Thsi is a Test by Adam Steele, I am adding this edit.

Barriers to enrollment in and completion of college vary for different groups of students. Women, ethnic minorities and students from lower socioeconomic backgrounds anticipated that they would face negative family attitudes, believing that they were not smart enough for higher education along with not getting into college or fitting in if accepted.(McWhirter, 1997). In a survey of first semester college students, concerns for the start of college included worries about academic performance, time management, academic expectations, the need to ‘grow up’, financial strains, and interpersonal challenges (Dorrance Hall, et al., 2019). This range of stress and worry can negatively impact the transition to and persistence in college. 

Support from family has been found to buffer against this stress. Interviews with low-income families of color revealed the important role that families played in providing supports to their college students. These supports included emotional, instrumental, informational, and appraisal (Cuevas, 2024). Cuevas (2024) found that parents who did not attend college provided high amounts of emotional support, but were less likely to contribute informational or appraisal support to their children. Interestingly, emotional support from family, rather than financial assistance (instrumental support), was found to be positively associated with GPA, credit accumulation, and persistence (Roksa & Kinsley, 2019). Other relationships, such as friendships, also have been found to support positive educational outcomes. Strom and Savage (2014), for example, found that that initial support from friends during the first year of college was associated with higher levels of degree attainment. 

Student behaviors, such as engagement with the academic community and active campus participation, were found to be associated with increased satisfaction and retention (Demetriou et al., 2017). For low-income students, seeking help from professors and utilizing campus resources also was associated with their ability to thrive in college (Nguyen, 2023). Overall, these behaviors tie to students’ abilities to connect with campus and utilize the support needed to reach their goal.

To gain a better understanding of how low-income students engage with support systems to overcome the challenges encountered in the transition to and persistence in college, this study analyzed interviews conducted with academically talented, low-income students. A better understanding of the range of challenges and the ways students engage in systems of support (e.g., family, friends, or institutional), will help colleges identify ways to increase engagement and support students and their families. 

METHOD

Interviews were conducted with seven academically talented, low-income STEM students recruited for a NSF funded scholarship program. The interviews, rooted in literature on family involvement in college, focused on reasons for pursuing college, challenges experienced, current and future worries, and the types and frequency of supports used. All interviews were transcribed and thematic analysis (Kiger & Virpio, 2020) was used to identify prominent themes related to the challenges students identified, and the mechanisms and supports used to overcome them. 

RESULTS

Initial analysis of interviews revealed the important role of autonomy, particularly students’ ability to make their own decisions, in both the adjustment to and persistence in college. Students also shared a strong self-drive and motivation, which pushed them to overcome obstacles as well as supported their engagement in self-exploration through college.

Challenges in the adjustment to college varied, but being away from home was frequently reported as difficult for most participants. In addition, meeting new people or adjusting to new academic demands were identified as early challenges. For this cohort, COVID-19 was consistently identified as amplifying the obstacles in adjusting to college. Despite these early challenges, students recognized growth in their independence as well as an evolution of their academic or career path. This growth and change stemmed from support from family but was shaped by experiences on campus that opened new opportunities. 

Time was a barrier that encompassed many aspects of the challenges faced - social, academic, and professional development. Students shared the difficulty in balancing time for academics with time for connecting with peers or family. This was exacerbated for many who worked a significant number of hours off-campus to financially support themselves. While students identified positive aspects of work (e.g., gaining leadership, communication skills) they also recognized that it decreased opportunities to engage with friends, on campus, and in necessary professional development experiences.  

Overall, students shared receiving a range of supports from family, significant others, peers, and friends. Across interviews, family provided the broadest range of supports, supplying high rates of emotional support but also informational, appraisal, and some instrumental supports to meet needs. Overall, a distinct form of support from family emerged that we labeled “blind-support.” This support involved the family allowing their children to exercise their own autonomy, trusting them to make their own decisions. Students shared that family members “believed in them” and gave them the space needed to pursue their goals. This support connected to the consistent self-drive and motivation students demonstrated to overcome challenges and persist. 

DISCUSSION

Students shared a range of challenges that impacted the college experience. Similar to Cuevas (2024), supports, particularly from family, consistently buffered against the adverse effects of these challenges. Interestingly, the theme of self-motivation and autonomy was present across interviews.  While students accessed many sources and types of supports, they also demonstrated an intrinsic drive to overcome and persist. These behaviors link to the idea of flourishing (Nguyen, 2023) and relate to family members' consistent provision of  “blind support”, an underlying belief in their child’s ability to grow and pursue their own path.

