd-numbered Posters, 10:30-11:30 AM

11:30 AMBuffet Lunch

12:15 PMNSF INCLUDES: Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and ScienceMartha James, LSAMP Co-Lead, National Science Foundation

12:45 PMKeynote“Broadening Participation Focus: Preparing a Diverse Generation of Community College STEM Educators” Ben Flores, Ph.D., Professor and UT System LSAMP Director, College of Engineering at University of Texas at El Paso; PAESMEM 2008

CO N F E R E N C E AG E N DA AT A G L A N C E *

*All times are Eastern Daylight Time (EDT).

Friday October 6

10:00 AMRegistration Table Opens

11:00–4:00 PMLSMCE Annual Partner Meeting (invited meeting)

11:00–4:00 PMNSF LSAMP National Meeting (for alliance administrators and evaluators)

3:30-4:30 PMPre-Conference Student Workshop“What You Need to Know about Graduate School” Tabitha Hardy, Ph.D., Assistant Dean, University Graduate School at Indiana University–Purdue University Indianapolis

6:00–8:00 PMWelcome Reception and Networking SessionEvent with Brian Thomas of KIPNspire

Dinner on Your Own

3Louis Stokes Midwest Center of Excellence 5th Annual Conference

1:30 PMVoices of Success: NSF Bridge to the Doctorate Alumni PanelModerator: Pamella Shaw, D.M.D., Co-PI, Louis Stokes Midwest Center of Excellence; Associate Dean of Diversity, Equity, and Inclusion, Indiana University-Purdue University School of Dentistry

2:15 PMBreak

2:30–4:00 PMBreakout Session 1For Professionals: This four-track program is designed for professionals to learn and share knowledge in the areas of mentoring, program evaluation, community building, and broadening participation.

For Students: Dedicated track for students of all levels. Whether you are new to conferences and STEM research, or a well-versed graduate fellow, join us discussions about mentorship and building a community of scholars.

4:00–5:30 PMResource FairStudents may meet with academic institutions and organizations seeking STEM students. The Resource Fair also is an opportunity for graduate schools to recruit future scholars.

4:30–6:00 PMBreakout Session 2For Professionals: This four-track program is designed for professionals to learn and share knowledge in the areas of mentoring, community building, and broadening participation.

Dinner on Your Own

Sunday, October 8

6:30–8:00 AMContinental Breakfast Buffet

8:00–9:30 AMBreakout Session 3

For Professionals: This multi-track session offers presentations, round-table discussions, and workshops in the areas of mentoring, program evaluation, community building, and broadening participation.

For Students: The Mock Interview session is designed to provide students the opportunity to practice their interviewing and networking skills with professionals from academia and industry. Advance sign-up is required, see conference registration table for details.

9:45–11:15 AMBreakout Session 4

For Professionals: These sessions are designed to provide interactive workshops on the topics of broadening participation, program evaluation, mentorship, and building a community of scholars.

For Students: This session allows students to learn about graduate studies and career pathways.

11:15 AM Break

11:30 AMAwards CeremonyMeridith Bruozas, Co-PI, Louis Stokes Midwest Center of Excellence; Manager, Educational Programs and Outreach, Argonne National Laboratory

11:45 AMClosing RemarksChris Botanga, Ph.D., Co-PI, Louis Stokes Midwest Center of Excellence at Chicago State University; Program Director, ILSAMP


Fabrication of Colloidally Templated TiO2 for Gliding of Viscous Oil Lacey Douglas, Texas A&M University; TAMUS LSAMP Bridge to the Doctorate

Bisphosphonate Pretreatments Protect Cancellous Bone Density and Strength in Unloaded Adult Rats Jon Elizondo, Texas A&M University; TAMUS LSAMP Bridge to the Doctorate

The Fate of E. coli in a Passive Nitrogen Reduction System: A Wastewater Reuse Approach Michelle Henderson, University of South Florida; Florida-Georgia LSAMP Bridge to the Doctorate

Top-Down Proteomics: A Tool For Metastatic Breast Cancer Biomarker Discovery Samantha Knott, University of Wisconsin—Madison; Wisc-AMP Bridge to the Doctorate

Passively Actuated Vibration to Decrease Membrane Fouling Rate for Centrifugal Reverse Osmosis Matthew Martinez, Texas A&M University; TAMUS LSAMP Bridget to the Doctorate

Modeling Viral Pathogen Exposure and Risk Reductions for Infection Control InterventionsAmanda Wilson, University of Arizona; WAESO LSAMP Bridge to Doctorate

Suite 2 & 3

Suite 4 & 5

Suite 6 & 7

Suite 8 & 9

Suite 2 & 3

Suite 4 & 5

Suite 6 & 7

Suite 8 & 9

Suite 10

Breakout Session 1

Where Did They Go? Using National Student Clearninghouse to Find Your Declines and Denies to Build a Stronger Recruitment Strategy Emily Easton, University of Chicago

Using a Research-center-based Mentoring Program to Broaden Participation in STEM and to Facilitate Access to an International Research Experience for UndergraduatesEduardo Santillan-Jimenez, University of Kentucky; KY-WV LSAMP

Evaluation Best Practices for LSAMP AlliancesSarah-Kay McDonald, National Science Foundation

Young and Gifted African American Women Surviving and Thriving in STEM Majors Ezella McPherson, Indiana University—South Bend

Breakout Session 2

Three Mentoring Programs in Mathematics and Their Impacts in Broadening Participation Tuncay Aktosun, University of Texas at Arlington; Texas Systems LSAMP

Evaluation Report for the Diverse Bridge and Early-arrival Programs of the Ohio LSAMP Alliance Barbara Fink, Ohio State University; Ohio LSAMP

Underrepresented Minority Students Can Succed at Very High Levels in Undergraduate STEM Degree Programs When Financial Need is Fully Met W. Robert Midden, Bowling Green State University; LSMCE Partner

Fostering Transfer Student Success through Cross Campus Collaboration Russell Morrow, Ohio State University; Ohio LSAMP

LSMCE Broadening Participation Digital Library 2.0Rebecca Pitkow, Guardians of Honor; LSMCE Partner

S AT U R DAY P R O F E S S I O N A L S E S S I O N S

Bridge to the Doctorate Fellows Oral Presentations Suite 10

Buiding a Community of Scholars Broadening Participation Evaluation and Impact Mentorship Professional Development


Suite 2 & 3

Suite 4 & 5

Suite 6 & 7

Suite 8 & 9

Plaza D & E

Suite 2 & 3

Suite 4 & 5

Suite 6 & 7

Suite 8 & 9

Plaza D & E

S U N DAY P R O F E S S I O N A L S E S S I O N S

Breakout Session 3

Promotion of Underrepresented Minorities in Academic STEM: Alliance Building with High School, Four-year Institution, and Industry Partners Christopher Anderson, Dominican University; LSMCE Partner

Where Can Research Take You? Developing Skills for Success in Academia and BeyondPrajukti Bhattacharyya, University of Wisconsin-Whitewater; Wisc-AMP

The LSAMP Scholars Program: A Model for Building Community among Two-year College STEM Students Eda Davis-Lowe, Valencia College; CFSA LSAMP

Building a Community of Underrepresented STEM Majors in Calculus: The Emerging Scholars ProgramDavid Miller, West Virginia University; KY-WV LSAMP

WORKSHOP Translating Research to Practice: Exploring Hispanic-serving Community Colleges STEM Pathways Eboni Zamani-Gallaher, University of Illinois at Urbana-Champaign

