Seattle Pacific University

EMERGENCY FINANCIAL RELIEF GRANT TO HIGHER EDUCATION INSTITUTIONS UNDER SECTION 18004 OF THE CORONAVIRUS AID RELIEF AND ECONOMIC STABILITY (CARES) ACT

EMERGENCY FINANCIAL AID GRANTS TO GRANTS TO STUDENTS UNDER SECTION 18004 OF THE CORONAVIRUS AID RELIEF AND ECONOMIC STABILITY (CARES) ACT

R&D: HONING DIAGNOSTIC PRACTICE: TOWARD A NEW MODEL OF TEACHER PROFESSIONAL PREPARATION AND DEVELOPMENT

RESEARCH AND CURRICULUM DEVELOPMENT TO LEVERAGE UNIVERSITY STUDENT CONCEPTUAL RESOURCES FOR UNDERSTANDING PHYSICS

COLLABORATIVE RESEARCH: FOCUS ON ENERGY: PREPARING ELEMENTARY TEACHERS TO MEET THE NGSS CHALLENGE

IMPROVING THE EFFECTIVENESS OF TEACHER DIAGNOSTIC SKILLS AND TOOLS

PHYSIOLOGICAL & COGNITIVE PATHWAYS FROM TEMPERAMENT TO ADOLESCENT DEPRESSION

COLLABORATIVE RESEARCH: ASSESSING, VALIDATING AND DEVELOPING CONTENT KNOWLEDGE FOR TEACHING ENERGY

CLOSEOUT DOCUMENT NUMBER

ENGAGING THE COMMUNITY TO ACHIEVE SUCCESS IN ENGINEERING II

COLLABORATIVE RESEARCH: AUTHENTIC PROJECT-BASED RESEARCH IN COLLEGE SCIENCES CURRICULA: ASSESSING THE IMPACTS ON STUDENTS AND FACULTY