This information is useful for higher education institutions to understand the range of challenges but also how support systems, particularly families, help students overcome these barriers. Helping parents understand how their behaviors, particularly the provision of emotional support, can be beneficial to students’ transition to and persistence in college may help them better understand their influence in the college experience. The generalizability of these findings are limited due to the small and homogeneous sample. Future research, with a broader range of families, will further identify the range of challenges as well as type of supports that aid in college persistence. 

Glaze formulation for low-fire ceramics presents unique challenges in achieving both vibrant color and functional durability. This study explores the development of a series of stable, colorful glazes specifically designed for low-fire terracotta clay. By systematically testing and refining glaze recipes, I adjusted material percentages and incorporated inclusion stains and oxides to expand the color possibilities while maintaining glaze stability at Cone 04-02. The results contribute to a broader understanding of low-fire glaze chemistry and offer new surface design options for terracotta ceramics.

Chronic Wasting Disease (CWD) is becoming a serious, expanding problem within the Odocoileus virginianus (White-tailed deer) population in Pennsylvania.  Soil characteristics impact the longevity of misfolded prion proteins in the environment, and prions can remain in soil for several years under the right conditions. Characteristics such as pH and clay content may have the greatest effect on protein aggregation in soil; however, there are many other factors that may also have an effect such as organic carbon and humic acid. There have been studies looking at the interaction between soil characteristics and protein activity, but none have used the CWD cases in Pennsylvania white-tailed deer populations. In this project, we aim to determine what soil properties affect prion protein behavior in soil by (1) collecting soil samples from areas of low, medium, and high incidence of CWD and (2) determining if any soil properties show a correlation with CWD incidence and prevalence. We will begin by collecting soil samples from a range of CWD incidence regions and testing these samples for a variety of properties. Using this data, we will run statistical tests and select any characteristics that show a strong correlation. By identifying these soil characteristics, we could find new methods of controlling the spread of CWD by manipulating environmental factors.

The decision to attend college is shaped by a variety of factors. Students, particularly those from low-income or first generation student backgrounds, encounter numerous obstacles ranging from financial challenges (Cox, 2016), lack of general knowledge about college (Ehlert et al., 2016), or conflicting family attitudes towards college (Chenoweth & Galliher, 2004). This range of factors affect many aspects of a students’ decision to pursue a college degree and ultimately their enrollment in a college or university. 

Support from family plays a notable role in the pursuit of a college degree. For example, families with limited experience with higher education may discourage college attendance, viewing the experience, and related expenses, as unnecessary or unwise (Olive, 2008). Low level of perceived value from family, compounded with lack of general knowledge about higher education, such as how to apply for financial aid, can put low-income students at a significant disadvantage (Falcon, 2015). Having one parent with higher education experience, however, was found to be a primary factor for males from a rural community to choose to attend college (Chenoweth & Galliher, 2004). Relatedly, for first generation college students, positive parental support was found to encourage students’ college ambition, which in turn motivated students to make their parents proud by being the first in their family to attend college (Olive, 2008). 

Students’ sense of their ability to perform well in college also shapes their decision to pursue a college degree. Specifically, degree of perceived preparedness, level of math self-efficacy, as well as level of math achievement were predictors of students pursuing STEM-related degrees (Wang, 2013). For female students from rural communities, perceived level of intelligence plus their degree of exposure to college prep courses in high school were key determinants in the decision to attend college (Chenoweth & Galliher, 2004). Generally, however, for students who enrolled in college, including first generation minority students, a strong, personal, intrinsic drive was reported as a primary reason for pursuing college (Blackwell & Pinder, 2014; Nadelson et al., 2013; Olive, 2008). While social influences, such as social and career expectations played a role, their inner desire to learn, grow, and connect with others on a college campus helped them overcome obstacles.

Students’ desire, aspiration, and ambitions to attend college interact with factors such as financial concerns, college readiness, and family perceptions and involvement. This qualitative study seeks to explore the college decision process, from the decision to pursue through enrollment in a college, from the perspective of academically talented, low-income STEM students. Specifically, the study aims to identify factors that were influential in the pursuit of college, as well as factors instrumental in their college selection choice. 

METHOD

As part of a larger NSF-funded program, data were collected through interviews asking a series of questions regarding students' college experience, including their decision to attend college and their college selection process. Participants were seven, fourth-year students selected for a NSF funded scholarship to support their pursuit of STEM related degrees. Thematic analysis (Braun & Clarke, 2006) was used to code the transcribed interviews and identify themes related to reasons for pursuing college and factors important in their college selection. 