Breakout Session 4

WORKSHOPSocial Media Campaigns for Dissemination and Recruitment for LSAMP and Other Diversity Programs Alexander Gates, Rutgers University; Garden State LSAMP

WORKSHOPPreparing URM STEM Students as Agents of Change in the STEM WorkplaceJune Hairston, University of Washington; PNW LSAMP

WORKSHOPThe Whole STEM: Building Community Through Programming That Encompasses All STEM DisciplinesMichael Petro, University of Connecticut; NE LSAMP

WORKSHOPUsing Community-built., Online Resources to Support Professional and Institutional Development in LSAMP Alliance InstitutionsJames Swartz, Grinnell College; IINSPIRE LSAMP

WORKSHOPAlliance to Alliance: Sharing Best PracticesFara Williams, University of Kentucky; KY-WV LSAMP



Dress for Success

Friday Evening — Wear school colors and spirit gearSaturday — Business casual or betterSunday — Wear school colors and spirit gear

Student Schedule of Events

FRIDAY3:30-4:30 PM Pre-Conference Student Workshop What You Need to Know about Graduate School Dr. Tabitha Hardy, Assistant Dean, University Graduate School at Indiana University– Purdue University Indianapolis

5:00-7:00 PM Networking Reception with Brian Thomas Music, food, games, and networking

Dinner on Your OwnThe conference hotel is attached to the Fashion Mall at Keystone Crossing and located within walking distance of many restaurants, shopping, and other entertainment.

SATURDAY6:30-8:00 AM Breakfast

8:00 AM Opening Keynote9:30-11:30 AM Student Poster Session11:30-2:30 PM Luncheon Keynote Voices of Success LSAMP Bridge to Doctorate Alumni Panel

2:30 PM Student Session with Brian Thomas

4:00-5:30 PM Resource Fair

5:30 PM Day’s wrap-up with Brian Thomas

Dinner on Your OwnThe conference hotel is attached to the Fashion Mall at Keystone Crossing and located within walking distance of many restaurants, shopping, and other entertainment.

SUNDAY** 6:30-8:00 AM Breakfast8:00-9:30 AM Mock Interview Session 9:45-11:15 AM Developing Your Science Identity through Internships with Argonne National Laboratory11:30 AM Awards Ceremony and Closing Remarks

**Check out of your room before you come to breakfast. The hotel will hold luggage.

Competitive Poster Session

Saturday, 9:30-11:30 AM, Clearwater Ballroom and HallwayThe student poster session is an opportunity to share and learn about research from undergraduate and graduate students in the STEM community.

Resource Fair

Saturday, 4:00-5:30 PM, Clearwater HallwayRepresentatives from graduate programs and industry will share opportunities at their organizations. The list of participating organizations is listed in the Resource Fair Booklet.

Mock Interview Session

Sunday, 8 AM, Plaza Ballroom (Pre-registration is required.)This session is designed to help both undergraduate and graduate students hone their interview skills by providing a platform to practice with professionals in academia and industry. Participants will be assigned a 15-minute time slot between 8 AM and 9:15 AM EDT. Each 15-minute session will consist of a 10-minute, 1:1 interview with a professional, followed by a 5-minute feedback discussion. Spots are limited. Sign Up at the Registration Table.

Developing Your Science Identity through Internships with Argonne National Laboratory

Sunday, 9:45-11:15 AM, Plaza BallroomMeridith Bruozas, Manager and LSMCE Co-PI, Educational Programs and Outreach at Argonne National Laboratory Rob Schuch, Website/Social Media Assistant, Argonne National Laboratory

Your science identity is more than just excelling at academics. Learn about the role internships can play within your science career, what makes the perfect application, how to get the most out of your internship, and how it sets you up for future career opportunities.

S T U D E N T CO N F E R E N C E E x P E R I E N C E


S T U D E N T S E S S I O N S P E A K E RBrian Thomas is originally from Dallas, where he graduated from Dallas Lincoln High School. He graduate summa cum laude from the University of Arkansas at Pine Bluff, where he was a student-athlete. Currently, Thomas is a plant manager in the automotive industry and is responsible for leading a team of 160 people as part of a $90 million operation. In 2014, Thomas founded his company, KIPNspire Group. He educates and motivates the masses through educational and motivational teachings on professional development and life skills. Thomas is the author of READ IT Theory to Success and Why Wait When You Can Create. He also is the creator and host of the Thursday Night Professional Development Conference Call. Thomas believes greatness is not achieved in the ease of accomplishment but in the execution despite the obstacles.

Operation Readiness: Maximizing and Leveraging the LSAMP/LSMCE STEM Community

In a world of global competition and high expectations, being ready to capitalize on opportunities is paramount. As a former STEM student who attended resource and career fairs, as a corporate recruiter, and as a professional development instructor, I’ve realized one thing stands out among college students: lack of preparation.

Students must be ready to leverage moments—opportunities that arise when meeting with a grad school recruiter, summer research lab manager, or a national research lab director. This workshop will help students prepare for those moments by considering résumé development, interviews skills, navigating the ground floor of a resource fair, managing social situations, and communicating your personal brand.

We will map out strategic plans for our students and provide interactive role playing to ensure they are prepared to reach their STEM greatness.

Many factors contribute to professional development gaps, including speed of communication, social media, job turnover, and expanded career options. The following professional development topics address those gaps.

Résumé• Experience matters. Highlight what you’ve accomplished.• Lead with strong action verbs: prepared, lead, developed,

executed, completed.• Email your résumé to yourself, so you are always

prepared for an opportunity.• Ensure you are well versed on the details of your résumé.

Interviews• Always practice responses to interview questions.• Show up early in case of unplanned delays.• Always accept water, so you can be comfortable speaking

for a prolonged period.• Always accept an invite to the bathroom to ensure

grooming is acceptable.

Networking• Smile and shake hands with strong eye contact.• Be active, as a listener as well as a speaker.• Be aware of your personal brand.• Give and receive business cards.• Find a common connection.

Follow-Up• Provide a response within 24 hours, thanking the

individual for the interaction.• Ensure you provide your desire for more communication

in the future.• Communicate how you can be of service to the

individual.


O P E N I N G K E Y N OT E

Take Action: Innovating Solutions to Society’s Problems

Juan E. Gilbert, Ph.D.Andrew Banks Family Preeminence Endowed Professor and Chair, Department of Computer & Information Science and Engineering at University of FloridaFlorida-Georgia LSAMP (FGLSAMP), PAESMEM 2012

Dr. Juan E. Gilbert leads the Human Experience Research Lab in the Department of Computer & Information Science and Engineering at the University of Florida. He has research projects in spoken language systems, advanced learning technologies, usability and accessibility, ethnocomputing, and databases/data mining. He has published more than 180 articles, given more than 250 talks, and secured more than $27 million in research funding.

Dr. Gilbert is a Fellow of the American Association of the Advancement of Science (AAAS), a Fellow of the National Academy of Inventors, an ACM Distinguished Scientist, and a Senior Member of IEEE. In 2012, he received the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring from President Barack Obama. He also received the AAAS 2014 Mentor Award. Dr. Gilbert was recently named one of the 50 most important African-Americans in Technology.