SPATIAL JUSTICE IN PHYSICS TEACHING AND LEARNING -THIS PROJECT WILL PREPARE SCIENTISTS, MATHEMATICIANS, ENGINEERS, AND TECHNICIANS WHO UNDERSTAND HOW TO ADDRESS THE ROLES OF RACE AND RACISM IN PHYSICS EDUCATION. THIS PROJECT SEEKS TO ADDRESS RACISM IN PHYSICS BY BUILDING KNOWLEDGE ABOUT THE SPATIALITY OF INJUSTICE IN PHYSICS TEACHING AND LEARNING ENVIRONMENTS ? HOW RACISM GETS INSCRIBED IN SPACE, INCLUDING THE PHYSICAL LAYOUT OF THE CLASSROOM, THE POLICIES AND PRACTICES THAT SHAPE INSTRUCTIONAL APPROACHES AND STUDENT-TEACHER INTERACTIONS, AND THE WAYS STUDENTS AND FACULTY THINK ABOUT AND ARE ALLOWED TO ?TAKE UP? OR INHABIT SPACE. SPATIALITY IS AN OFTEN-IGNORED DIMENSION IN JUSTICE WORK, WHICH MORE OFTEN ATTENDS TO HISTORICAL AND SOCIOLOGICAL DIMENSIONS. THE SPATIALITY OF INJUSTICE FOCUSES ON HOW INJUSTICE CAN BE EMBEDDED IN SPACE. THE OVERALL GOAL OF THIS PROJECT IS TO SUPPORT PHYSICS INSTRUCTORS, STUDENTS, AND RESEARCHERS TO BUILD AN AWARENESS OF HOW RACISM SHAPES PHYSICS TEACHING AND LEARNING SPACES TO TRANSFORM HOW THE DISCIPLINE IS TAUGHT IN HIGHER EDUCATION. THE RESEARCH TEAM WILL PARTNER WITH UNDERGRADUATE STUDENTS TO CONDUCT IN-DEPTH CASE STUDIES OF PHYSICS CLASSROOMS, BRINGING EXISTING METHODS TO THE STUDY OF STEM SPACES AND DEVELOPING NEW METHODOLOGICAL TOOLS THAT CAN BE APPLIED TO OTHER STEM DISCIPLINES. THE PROJECT WILL ANALYZE VIDEO FROM PHYSICS CLASSROOMS, INTERVIEWS WITH PHYSICS STUDENTS, AND OTHER ARTIFACTS TO IDENTIFY HOW AND TO WHAT EXTENT ISSUES OF RACE ARISE IN PHYSICS CLASSROOMS AND HOW SPACE IS EXPERIENCED AND NEGOTIATED BY PHYSICS STUDENTS. THE PROJECT WILL PRODUCE DESIGN PRINCIPLES FOR MORE RACIALLY AND SPATIALLY JUST PHYSICS TEACHING AND LEARNING, METHODOLOGICAL TOOLS THAT CAN BE USED BY STEM RESEARCHERS, ARTISTIC RENDERINGS OF REIMAGINED LEARNING SPACES (COUNTER-MAPS), REFLECTIONS ON ANTI-RACIST PRACTICES AND AUTHENTIC PARTICIPANT RESEARCH, AND PUBLICATIONS AND PRESENTATIONS THAT SHARE PROJECT INSIGHTS. THIS COLLABORATIVE PROJECT IS FUNDED THROUGH THE RACIAL EQUITY IN STEM EDUCATION PROGRAM (EHR RACIAL EQUITY). THE PROGRAM SUPPORTS RESEARCH AND PRACTICE PROJECTS THAT INVESTIGATE HOW CONSIDERATIONS OF RACIAL EQUITY FACTOR INTO THE IMPROVEMENT OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION AND WORKFORCE. AWARDED PROJECTS SEEK TO CENTER THE VOICES, KNOWLEDGE, AND EXPERIENCES OF THE INDIVIDUALS, COMMUNITIES, AND INSTITUTIONS MOST IMPACTED BY SYSTEMIC INEQUITIES WITHIN THE STEM ENTERPRISE. THIS PROGRAM ALIGNS WITH NSF?S CORE VALUE OF SUPPORTING OUTSTANDING RESEARCHERS AND INNOVATIVE THINKERS FROM ACROSS THE NATION'S DIVERSITY OF DEMOGRAPHIC GROUPS, REGIONS, AND TYPES OF ORGANIZATIONS. FUNDS FOR EHR RACIAL EQUITY ARE POOLED FROM PROGRAMS ACROSS EHR IN RECOGNITION OF THE ALIGNMENT OF ITS PROJECTS WITH THE COLLECTIVE RESEARCH AND DEVELOPMENT THRUSTS OF THE FOUR DIVISIONS OF THE DIRECTORATE. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

UNDERSTANDING CENTRALITY AND MARGINALIZATION IN UNDERGRADUATE PHYSICS TEACHING AND LEARNING TO ENHANCE STUDENT PERSISTENCE AND SUCCESS