RESULTS

Participants revealed a range of factors that shaped their decision to attend college. Consistent across interviews was the presence of an intrinsic, self-motivated drive to attend college. This drive was shaped by their ongoing desire to learn, to be exposed to a broader range of knowledge, to be challenged academically, and to satisfy an intellectual curiosity. Relatedly, the drive was connected to their interest in the social opportunities of college, including meeting new people, being in a setting different from their hometown experience, and connecting with peers with similar intellectual interests and pursuits.  Lastly, participants shared the connections of a degree to a desired career path as a strong factor in attending college. Relatedly, the decision to attend college was described by one as “..the obvious, logical path.”. 

Many students, particularly first generation students, shared their need to be independent in the college search, application, and enrollment process. While they valued input and support from family, they also shared their level of independence in decision making and level of independence in many responsibilities necessary to select, enroll, and maintain their status as full-time college students. Despite challenges related to this level of independence, students shared the utilization of available support, from the college or other support sources, were helpful in overcoming these obstacles. 

Despite this level of independence, students reported family involvement in the pursuit of college. Specifically, family involvement was described as a range of behaviors, such as families sharing beliefs about the value of a degree, providing insight when needed, leading discussions about the future, recognizing the students’ talents and abilities, and providing space for the student to shape their own academic path. For selecting a college, students reported that college visits, having the ability to match academic interests to college opportunities, and specific aspects of the institutions (e.g., small class sizes) as instrumental elements in their college selection process. 

DISCUSSION

Similar to Blackwell & Pinder (2014) and Nadelson et al., (2013), the interviews revealed students’ strong self-motivation for college. Self-motivation was connected to general interests in learning, but also the desire to connect with peers and pursue specific career paths. Self-motivation also was reflected in their need to assume specific responsibilities, from completing necessary paperwork to creating a path to their futures. 

Family involvement played a role in these students’ pursuit of and persistence in college. Students identified their families as a source of support, providing ongoing recognition of their talents and abilities, valuing their pursuit of a degree, and supporting their decisions about their academic path or futures. These results differed from previous research (e.g., Blackwell & Pinder, 2014), suggesting that differing family and student variables likely shape these experiences over time. Future research, with a more diverse group of students and family, will help to broaden the understanding of the college search and enrollment process for a greater range of students. 

Freshwater mussels are vital to aquatic ecosystem health, yet face population declines due to environmental stressors like heavy metal contamination. This study investigates how land use - including agriculture, urbanization, and industry - affects metal bioaccumulation in Pennsylvania mussels. Mussel shells were analyzed using ICP-OES, and GIS was used to combine land use data to the mussel locations to establisah correlation between contamination and land use patterns. By identifying contamination sources and improving bioaccumulation methodologies, this research supports conservation efforts for mussel populations!

•Documented comprehensive testing plan to align the needs and concerns of Muni-Link.

•Demonstrated and Documentation thorough research, investigation of stress, and load testing options for AWS Aurora with our applications.  Documented ranked recommendations of options.

•Provided set of test data that was used for some initial stress testing runs against our lab environment.

creation and documentation of a plugin into the Open Quartermaster system that completes image recognition and related tasks.

Create an engaging touch-screen game that teaches players about flood safety specifically tailored to the environment and unique features of Raystown Lake in Huntingdon, PA. Players will learn how to prepare for, respond to, and recover from floods around the lake, emphasizing real-world challenges and safety tips tied to this location.

2-Dimensional materials are of interest to many due to their unique properties that differ from their bulk counterparts. One such system is 2D-Ag, which can act as a semiconductor that exhibits a bandgap at single-layer thickness, while bulk Ag (more than one layer) is metallic. Synthesis of monolayer (ML) Ag is done through CHet, which involves intercalating Ag atoms between a 6H-SiC substrate and an epitaxial graphene layer. This graphene layer influences the underlying ML-Ag structure enough to cause a phase shift from an Ag1 semiconductor phase to an Ag2 metallic phase. Dr. Blades and I studied this phase shift using computational methods, specifically DFT, to explore how graphene strain and interlayer distances contribute to the likelihood of an Ag1->2 phase shift occurring.