LU N C H K E Y N OT E

Broadening Participation Focus: Preparing a diverse generation of community college STEM educators

Benjamin C. Flores, Ph.D.Professor of Engineering, University of Texas at El Paso; UT System LSAMP Director; (PAESMEM 2008)

Benjamin C. Flores is Professor of Electrical and Computer Engineering at the University of Texas at El Paso. He earned a Ph.D. in electrical engineering from Arizona State University (1990). He has held several administrative positions, including Dean of the Graduate School, Associate Dean of Graduate Studies for the College of Engineering, Chair of the Electrical and Computer Engineering Department, and Interim Chair of the Computer Science Department.

Flores is an expert in retention strategies for undergraduate and graduate students in the STEM disciplines. He has been the Principal Investigator on multiple National Science Foundation grants and cooperative agreements. Currently, he is Director of the University of Texas System Louis Stokes Alliance for Minority Participation. He has conducted multiple presentations and seminars in the U.S., Mexico, and South America addressing institutional models for student access and success in higher education.

Flores was the recipient of the Presidential Award for Excellence in Science, Mathematics, Engineering Mentoring in 2010. Other honors include the ABET President’s Diversity Award (2006), Excelencia in Edication Award (2006), Texas Higher Education Coordinating Board Star Award (2005), IEEE Millennium Medal for outstanding contributions in engineering education, and membership to the Electrical Engineering Honor Society (Eta Kappa Nu) and the Engineering Honor Society (Tau Beta Pi).


N S F A D D R E S S

INCLUDES: Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science

Martha James, Program Officer, National Science Foundation Directorate for Education and Human Resource, Division of Human Resources Development

Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) is a comprehensive national initiative designed to enhance U.S. leadership in science, technology, engineering, and mathematics (STEM) discoveries and innovations focused on NSF’s commitment to diversity, inclusion, and broadening participation in these fields. This initiative seeks to improve collaborative efforts aimed at enhancing the preparation, increasing the participation, and ensuring the contributions of individuals from groups that have traditionally been underrepresented and underserved in the STEM enterprise. The speaker will provide an update on the NSF INCLUDES activities and continuing efforts to broaden the NSF INCLUDES National Network.

Martha James is a career program officer at the National Science Foundation (NSF), where she has worked for 32 years in program and administrative management for several NSF directorates, including Engineering, Administration, the Office of the Director, Social, Behavioral and Economic Sciences, and Education and Human Resources.

Currently, James is Acting Co-Program Lead for the Louis Stokes Alliances for Minority Participation (LSAMP) program and serves on the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Sciences (NSF INCLUDES) Implementation Team. She was first assigned to the LSAMP program in 2006 and to the NSF INCLUDES initiative in 2016. Over the past four years, she has been Co-Team Lead for White House Honorary Awards Programs administered by NSF: Presidential Awards for Excellence in Science and Mathematics Teaching (PAEMST) and the Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM).

Prior to joining HRD, James was assigned to NSF’s Office of the Experimental Program to Stimulate Competitive Research managing research infrastructure projects in the Northeast region, the Dakotas, Nebraska, Puerto Rico, the U.S. Virgin Islands, and Wyoming. She served the office again in 2012 to manage research infrastructure portfolios, outreach, and broadening participation activities.


V O I C E S O F S U CC E S S PA N E LModerator: Pamella P. Shaw, D.M.D., M.P.H. Associate Dean for Diversity, Equity, and Inclusion at Indiana University School of DentistryPamella P. Shaw is the Associate Dean for Diversity, Equity, and Inclusion at Indiana University School of Dentistry, and she is a member of the administrative team of the Louis Stokes Midwest Center of Excellence (LSMCE) at Indiana University-Purdue University Indianapolis (IUPUI). Her role will help transition students through their baccalaureate programs and prepare them for graduate education and careers in STEM.

Shalina Taylor, Ph.D. Cardiovascular Postdoctoral Fellow at Stanford University School of MedicineShalina Taylor obtained a bachelor’s degree in biology from Florida Agricultural and Mechanical University. She later attended University of Illinois at Chicago (UIC) College of Medicine, where she earned a Ph.D. in pharmacology. During Dr. Taylor’s tenure at UIC, her research focused on the role of neutrophils during inflammation. Currently, she is a Postdoctoral Fellow in the Department of Pediatrics at Stanford University School of Medicine, and her research focuses on the functional aspects of neutrophil during Pulmonary Arterial Hypertension.

Darian S. James, M.S.Graduate Research Assistant, University of Wisconsin-MadisonDarian S. James is a graduate research assistant in the biomedical engineering doctoral program at the University of Wisconsin-Madison. She received her B.S. in nuclear engineering from South Carolina State University in 2015. A 2016 National Science Foundation Graduate Research Fellowship recipient, James is also an LSAMP Bridge to the Doctorate Fellow and a UW-Madison Graduate Engineering Research Scholar. Her research combines second harmonic generation microscopy and computer vision to understand extracellular matrix remodeling in idiopathic pulmonary fibrosis, potentially allowing for less-invasive imaging and earlier detection. James’ goals are to develop and apply expertise to the fights against lung and kidney diseases while helping to increase the number of African-Americans pursuing graduate degrees in STEM fields.

Marina RodriguezNSF Bridge to the Doctorate Fellow, Colorado State University, Co-WY LSAMPMarina Rodriguez received her B.S. from Colorado State University in 2016 and stayed at the university to pursue her M.S. in the Department of Fish, Wildlife, and Conservation Biology. Her research focuses on disease and genetics of wild birds nesting at high elevations. Marina is an NSF Bridge to the Doctorate (BD) fellow, as well as an NSF Graduate Research Fellowship Program (GRFP) fellow. Her goals are to inspire others from all backgrounds to pursue careers in STEM fields.


B R E A KO U T S E S S I O N 1 A B S T R AC T S

Using a Research-center-based Mentoring Program to Broaden Participation in STEM and to Facilitate Access to an International Research Experience for Undergraduates

Eduardo Santillan-Jimenez, Ph.D., Research Scientist Principle, Center for Applied Energy Research, University of Kentucky; KY-WV LSAMPSarah Hodges, University of Kentucky; KY-WV LSAMPFara Williams, Director of KY-WV LSAMP, University of KentuckyRandy Duran, Ph.D., Professor, Chemistry, Cain Chair in Science, Technological, Engineering, and Mathematical Literacy, Louisiana State University; LS-LSAMP

Mentoring has been identified as an effective tool not only for attracting and retaining students from groups traditionally underrepresented in STEM disciplines, but also for improving their academic performance. However, additional benefits could be obtained by housing mentoring initiatives in research centers rather than traditional academic departments—because the former foster an excellent environment for mentoring efforts designed to broaden participation in STEM. Most saliently, research centers commonly display higher research staff-to-student ratios. Additionally, research center staff members do not experience the strain caused by the teaching and administrative loads of faculty members. These conditions can result in a more engaging, immersive, and personalized mentoring experience. As such, a mentoring initiative based at the University of Kentucky Center for Applied Energy Research is striving to test this hypothesis.

Providing participating students access to international research opportunities has become a focus of this mentoring program. Collaborative work involving a number of key individuals and initiatives—including the Kentucky-West Virginia LSAMP, as well as the international Research Experience for Undergraduates (iREU) program of Louisiana State University—has allowed Ms. Sarah Hodges, a participant in all the aforementioned programs, to perform research; attend summer school; present the results of her work; and visit a number of research facilities in Grenoble, Lyon, and Bordeaux, France. In this breakout session, all considerations associated with lining up, preparing for, participating in, and disseminating the results of an iREU will be covered. Emphasis will be placed on the how-to and lessons learned through Ms. Hodges’ experiences.