COLLABORATIVE RESEARCH: VIDEO RESOURCE FOR PROFESSIONAL DEVELOPMENT OF UNIVERSITY PHYSICS EDUCATORS

THE IDENTIFICATION OF CLINICALLY RELEVANT METABOLIC INHIBITORS TO TREAT GAMMAHERPESVIRUS INFECTIONS - PROJECT ABSTRACT SIGNIFICANCE: IT IS ESTIMATED THAT ~15% OF ALL CANCERS ARE CAUSED BY ONCOGENIC VIRUS INFECTIONS. TWO OF THE TOP SEVEN HUMAN ONCOGENIC VIRUSES ARE MEMBERS OF THE GAMMAHERPESVIRUS FAMILY: EPSTEIN BARR VIRUS (EBV) AND KAPOSI’S SARCOMA HERPESVIRUS (KSHV). MURINE HERPESVIRUS 68 (MHV-68), A MOUSE GAMMAHERPESVIRUS WHICH SHARES SIGNIFICANT HOMOLOGY WITH KSHV AND EBV, IS A MODEL SYSTEM TO STUDY ONCOGENIC GAMMAHERPESVIRUS INFECTIONS. THIS PROPOSAL WILL FOCUS ON THE ALTERATION OF HOST CELL METABOLISM BY MHV-68 DURING LYTIC INFECTION, AN OFTEN-OVERLOOKED ASPECT OF THE GAMMAHERPESVIRUS LIFE CYCLE. WE WILL ELUCIDATE WHICH HOST CELL METABOLISM GENES ARE INDUCED DURING ONCOGENIC GAMMAHERPESVIRUS LYTIC INFECTION AND IDENTIFY CLINICALLY RELEVANT ANTI- METABOLISM DRUGS THAT CAN BLOCK GAMMAHERPESVIRUS PRODUCTION. INDUCTION OF THE LYTIC CYCLE ALLOWS THE ESTABLISHMENT OF A LIFELONG PERSISTENT INFECTION BY CONTINUOUSLY SPREADING VIRUS WITHIN THE SAME HOST OR TO NEW HOSTS. THE LYTIC CYCLE ALSO HAS IMPLICATIONS IN SEEDING NEW TUMORS. UNDERSTANDING THE LYTIC CYCLE’S ROLE IN ALTERING HOST CELL METABOLISM CAN PROVIDE US WITH NEW THERAPEUTIC MECHANISMS TO BLOCK LYTIC REPLICATION AND VIRUS SPREAD. HYPOTHESIS: MHV-68 ALTERATION OF HOST CELL METABOLISM IS NECESSARY FOR LYTIC REPLICATION AND BLOCKING THESE PATHWAYS WITH CLINICALLY RELEVANT ANTI-METABOLISM DRUGS CAN THERAPEUTICALLY TREAT GAMMAHERPESVIRUS INFECTIONS. METHODS: FIRST, UNDERGRADUATE RESEARCHERS WILL PERFORM RNA-SEQ ANALYSIS OF MOCK VS MHV-68 INFECTED CELLS AND DETERMINE WHICH HOST CELL METABOLISM GENES ARE INDUCED DURING INFECTION. SECOND, STUDENTS WILL IDENTIFY CLINICALLY RELEVANT METABOLIC INHIBITORS THAT CAN BLOCK MHV-68 PRODUCTION IN VITRO. COMMON EXPERIMENTAL METHODS WILL INCLUDE DRUG TOXICITY ASSAYS, WHICH MEASURE CELL DEATH AND PROLIFERATION, AND VIRAL PRODUCTION (TITER) ASSESSMENT USING TRADITIONAL PLAQUE ASSAYS. THIRD, STUDENTS WILL IDENTIFY WHICH STEP(S) OF THE VIRAL LIFE CYCLE IS BLOCKED BY THESE METABOLIC INHIBITORS BY USING REAL-TIME RT-PCR TO DETECT PERTURBATIONS IN VIRAL GENE TRANSCRIPTION THROUGHOUT THE VIRAL REPLICATION CYCLE. TEACHING AIMS: THE EXPERIMENTS IN THIS PROPOSAL WILL BE PERFORMED BY UNDERGRADUATES AND HAVE THE POTENTIAL TO SPARK SCIENTIFIC CURIOSITY. THIS PROPOSAL WILL EXPOSE STUDENTS TO GENUINE RESEARCH EXPERIENCES, HELP PREPARE THEM FOR GRADUATE SCHOOL, GENERATE EXCITEMENT ABOUT THE SCIENTIFIC PROCESS, AND INCREASE OUR NATION’S BIOMEDICAL WORKFORCE. IMPLICATIONS: THIS RESEARCH IS TRANSFORMATIVE BY FOCUSING ON HOW ALTERATION OF HOST CELL METABOLISM DURING LYTIC REPLICATION OF GAMMAHERPESVIRUSES CONTRIBUTES TO VIRION PRODUCTION AND THEREFORE CANCER FORMATION. ADDITIONALLY, INHIBITION OF METABOLIC PATHWAYS WITH CLINICALLY RELEVANT METABOLIC INHIBITORS CAN POTENTIALLY BE USED CHEMOTHERAPEUTICALLY TO TREAT VIRAL INDUCED TUMORS.