It is understood that self-esteem and stress resilience tend to co-occur; groups with high self-esteem tend to also have high resilience.  To extend this observation, individuals who have greater opportunities to develop their self-esteem may have greater opportunity to develop stress resilience.  Student athletes are a unique population in that, amongst the opportunities of finding and displaying competence in the classroom, they also can display competence on the sports field.  This additional opportunity suggests that student athletes receive a greater degree of self-esteem-relevant information compared to non-athletes allowing for increased self-esteem as previously observed in the literature.  Further, this additional opportunity might allow for the relationship between self-esteem and resilience to be more robust. We therefore hypothesize that student athletes should have more resilience compared to non-athletes.  We further hypothesize that the relationship between self-esteem and resilience will be stronger in student athletes compared to non-athletes.  Two hundred fifty-eight participants (108 athletes, 150 non-athletes; ages 18-26; 164 female, 82 male, 4 other) completed the Nicholson-McBride Resilience Questionnaire (NMRQ) and the Rosenberg Self-Esteem Scale (RSES).  T-tests were used to assess group differences and Pearson’s correlation tests were completed to assess the relationship between resilience and self-esteem among athletes and among non-athletes.  Counter to prior reports, there were no differences in self-esteem between these two groups (t(252) = 1.51, p = 0.133, d = 0.191).  However, as expected, athletes displayed greater amounts of stress resilience compared to the non-athletes (t(250) = -2.56, p = 0.011, d = -0.327).  Additionally, a strong positive correlation between resilience and self-esteem among athletes (r = 0.616, p < 0.001) and non-athletes (r = 0.636, p < 0.001) was found.   Contrary to expectations, the correlation between resilience and self-esteem among athletes was not stronger than among non-athletes (z = 0.256, p = 0.399).  Although athletes displayed greater stress resilience than the non-athletic population, the relationship between self-esteem and resilience appears to be consistent between the groups.  Future work should better evaluate the means through which non-student-athletes might develop self-esteem or resilience which might replace the beneficial effects of sport participation.  Funding: None.

The process and understanding of creating the foundation of a game through interdisciplinary means and perspectives. 

The alterations of climate change across the world are unprecedented in both the amount and rate of change. These changes are impacting biotic and abiotic factors of many ecosystems, and in response many species’ ranges are shifting and their normal behaviors may be altered, ultimately impacting how species may interact. Insect life history traits (e.g., development, activity, reproduction) rely heavily on seasonality, being synchronized with fluctuations in light, temperature, moisture, and resource availability. Many insects withstand extreme seasonal fluctuations via diapause – a period of low metabolic activity and developmental arrest triggered by photoperiod and/or temperature - which is an important seasonal phenology, as its timing can influence other life history processes. The field cricket species, Gryllus pennsylvanicus and G. firmus, have ranges that span a large latitudinal and climatic gradient, and readily interact/interbreed in a hybrid zone along the edge of the Appalachian Mountains in the eastern U.S. Using these species, we characterized the plasticity of diapause and development between species and populations. We used common garden experiments in which we overwintered eggs from four populations of both species for different lengths of time and then quantified how long it took for them to hatch and develop after ending overwintering. These experiments have given us a baseline of diapause and development to be able to study and characterize these life history traits and their plasticity in response to a changing climate across the entire latitudinal range of these species. Furthermore, these data can be used to study how these processes impact species interactions and hybridization dynamics in these species.

The speciation process is often driven by numerous barriers to reproduction, either working individually or compounded. Temporal isolation is a reproductive isolating barrier created through differences in timing between two species or within species that prevents interaction and interbreeding.  In insects, initiation and termination of developmental and reproductive periods are dependent on seasonal cues. When those cues shift due to anthropogenic climate change, different species can respond in different ways, creating phenological mismatches. These differences in expressed phenotypes can cause a difference in life cycle timing, creating temporal isolation between the species. One such period is diapause - a period of embryonic developmental arrest characterized by a hibernation-like state wherein metabolic activity and further development is suspended. Changing cues can lead to changes in initiation and termination of this period, which impacts the entire life cycle of the insect and so dictate how their interactions with other species will occur. The North American field cricket species - Gryllus pennsylvanicus and G. firmus - interbreed along a latitudinally extensive hybrid zone that runs along the Appalachian mountains. While both species are believed to undergo diapause across their entire range and have only one generation per year, G. firmus is believed to emerge later in the growing season or bypass diapause altogether in the southern portion of their range. This could potentially lead to asynchronous emergence times between the species causing stronger temporal barriers to reproduction in the southern hybrid zone. To explore the underlying developmental mechanisms of diapause in these species, we are creating protocols to track and stage developmental timing, as well as characterizing the initiation and termination of diapause. The development of these species, as well as any diapausing field cricket, has never been comprehensively studied before. Furthermore, this will add to a growing breadth of knowledge of how temporal isolating mechanisms affect hybridization and speciation as a whole.