Young and Gifted African American Women Surviving and Thriving in STEM Majors

Ezella McPherson, Ph.D., Director, Titan Success Center at Indiana University South Bend

In American society, more African American women are earning bachelors degrees. However, few African American women earn STEM degrees. The purpose of this session is to share research on how gifted African American women were successful in navigating in STEM majors. Attendees of this session will learn about how seven African American women used intellectual competence, interpersonal competence, gendered racial microaggressions management, and stereotype management to not only survive but thrive in STEM majors. Administrators, faculty members, and students are welcome to attend this. This session welcomes questions from audience members.

Suite 4 & 5

Suite 8 & 9


Where Did They Go? Using the National Student Clearninghouse to Find Your Declines and Denies to Build a Stronger Recruitment Strategy

Emily W. Easton, Ph.D., Associate Dean of Students, University of Chicago

The National Student Clearinghouse is a free service that reports on student registrations at 93 percent of U.S. institutions. This workshop will provide an overview of what you can learn from this data, as well as practical, step-by-step guidance on how to prepare, request, receive, and analyze your data. We will use case studies on how this data has been used to find out:

• Where do applicants who decline your offer go? • Where did the applicants you denied enroll? • Where did your prospective applicants matriculate? If you have a few pieces of data, you can identify this

group, also.• How are your undergraduate pipeline programs performing? Where are these students continuing their

educations?• Are your admissions committees making decisions that are in line with institutional expectations of quality?• Who are you real academic peers?• What is your market position compared to other institutions?

Learn more about how to use this to follow-up with individual applicants or understand the trends of your applicant population. This data can be terrifically useful in planning your outreach and admissions strategy or just learning more about student matriculation patterns in your field.

Evaluation Best Practices for LSAMP Alliances

Frances Carter‐Johnson, Ph.D., Education Data Scientist, National Science Foundation Sarah‐Kay McDonald, Ph.D., Program Director, National Science Foundation

Evaluation plays an important role at the project and program levels in providing information for a wide range of uses—from monitoring progress to suggesting opportunities for continuous quality improvement, to providing evidence of outcomes and impacts for accountability purposes. NSF staff from the Directorate for Education and Human Resources’ Evaluation and Monitoring Group will provide a compilation of evaluation best practice tips that can be helpful in designing, implementing, and interpreting the findings of project evaluations. These will include tips for developing a project logic model, linking project outcomes to program goals and impacts, identifying factors beyond project control that may affect the ability to make causal claims regarding Alliance impacts, and leveraging data for evaluative purposes.


Suite 2 & 3

Suite 6 & 7



Three Mentoring Programs in Mathematics and Their Impacts in Broadening Participation

Tuncay Aktosun, Ph.D., Professor of Mathematics, Department of Mathematics at University of Texas at Arlington

The efforts, collaborations, challenges, and impacts of three mentoring programs in the Department of Mathematics at the University of Texas at Arlington (UTA) are described. The first program, which is an NSF-funded S-STEM program, supports undergraduate mathematics majors at UTA and has been running since 2008. It provides scholarships and mentoring for students seeking bachelor’s degrees in mathematics and prepares them for careers or graduate studies in the mathematical sciences.

The second program supports mathematics doctoral students at UTA, and it is a Graduate Assistance in Areas of National Need program funded by the U.S. Education Department. It has been running since 2006 and provides fellowships and mentoring for students seeking Ph.D. degrees in mathematics and preparation for academic or industrial careers in the mathematical sciences.

The third program is the newly established, NSF-funded Bridge-to-Mathematics Doctorate program. (This is not an LSAMP Bridge-to-Doctorate program.) This program aims to help senior mathematics majors or recent mathematics baccalaureate graduates who are not yet fully prepared to start at a rigorous doctoral program in the mathematical sciences. Participants mostly come from underserved institutions or institutions serving primarily underrepresented minorities. The program provides fellowships, mentoring, academic preparation, and support for applications to doctoral programs while the participants spend one year in the UTA Department of Mathematics before transitioning to doctoral programs in the mathematical sciences.

Evaluation Report for the Diverse Bridge/Early Arrival Programs of the Ohio LSAMP Alliance

Barbara A. Fink, O.D., Ph.D., Professor, College of Optometry, The Ohio State University; Director, Ohio LSAMP Alliance

Comprised of 10 partner institutions of higher learning, the Ohio LSAMP Alliance first received funding in September 2013. The Alliance encourages participating institutions to offer summer bridge and early-arrival programs to entering freshmen, which are now available to LSAMP Scholars at all 10 partner institutions.

Despite variation in duration, demographics, and structure, the programs at each partner site are designed to prepare students for the academic rigor in their first year of STEM studies. Secondary aims include increasing student comfort and ability to navigate campus resources; to access support; and to form sustaining bonds and networks with peers, faculty, and staff. In order to evaluate the effectiveness of the bridge and early-arrival programs, the LSAMP leadership developed a pre- and post-survey with input from partner representatives and Institutional Research Consultants, Ltd, an external evaluator.

Seventy-seven students (47%) completed the surveys and results on quantitative metrics showed statistically significant growth in several key areas that bode well for student success. Analysis of student responses to the open-ended questions presented insight into other recurrent themes concerning the varied programs across the partner sites. The summer bridge and early-arrival programs greatly improved participants’ STEM skills, time management habits, and ability to navigate campus resources. The overall experience increased students’ sense of belonging to the campus community and helped them forge supportive networks. Details about the survey instruments, program offerings, and survey results will be presented.

Suite 2 & 3

Suite 4 & 5


Under-Represented Minority Students Can Succeed at Very High Levels in Undergraduate STEM Degree Programs when Financial Need Is Fully Met Brief

W. Robert Midden, Ph.D., Associate Vice Provost and Associate Professor of Chemistry, Bowling Green State University

An 80 percent four-year graduation rate was achieved for under-represented minority (URM) students in STEM undergraduate degree programs who participated in a comprehensive support program at a regional research university. This graduation rate is considerably higher than the approximately 15 percent four-year graduation rate for STEM majors nationally, and it is a significant increase over the 65 percent four-year graduation rate achieved in the parent Academic Investment in Mathematics and Science (AIMS) Program. This increase in graduation rate over the AIMS Program is attributed to the higher level of financial aid that was provided by the NSF grant.

This session will detail the program features believed to account for this extraordinarily high level of URM student success. These results provide evidence that meeting financial needs is one of the factors that plays an important role in determining the academic success of economically disadvantaged students, and it suggests ensuring that unmet financial needs are minimized might help reduce the performance gap for these students. Participants will learn which support services and educational strategies are believed to be responsible for the high graduation rate achieved for URM students in this program.

Fostering Transfer Student Success through Cross Campus Collaboration

Russell Morrow, M.Ed., Program Coordinator, The Ohio State University Maia Randle, Ph.D., Principal Investigator and Program Coordinator, Columbus State Community College

Approximately one in four community college students will transfer to a four-year institution. For underrepresented minority (URM) students, that number drops to about one in six. In the Ohio LSAMP Alliance, community colleges partner with neighboring four-year institutions to create a seamless transition for URM transfer students in STEM. Through an alliance-wide peer mentoring program, faculty mentoring, undergraduate research experiences, academic support, and a collaborative programming model, the Ohio LSAMP Alliance places a significant focus on increasing the transfer rate of URM community college students to four-year institutions.