COLLABORATIVE RESEARCH: THE NEXT GENERATION OF STEM TEACHER PREPARATION IN WASHINGTON STATE

RUI: COLLABORATIVE RESEARCH: PRODUCTION OF TOXINS BY BLOOM-FORMING MACROALGAE.

SBP: IDENTIFYING BEST PRACTICES FOR INCLUSIVE PHYSICS LEARNING ENVIRONMENTS

REDESIGNING NKG2D--MIC-A INTERACTION KINETICS

CONNECTION, COMMUNITY, AND ENGAGEMENT IN STEM EDUCATION (LARGE EMPIRICAL, CONTEXTUAL RESEARCH TOPICS IN STEM EDUCATION)

USING LEARNING ASSISTANTS TO MAKE PHYSICS TEACHING MORE EFFECTIVE, EQUITABLE, AND ENGAGING -THIS PROJECT AIMS TO SERVE THE NATIONAL INTEREST BY IMPROVING TEACHING AND LEARNING IN LARGE INTRODUCTORY PHYSICS COURSES. THIS COLLABORATIVE PROJECT INVOLVES INVESTIGATORS AT SEATTLE PACIFIC UNIVERSITY (AWARD DUE-2235760), THE UNIVERSITY OF WASHINGTON BOTHELL (AWARD DUE-2235744), AND WESTERN WASHINGTON UNIVERSITY (SUBAWARD). INTRODUCTORY PHYSICS COURSES ARE IMPORTANT FOR STEM EDUCATION AND WORKFORCE PREPARATION. ACTIVE, STUDENT-CENTERED INSTRUCTION RESULTS IN BETTER STUDENT LEARNING. HOWEVER, IN LARGE CLASSES, IT CAN BE DIFFICULT FOR INSTRUCTORS TO PROVIDE THIS KIND OF INSTRUCTION EFFECTIVELY. LEARNING ASSISTANTS (LAS) CAN HELP INSTRUCTORS MAKE THEIR COURSES MORE ACTIVE AND STUDENT-CENTERED IF THE LAS ARE PREPARED TO RESPOND TO STUDENTS' DIVERSE IDEAS ABOUT SCIENCE. LAS NEED BOTH WEEKLY CONTENT PREPARATION AND A PEDAGOGY COURSE TO TEACH THEM THE MAIN THEORIES AND PRACTICES IN TEACHING AND LEARNING. THERE ARE MANY LA PROGRAMS. THEY HAVE BEEN SHOWN TO SUPPORT ACTIVE LEARNING, BUT THEY DO NOT NECESSARILY PREPARE LAS TO RESPOND TO STUDENTS' DIVERSE SCIENCE IDEAS. THIS PROJECT WILL DEVELOP A MODEL FOR TRAINING LAS TO EFFECTIVELY ELICIT AND BUILD ON STUDENTS' SCIENCE IDEAS. LAS TRAINED IN THIS WAY WILL PROMOTE EQUITY BY HELPING STUDENTS LEARN PHYSICS BETTER AND CONNECT PHYSICS TO THEIR LIFE EXPERIENCES. INTRODUCTORY PHYSICS COURSES ARE OFTEN REQUIRED FOR A BROAD RANGE OF STEM MAJORS. THESE COURSES ARE IDEAL ENVIRONMENTS FOR LEVERAGING THE BENEFITS THAT LAS CAN OFFER, BECAUSE THE COURSES ARE TYPICALLY LARGE AND NEED LA SUPPORT FOR ACTIVE LEARNING, AND THE COURSE ENROLLMENT TYPICALLY REFLECTS SIGNIFICANT UNDERREPRESENTATION OF MARGINALIZED GROUPS. TOWARDS THE GOAL OF IMPROVING LA PROFESSIONAL DEVELOPMENT THE PROJECT WILL PURSUE THREE OBJECTIVES. FIRST, IS TO INVESTIGATE THE FRUITFUL IDEAS THAT LAS USE TO THINK ABOUT TEACHING AND LEARNING, AND COMMUNICATE THESE THROUGH A SET OF LA PERSONAS THAT CHARACTERIZE THE COMMON ASSETS, GOALS, CONCERNS, AND VALUES THAT LAS HAVE FOR TEACHING. SECOND, IS TO DEVELOP AND TEST EFFECTIVE INSTRUCTIONAL MATERIALS FOR LA PEDAGOGY COURSES (E.G., READING ASSIGNMENTS, REFLECTION PROMPTS, IN-CLASS ACTIVITIES, PROJECTS). THIRD, AND FINALLY, IS TO AMPLIFY DIVERSE LA VOICES BY RECRUITING AND SUPPORTING LAS FROM DIVERSE BACKGROUNDS TO PARTICIPATE IN THE LA PROGRAMS THAT THE PROJECT DEVELOPS AND STUDIES. THE INVESTIGATORS REFER TO THEIR ENHANCED APPROACH TO LA TRAINING AS TRELLIS: TRAINING TO ELICIT AND LEVERAGE IDEAS ABOUT SCIENCE, BASED ON THE NOTION THAT THE KNOWLEDGE, SKILLS, AND PERSPECTIVES THAT THIS KIND OF TRAINING PROMOTES BECOME A TRELLIS THAT ENABLES LAS TO SUPPORT PHYSICS STUDENTS' FRUITFUL IDEAS ABOUT SCIENCE. THE PHYSICS-SPECIFIC PEDAGOGICAL PREPARATION THAT THIS PROJECT WILL DEVELOP WILL BE IMMEDIATELY RELEVANT TO MANY LA PROGRAMS NATIONWIDE AND SHOULD SERVE AS A MODEL FOR EXTENSION TO OTHER DISCIPLINARY CONTEXTS. THE NSF IUSE: EDU PROGRAM SUPPORTS RESEARCH AND DEVELOPMENT PROJECTS TO IMPROVE THE EFFECTIVENESS OF STEM EDUCATION FOR ALL STUDENTS. THROUGH ITS ENGAGED STUDENT LEARNING TRACK, THE PROGRAM SUPPORTS THE CREATION, EXPLORATION, AND IMPLEMENTATION OF PROMISING PRACTICES AND TOOLS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