This session will explore the barriers that URM STEM transfer students face and will discuss how the Ohio LSAMP Alliance minimizes those barriers and supports successful transition.

LSMCE Broadening Participation Digital Library 2.0

Rebecca Pitkow, MPP, Director, Business Development at Guardians of Honor, LLC

Guardians of Honor, LSMCE Leadership Team member, and developer of the LSMCE BP DL will share plans for the next phase of the LSMCE Broadening Participation Digital Library. She will turn the conversation to the LSMCE community to weigh in on different options for future directions.

Suite 6 & 7

Suite 8 & 9

Suite 10




Promotion of Underrepresented Minorities in Academic STEM (PUMA-STEM): Alliance Building with High School, Four-year Institution, and Industry Partners

Christopher Anderson, Ph.D., Assistant Professor, Biological Sciences, Dominican University Victor Govindaswamy, Ph.D., Associate Professor of Computer Science, Concordia University Chicago Eve Mellgren, Ph.D., Assistant Professor of Biology, Elmhurst College Charles Zona, Dean of Students and Program Development, Hooke College of Applied ScienceChristopher S. Reigstad, Ph.D., Associate Professor of Biology, Concordia University Chicago

Nationwide, the percentage of African-Americans and Hispanics enrolling in postsecondary education has increased, and community colleges and small regional universities have experienced a greater pace of growth than other higher education institutions. Therefore, these types of institutions have a great need for resources to address inequities in higher education outcomes. The PUMA-STEM pre-alliance group is composed of three small (less than 5,000 students), regional universities primarily focused at the undergraduate level in STEM fields; two local high school partners; and one college working in the field of continuing education and training (e.g. professional certification in microscopy and other technical fields).

This breakout session will discuss our progress in pre-alliance planning, including results from the HERI-DLE survey to assay demographic and cultural parameters of our student populations and our completed and proposed workshops on college readiness, recruitment and retention, dual-credit programs, student mentorship, and career and graduate services. Both challenges and opportunities will be discussed with reference to building a network of partnerships among schools serving a local, commuter-based student population.

LSAMP Scholars Program: A Model for Building Community among Two-Year College STEM Students

Eda Davis-Lowe, Director, Central Florida STEM Alliance; Valencia College

During Fall 2014, Valencia College offered its first LSAMP internships. The workplace duties of 80 hours constituted just one element of the developing program. LSAMP interns also participated in group meetings throughout the semester and concluded the program with a poster presentation before peers, faculty, staff, administrators, and workplace supervisors. Over its nine-semester history of providing eligible students with a range of STEM professionalization experiences, the Valencia program maintains its original goals:

• To promote the retention and graduation of underrepresented minority students in STEM majors• To encourage scholars to build new skills and enhance their knowledge • To help scholars see possibilities for STEM careers in academic, industry, and/or government employment• To provide personal and professional development through a cohort engagement model• To enhance the diversity of the pool of applicants for STEM employment opportunities

In the past two years, the LSAMP Scholars Program has gained a pool of potential participants from those students who attend a week-long Summer STEM Institute (SSI), which is an exploration of STEM disciplines, careers, and tools offered for incoming Valencia students interested in pursuing a STEM degree. A significant number of students completing the LSAMP Scholars Program has moved on to positions in laboratories and research units at nearby universities.

This session highlights the structure and outcomes of the LSAMP Scholars Program, as well as the SSI pipeline and the program’s role as a pipeline into universities. The presenter will share the community building strategies along the pipeline, lessons learned, known outcomes, and new opportunities to enhance further a model that helps community college students continue their progress to baccalaureate degrees in STEM.

Suite 2 & 3

Suite 6 & 7


Building a Community of Underrepresented STEM Majors in Calculus: The Emerging Scholars Program

David Miller, Ph.D., Associate Professor of Mathematics, West Virginia University; Kentucky-West Virginia LSAMP

In the past two to three decades, there have been significant efforts to recruit and retain underrepresented STEM students. As a result, the STEM pipeline has seen a recent surge of enrollment. Unfortunately, the outcome of this focus on retention has not had significant impact on underrepresented students.

In 2009, a colleague and I adapted Treisman’s Professional Development Workshop. We infused group and inquiry-based learning where students work in small groups on white boards to solve calculus problems and present their solutions in a whole class discussion. Students are supported by the instructor and class assistants as they work through the problems. The problems range from conceptual building, that focus on students understanding why; procedural problems, so students understand how; and more challenging problems, so that students are pushed to think more deeply and practice problem solving. We call this class the Emerging Scholars Program (ESP), and expanded these classes to Calculus II in 2010 and to Calculus III and Differential Equation in 2013, due to student demand.

In this breakout session, I will give a brief background of ESP and discuss the program’s development, the curriculum, class management, and participation of other faculty members. In addition, I will present some data since 2009 to give perspective of the program’s success.

Translating Research to Practice: Exploring Hispanic-serving Community Colleges STEM Pathways

Eboni M. Zamani-Gallaher, Ph.D., Professor and Director of Higher Education and Community College Leadership, Department of Education Policy, Organization, and Leadership at University of Illinois at Urbana-ChampaignAngel Velez, Graduate Research Assistant, University of Illinois at Urbana-Champaign HyeJin Tina Yeo, Graduate Research Assistant, University of Illinois at Urbana-Champaign Heather Fox, Ph.D., Assistant Director, University of Illinois at Urbana-Champaign

Community colleges are a critical sector of American higher education, enrolling more than 12 million students representing 45 percent of all undergraduates. Roughly, one-fifth of all undergraduates attend minority-serving institutions (MSIs). Both MSIs and community colleges are the only college option for many underrepresented racial and ethnic minority students (URMs).

As college attendance continues to grow, the diversity of students at community colleges has become increasingly diverse. Hence, greater institutional diversity of community colleges has produced more institutional types with minority serving community colleges emerging, particularly two-year Hispanic-serving institutions (HSIs). When considering STEM degree conferral for Hispanic students, more than 60 percent of Latino baccalaureate recipients attended a community college during their undergraduate years.

Given the lack of literature on Hispanic-serving community colleges (HSCCs), this workshop will engage attendees to explore defining characteristics of HSCCs, factors that influence successful matriculation of URMs in STEM programs of study at HSCCs, sharing preliminary data and profiles for select states. The presenters will discuss the opportunities and complexity of this unique context of higher education and the granular detail required in the exploration of practices promoting STEM education at HSCCs that foster student success among diverse learners.


Suite 8, 9 & 10

Plaza D & E


W O R K S H O P S

Social Media Campaigns for Dissemination and Recruitment for LSAMP and Other Diversity Programs

Alexander Gates, Ph.D., Distinguished Service Professor and Department Chair, College of Arts and Sciences at Rutgers University; Executive Director and PI, Garden State LSAMP

A social media campaign for dissemination and recruitment for the Garden State LSAMP tested several techniques using Facebook and Instagram. It yielded outstanding results, reaching more than 160,000 people in the target area. This workshop will present the results of the different experiments and prescribe the most effective use of social media for LSAMP programs. The methods for creating an effective social media campaign will be presented and detailed for adoption, including discussions on development, interaction with Facebook, and reporting results.

The Whole STEM: Building Community Through Programming That Encompasses All STEM Disciplines

Michael Petro, J.D., M.S., Program Coordinator, LSAMP, University of Connecticut

This workshop explores programming ideas for STEM and answers the questions: How do you build an activity that increases the feeling of community? Is academic in nature? And can be executed in the confines of a conference space?

Participants will learn a unique problem-solving activity that involves mental and physical puzzles, ultraviolet flashlights, ciphers, light construction, and more. They also will discover how the Northeast LSAMP symposium built a larger community of scholars by vibrantly engaging students from across the full STEM spectrum.

The session will feature an explanation of the activity, participation with the module, and a facilitated discussion about best practices of building community through intentionally designed activities.

Alliance to Alliance: Sharing Best Practices

Fara Williams, Director, KY-WV LSAMP, University of KentuckyDarlene Croci, Program Coordinator, OK LSAMP, Oklahoma State University

This is an interactive roundtable session to encourage discussion of best practices among LSAMP alliances and others. The audience will participate in open and impactful discussion with LSAMP leaders. This will result in better awareness of and communication with others in the LSAMP community who have proven practices for successful implementation of LSAMP activities. Participants will gain important knowledge and practical tips on methods to achieve LSAMP goals and to overcome program challenges.

Suite 2 & 3

Plaza D & E

Suite 6 & 7


Using Community-Built, Online Resources to Support Professional and Institutional Development in LSAMP Alliance Institutions

Jim E Swartz, Ph.D., Professor, Grinnell CollegeCailin Huyck Orr, Ph.D., Assistant Director, Science Education Resource Center at Carleton College

LSAMP Alliance institutions have the advantage of drawing from experiences across the alliance and sharing successful practices from a variety of institution types. However, this often is done in the context of limited resources and working across institution types. We have been working with the Science Education Resource Center at Carleton College to build online resources, drawn from the experience of alliance members, that can be used to promote professional development across alliance institutions.

The IINSPIRE LSAMP Alliance is in its sixth year of funding and is comprised of three public universities (two R-1 and one comprehensive), five community colleges (all from Iowa), and seven liberal arts colleges and one tribal college from Iowa, Nebraska, and Illinois. While some institutional groupings had previously collaborated, the alliance had no collective history and had different approaches to supporting students of color in pursuing STEM education. Some of the institutions had a considerable history of efforts to achieve LSAMP program goals, while others had little. By bringing together people from across these institution types, we have been able to foster cross-institutional information sharing that is documented for parts of the community who have not participated in person.

Bridging programs are one of several mechanisms that can be used to attract students to STEM disciplines and smooth transitions to higher education. To support students who transfer from two-year colleges to four-year colleges and universities, it’s important to provide a suite of support mechanisms to help students succeed. To facilitate program development, we brought together suggestions and examples of how programs are providing this support, including topics such as:• Improving basic skills• Advising and supporting students • Coordinating career information early on

In this workshop, we will encourage participants to engage with the materials that are available from the IINSPIRE LSAMP. We will also demonstrate how these resources are built, drawing on the experience of the participants and their institutions. Finally, we will empower workshop attendees to consider how they might engage institutions in their own alliance groups to co-create resources.


Suite 8 & 9


W O R K S H O P S

Preparing URM STEM Students as Agents of Change in the STEM Workplace

June Hairston, Ed.D., Academic Counselor, University of Washington; Director, Pacific NW LSAMP

Institutions of higher education are responding to the call for increasing URM students in science, technology, engineering, and math. However, we are gravely ill-preparing URM STEM students with an awareness of the contextual environment for which they will enter.

• How can we prepare these students with the competence and confidence to stop the revolving door and enter STEM careers as change agents?

• How can educators provide URM students interested in STEM careers with an understanding of self- awareness, STEM career awareness, and decision-making choices within the context of issues of diversity, differences, career disparities, and alliance building?

• What are the educational benefits of blending career development and exploration practices using principles of Intergroup Dialogue (IGD) for URM STEM students?

I present a promising response by introducing the convergence of two streams of practice: blending career development practices with principles from IGD, a social justice pedagogy. I will focus on the rationale, purpose, and significance of merging these two practices together to empower URM students as leaders and change agents in STEM careers. Participants will have the opportunity to engage a blended course curriculum which focuses on four stages of interaction.

Stage 1: Self Awareness—Who Am I? This stage focuses on career and life planning skills designed to help students discover self-awareness through their existing and potential skills, interest, talents, and values. Through IGD, participants will focus on “Who Am I?” in the context of multiple forms of social identities. Participants will experience a set of interactive pedagogical principles to help present the meaning of social differences and career disparities in STEM fields.

Stage 2: STEM Career Awareness This stages explores STEM career options and career decision-making skills through experiential activities. The social justice framework will provide insight into career disparities in STEM fields acknowledging the systemic underpinnings that need dismantling because of its exclusionary practices.

Stage 3: Career Decision Making This stage integrates academic and life skills to address student interest, values, and skills needed to inform career choice. The social justice component allows participates to envision how this platform on decision-making may create a unique opportunity for reconciling internal dissonance around career choice (e.g., females or URM students who were re-directed from their interests in STEM to pursue non-STEM careers because of gender or race).

Stage 4: Develops a STEM Career Plan with a Social Justice Focus The social justice component of this stage allows participants to experience the importance of helping students move from actions against inclusion and social justice to actions for diversity and social justice in STEM-related careers. Participants will learn the importance of moving students toward the skills of educating self, educating others, supporting, encouraging, initiating, and preventing, all of which are empowerment tools for leaders of change.


Suite 2 & 3


BRIDGE TO THE DOCTORATE STUDENT ORAL PRESENTATIONS

Modeling Viral Pathogen Exposure and Risk Reductions for Infection Control Interventions

Amanda M. Wilson, Environment, Exposure, and Risk Assessment Center at University of Arizona Kelly A. Reynolds, Environment, Exposure, and Risk Assessment Center at University of Arizona Robert A. Canales, Environment, Exposure, and Risk Assessment Center at University of Arizona

Prioritization of interventions in nosocomial disease prevention continues to be debated. With limited data describing viral pathogen concentrations in healthcare environments, mechanistic models and viral tracer studies are time- and cost-effective methodologies used to characterize viral pathogen exposures. In this study, a Monte Carlo discrete-event model was created to predict virus concentrations on nurses’ hands and their risks of rotavirus, rhinovirus, and influenza infection.

Virus concentrations measured on surfaces in an urgent care viral tracer study were fit to lognormal distributions. These distributions were randomly sampled to represent the variability of virus concentrations on surfaces. Six hours, corresponding to the duration of each viral tracer trial, of second-by-second hand contact behaviors and the associated virus concentration changes on hands were simulated. Doses were inputted into dose-response curves to predict infection risks. The baseline model predicted virus concentrations on hands with distributions that contained the values measured in the viral tracer study. The model was then adjusted to address three infection control interventions: increased nurse hand hygiene compliance, the use of 4-log10 reducing hand hygiene products in place of those with 2-log10 reductions, and disinfectant application on surfaces. One thousand iterations were run for each intervention scenario.

Increased surface disinfectant use was the most effective intervention, decreasing virus concentrations on hands by 32.5 %. The least effective intervention was using 4-log10 reducing hand hygiene products in place of those with 2-log10 reductions, with a decrease in virus hand concentrations of 0.49%. Reductions in risk of infection were low for rotavirus and rhinovirus, ranging from 0.01% to 2.87% for all interventions. Among the three interventions, the greatest reduction in infection risk was seen for surface disinfectant use, decreasing influenza infection risk by 32.4%. The combination of all three interventions reduced virus concentrations on hands and probability of influenza infection by 47.5% and 41.8%, respectively. Relatively low reductions in risk may be due to high concentrations of viral tracer used in the study, inflating predicted dose concentrations. The results of this model support the prioritization of surface disinfection in cleaning protocols and highlight challenges in using tracer study data to characterize infection probabilities.