COLLABORATIVE RESEARCH: UNIVERSITY STUDENT CONCEPTUAL RESOURCES FOR UNDERSTANDING PHYSICS

SEATTLE PACIFIC UNIVERSITY ROBERT NOYCE SCHOLARSHIP PROGRAM

DEVELOPMENT OF DISCIPLINE CENTERED NATIONAL MODEL FOR STEM TEACHER PREPARATION

COLLABORATIVE RESEARCH: PROFESSIONAL DEVELOPMENT GATEWAYS IN SOCIAL LEARNING SETTINGS

SCHOOL EMERGENCY RESPONSE TO VIOLENCE (PROJECT SERV)

BRAIN ACTIVATION IN WOMEN TREATED WITH MINDFULNESS-BASED RELAPSE PREVENTION

MICROBIAL GENOME SEQUENCING: GENOME SEQUENCING AND ANALYSIS OF AZOTOBACTER VINELANDII

NORTHWEST ALGAL AND SEAGRASS SYMPOSIUM: A FOCUS ON ALGAL BIOFUELS

NSL - BACCALAUREATE NURSING - PD CHANGES

PROFESSIONAL DEVELOPMENT FOR TEACHING AND LEARNING ABOUT ENERGY AND EQUITY IN HIGH SCHOOL PHYSICS

ADVANCED EDUCATION NURSING TRAINEESHIPS