Funding: This project was supported by GOJO Industries, Inc.



Bisphosphonate Pretreatments Protect Cancellous Bone Density and Strength in Unloaded Adult Rats

J. P. Elizondo, Department of Mechanical Engineering at Texas A&M University J. M. Black, Department of Mechanical Engineering at Texas A&M UniversityJ. L. Kosniewski, Department of Mechanical Engineering at Texas A&M University J. E. Brezicha, Department of Biomedical Engineering at Texas A&M University S. E. Lenfest, Department of Mechanical Engineering at Texas A&M UniversityS. A. Bloomfield, Department of Health and Kinesiology at Texas A&M UniversityM. R. Allen, Department of Anatomy and Cell Biology at Indiana University School of MedicineH. A. Hogan, Department of Mechanical Engineering and Department of Biomedical Engineering at Texas A&M University

Bone is a living tissue that adapts to the mechanical loads placed on it. This normally healthy process can cause astronauts to lose significant bone mineral density (BMD) while their bones are unloaded during spaceflight. Studies on astronauts and on spaceflight analogs have shown that bisphosphonate drug treatment can mitigate these losses by suppressing bone resorption. In all of these studies, bisphosphonates were given throughout the unloading period. Because the effects of bisphosphonates persist after the end of treatment, the current study tests them when given only as a pre-treatment before unloading. We used the hindlimb-unloading (HU) rat model to simulate microgravity conditions, and we compared two bisphosphonates: alendronate and risedronate. Bone density was assessed with peripheral quantitative computed tomography at the proximal tibia metaphysis (PTM) and the distal femur metaphysis (DFM). These sites were chosen because both are composed largely of cancellous, or spongy, bone, which is especially sensitive to changes in mechanical loading. The mechanical properties of the cancellous bone at the PTM and DFM were estimated using reduced platen compression (RPC), a test that compresses only the cancellous region of the bone.

Both bisphosphonates prevented HU losses in most parameters. For cancellous BMD, bisphosphonate pre-treatment prevented negative effects of HU at the PTM and DFM, and treatment with risedronate even enhanced density at the DFM. Likewise, total BMD at the DFM showed prevention of HU losses. However, total BMD at the PTM showed no significant differences between any groups. Compared to density, mechanical properties of HU animals showed much more dramatic losses at the end of HU. However, risedronate and alendronate treatment still protected from losses in ultimate stress at both bone sites. Similarly, elastic modulus at both sites showed drastic losses at the end of HU and protection with bisphosphonate pre-treatment.

Overall, both bisphosphonates were effective in preventing HU losses in cancellous bone properties and density, despite the much greater losses in mechanical properties for untreated animals. This suggests that bisphosphonate pre-treatment is a promising approach as a countermeasure for unloading-induced bone loss, and it may be a viable alternative to concurrent treatment.

Funding: NASA Space Biology grant #NNx13AM43G; JPE supported by the National Science Foundation Award No. HRD-1612776; SEL and JEB supported by NSBRI grant NCC9-58


Top-Down Proteomics: A Tool for Metastatic Breast Cancer Biomarker Discovery

Samantha Knott, Department of Chemistry at University Wisconsin-Madison Trisha Tucholski, Department of Chemistry at University Wisconsin-MadisonDavid Inman, Department of Cell and Regenerative Biology at University of Wisconsin-MadisonSuzanne Ponik, Department of Cell and Regenerative Biology at University of Wisconsin-MadisonPatricia Keely, Department of Cell and Regenerative Biology at University of Wisconsin-MadisonYing Ge, Department of Chemistry, Department of Cell and Regenerative Biology, and Human Proteomics Program at University Wisconsin-Madison

The growth of new tumors distant from the site of primary malignancy continues to be a hallmark of breast cancer. This complex, multi-step process, known as metastasis, is the leading cause of breast cancer-related deaths. Although current primary and distal tumor classifications have provided significant progress in non-invasive diagnostics, they often fail to accurately determine the metastatic potential of primary cancers or predict clinical outcomes.

Biomarkers for metastasis in breast cancer are urgently needed, as there are currently no reliable biomarkers available for diagnosis. Top-down mass spectrometry (MS)-based proteomics is an extremely powerful tool that provides a “bird’s eye” view of the proteome and post-translational modifications (PTMs) without a priori knowledge. PTMs are modifications to proteins that can alter protein function and signaling and have been identified as important biomarkers in disease. Thus, this technology can be used to understand the molecular mechanisms involved in the transition from primary to metastatic breast cancer. Despite enormous promise, a top-down proteomics approach has yet to be applied for the discovery of metastatic biomarkers in breast cancer.

Herein, we show for the first time a top-down approach to identify candidate biomarkers at the molecular level in the transition from primary to metastatic breast cancer. In collaboration with the Keely laboratory, tumor tissue from a mouse model that mimics changes in the tumor microenvironment and the metastatic process was obtained. Primary and metastatic breast tissue lysates were then analyzed with top-down MS to access the proteome with a particular focus on changes in PTMs. Interestingly, preliminary data suggests that PTM changes of histones are present in the transition from a primary to metastatic tumor. This data is extremely promising in the search for candidate biomarkers, as histones are heavily involved in epigenetic gene regulation and provide a potential diagnostic marker.

Funding: This material is based upon work supported by the National Science Foundation (NSF), Bridge to the Doctorate Wisconsin Louis Stokes Alliance for Minority Participation Grant No. HRD-1612530; NSF Graduate Research Fellowship Program (GRFP) Grant Number DGE-1747503. Support was also provided by the Graduate School and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin‐Madison with funding from the Wisconsin Alumni Research Foundation.



Fabrication of Colloidally Templated TiO2 for Gliding of Viscous Oil

Lacey D. Douglas, Thomas E. O’Loughlin, Cody J. Chalker, James Batteas, Sarbajit BanerjeeAll from the Department of Chemistry at Texas A&M University; TAMUS Bridge to the Doctorate

Nature has provided several examples of surfaces that are not wetted by liquid water droplets; however, surfaces that are not wetted by low-surface tension liquids, such as oils, do not exist in nature. Fabricating such surfaces has proven to be challenging but would be extremely impactful to the oil and gas industry, where the transportation, storage, and processing of viscous oils is of paramount importance. Here we demonstrate that colloidally templated TiO2 can be spray-coated directly onto low-alloy steel substrates introducing hierarchical micro- and nanoscale texturation to the substrate through the addition of polystyrene spheres with the latter acting as a sacrificial template.

Varying the size of the TiO2 particles and their relative ratio with respect to polystyrene spheres provides a means of modulating the extent of surface texturation. These surfaces demonstrate highly tunable superhydrophobic and superoleophobic behavior upon additional functionalization with perfluorinated phosphonic acid. The hierarchical texturation, re-entrant curvature, and low surface energy suspend liquid droplets in the Cassie-Baxter wetting regime. Viscous oils are thus removed from the fabricated surface at a low roll-off angle; upon submersion of the substrate into the viscous oil, the said oil is readily removed. In addition to these ceramic coatings withstanding high temperatures, their adhesion performance is greatly improved upon the addition of an amorphous SiO2 coating. The successful fabrication of these omniphobic colloidally templated TIO2 surfaces is expected to have a significant impact on the oil and gas industry.

Funding Source: OGAPS Diversity Fellowship, LSAMP Fellowship

Passively Actuated Vibration to Decrease Membrane Fouling Rate for Centrifugal Reverse Osmosis

Matthew Martinez, Texas A&M University

Centrifugal Reverse Osmosis (RO) is a promising technology capable of significantly decreasing the cost of seawater desalination. In support of this technology, a novel method of increasing membrane longevity is discussed, namely to vibrate the RO membrane at a specified frequency and amplitude in order to create complex flow patterns that will reduce concentration polarization near the RO membrane. This will mitigate premature replacement of RO membranes due to fouling. The vibration is actuated passively by utilizing the high pressure water already in the system. This approach keeps energy requirements for the overall system low. The flow was modeled using ANSYS CFx, while the overall system dynamics was modeled using Matlab. Preliminary data will be expected to show early validation of the mathematical models employed by the time of the presentation.

Funding: TAMUS Louis Stokes Alliance for Minority Participation Bridge to the Doctorate


The Fate of E. coli in a Passive Nitrogen Reduction System: A Wastewater Reuse Approach

Michelle Henderson, University of South Florida; Florida-Georgia LSAMP Bridge to the DoctorateSarina ErgasKebreab Ghebremichael

The sustainability of water resources is an international and national concern, and with increased human activity, water distribution has been negatively impacted. A promising solution to the issues of water scarcity and distribution in the environment is the reuse of wastewater. Wastewater is produced from various sources (domestic, industrial, and commercial); however, if this water can be reused closer to the source of generation it could positively impact water distribution. In the United States, approximately 25 percent of domestic wastewater is treated in onsite wastewater treatment systems (OWTS). However, OWTS are not efficient at removing nitrogen and pathogens, making them a risk to public health and the environment.

In recent years, advanced OWTS have been developed to reduce contaminants into the environment, but these systems often require many mechanical parts and have high-energy requirements. Passive Nitrogen Reduction Systems (PNRS) are being developed that provide high levels of nutrient removal while keeping maintenance requirements and costs low for the homeowner. PNRS use two-stage packed bed bioreactors to remove nitrogen from wastewater via nitrification (Stage I) and denitrification (Stage II) using ion exchange (Ix) media. Similarl to nitrogen, pathogens can be present in domestic wastewater and, if untreated, can be released to groundwater and open water bodies endangering the health of the public. While PNRS are efficient at removing nitrogen, their potential to reduce pathogenic microorganisms with Ix media has not been studied previously.

In this research, E. coli was used as a fecal indicator bacteria because of its simplicity and its national and worldwide acceptance. In this study, the performance of a PNRS with and without Ix media was evaluated. Hourly studies, biofilm detachment experiments, and batch adsorption experiments were conducted to determine the removal efficiency of E. coli throughout PNRS. Based on all E. coli enumeration experiments, the PNRS developed reduced E. coli by almost 85 percent. Further studies are needed to develop tertiary treatment for additional pathogen reduction and wastewater reuse.

Funding: NSF BD NSF Florida-Georgia Louis Stokes Alliance for Minority Participation Bridge to the Doctorate HRD #1400837; U.S. Environmental Protection Agency Center for Reinventing Aging Infrastructure for Nutrient Management (RAINmgt), grant #83556091; NASA Florida Space Grant Consortium (FSGC) Training Grant #NNx15AI10H


Student Travel Award Sponsor

A S P E C I A L T H A N K YO U

Our sincere appreciation to the following for their efforts to support the 2017 LSMCE Conference.

LSMCE 2017 Advisory BoardHarold Bryant, L’Oréal USAChris Botanga, Chicago State UniversitySandra Charles, FermilabSusan Johnson, Lumina FoundationHerb Schroeder, University of Alaska, AnchorageJamal Smith, The Lead Change ProjectKarmell Thomas, Eaton Corp.James Wimbush, Indiana University

Panel and Special Session ModeratorsBarbara Fink, Ohio State UniversityKim Nguyen, Indiana University-Purdue University IndianapolisPamella Shaw, Indiana University-Purdue University Indianapolis

LSMCE 2017 Conference CommitteeRafael Bahamonde, Indiana University-Purdue University IndianapolisChris Botanga, Chicago State UniversitySukey Blanc, Creative Research and EvaluationsMeridith Bruozas, Argonne National LaboratoryDeborah Cole, Indiana University-Purdue University IndianapolisCarl Mitchell, Guardians of HonorKim Nguyen, Indiana University-Purdue University IndianapolisRebecca Pitkow, Guardians of HonorRobert Schuch, Argonne National LaboratoryPamella Shaw, Indiana University-Purdue University Indianapolis

LSMCE 2017 Student Experience Conference CommitteeDeborah Cole, Indiana University-Purdue University Indianapolis and LSMCEMonique Yvette McClung, Howard University and WBHR-LSAMPNicolas Means, University of Oklahoma and OK-LSAMPEsdras Murillo, Iowa State University and IINSPIRERobert Schuch, Argonne National Laboratory and LSMCEBrian Thomas, KIPNspire and ARK-LSAMPMarquia Whitlock, Howard University and WBHR-LSAMP

Conference photos at the event provided by Paul Quirke Photography.

Conference ProgramThe conference program is accessible on the LSMCE conference program webpage.lsmceconference.org/2017LSMCEConferenceProgram

Conference ReferencePresented at: [2017 LSMCE Conference, Take Action: Reaching Deeper into the Nation’s Diverse Pool of STEM Talent]; 2017 October 6-8; Indianapolis, Indiana. Conference sponsored by the National Science Foundation.

Program Changes and CancellationsThe conference sponsors reserve the right to make changes in programs and speakers. Changes and cancellations will be posted at the registration desk.


Valparaiso University

University of Chicago

IUPUI Graduate Office

Fermi National Accelerator Laboratory

University of Missouri – St. Louis

Organization for Tropical Studies

Indiana University School of Medicine Biomedical Science

Graduate Programs

Eastern Illinois University Graduate School

University of Illinois at Chicago

Brian Thomas Speaks — KIPNspire Group

Illinois State University

Argonne National Laboratory


H OT E L I N F O R M AT I O N

Conference Location

Sheraton Indianapolis Hotel at Keystone Crossing8787 Keystone Crossing, Indianapolis, Indiana, 46240(317) 846-2700

Check-In/Check-Out

Check-in is at 3:00 PM EDT.Check-out is at 12:00 PM EDT.

Parking

Complimentary self-parking is available on site.

Restrooms

Guest restrooms are located on the main level, near the front desk. Additional facilities are located off the hallway, near the Plaza Ballroom conference rooms.

Lost and Found

If left in a meeting room, lost-and-found items will be taken to the front desk.

Internet Access

Complimentary Wi-Fi internet connection is available throughout the hotel to conference guests.

Hotel Features

• Located in the heart of Keystone at the Crossing shopping area that offers many dining and entertainment options

• Business center• Heated indoor pool• 24-hour fitness center• Concierge services• Keystone Cafe restaurant and Keystone Lounge

Airport Transportation

The Sheraton Indianapolis Hotel at Keystone Crossing is located approximately 40 miles from the Indianapolis International Airport (IND). Contact the hotel concierge for ground transportation. Rates to/from the airport range from $60 one way for taxi to $30 one way for Uber or Lyft.


H OT E L F LO O R P L A N

N OT E S

2 0 1 7 L S MCE C o N F E R E N C E

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