Carbon sources for plastic materials are almost exclusively fossil fuels. Reported scientific research indicates that more sustainable plastics can be made using alternative carbon sources. One particular greener plastic synthesis utilizes an iron(III) amine triphenolate catalyst. The literature reports suggest that functional groups on the catalyst complex influence their catalytic capabilities. In this research project, we are attempting to add electron-withdrawing groups to amine triphenolate ligands to assess their potential effects on the properties of the catalyst. For this, a synthesis of an amine triphenolate ligand precursor was attempted by reacting hexamethylenetetramine (HMTA) with a phenol in the presence of catalytic paratoluenesulfonic acid (PTSA). Synthesis recorded in literature was edited and adapted to improve the yield of product. In the future, we will react the amine triphenolate ligand precursor with an iron(III) starting material to study the differences in the Lewis acidity of the iron(III) amine triphenolate complex with ligands containing electron-withdrawing groups.

This presentation will describe a survey research project exploring the question of navigating grief in black college students due to parental loss, using mixed methods, this presentation will share insights to the overall issue of lack of resources for students dealing with traumatic loss while in college. I will present my findings on a social work research project that builds on literature regarding college students navigating grief and building resilience from parental loss in their youth, statistics on homicide and data on the epidemiology of violence in the black community also suggest that a considerable number of black children will be exposed to life-threatening violence (Bell et al., 1991).These children who experience this trauma grow to be the young adults that fill our college classrooms, still burdened with that trauma. While coping with the death and working with many demands (meetings, assignments, deadlines) can cause psychological damage. Furthermore, students are feeling pressured by their academic workloads and not receiving support from their peers cause them to feel sad, fearful and isolated (Avalo, 2019).  During bereavement an individual's cognitive, behavior and impersonal and spiritual well-being can be impacted (Avalo, 2019). A survey was developed based on the Resilience Scale and was disseminated to Juniata College students in January of 2025 using Qualtrics. Data will be exported from Qualtrics and imported into Jamovi, through survey responses I will explore impacts of grief on color students by race, specifically black college students. my poster will share findings from the survey and implications for Juniata College students and how to better support them and strengthen campus understanding of grief from traumatic loss especially from a marginalized community. 

A study like this is very rare and hasn’t really been done before. Inland fisheries habitat management should be a priority over fish stocking when natural reproduction is low. Since Raystown Lake is a recreational fishing hotspot, Pennsylvania Fish and Boat was interested to see if habitat management worked. In this study, we implemented a before-after-control-impact experimental design to evaluate the effectiveness of constructed rock rubble reefs on walleye spawning effort at Mile Markers 14 and 15 in Raystown Lake. We constructed custom mesh-covered egg traps and arrays to catch broadcast-spawned eggs. We deployed these traps in 18 different locations and sampled in April of 2022 before the rubble reefs were placed in the lake and again in April of 2023 after the reefs were in place. In 2022, our pre-construction sampling accounted for a total area of 403.06 m2 for over 2,800 trap-days from April 1 to May 6. After the reefs were in place, we sampled the same areas again in 2023, over constructed rubble reefs and in control areas with no reefs. Our post-construction sampling accounted for a total area of 579.60 m2 for over 4,100 trap-days from March 29 to May 15, 2023. Overall, we caught 49 eggs during the 2022 sampling and 1,212 eggs during the 2023 sampling. The highest number of eggs collected were from Mile Marker 15 both years, when the average temperature was around 10 C° (50°F). The highest number of eggs collected in 2022 was from April 15 to April 29, with a total of 40 eggs collected. The highest number of eggs collected was from March 29 to April 5, 2023, with a total of 831 eggs caught. Collection in April 2024 did not go as planned due to unexpected flooding and warmer weather. 3 eggs were caught from our treatment lines on the reefs at both mile markers. Non-target collections consisted of amphipods (scuds), a possible Esocid egg, white perch eggs, a juvenile green sunfish, bluegill, darter eggs, and virile crayfish. Overall, we found that rock rubble reefs did not attract greater walleye spawning efforts than control areas. More years of monitoring are likely needed to establish a consistent trend to conclude if these rock rubble reefs are working as intended. If we show they do, perhaps more restoration work like this may alleviate the need to stock walleye fingerlings and save management dollars for other needs.

The alterations of climate change across the world are unprecedented in both the amount and rate of change. These changes are impacting biotic and abiotic factors of many ecosystems, and in response many species’ ranges are shifting and their normal behaviors may be altered, ultimately impacting how species may interact. Insect life history traits (e.g., development, activity, reproduction) rely heavily on seasonality, being synchronized with fluctuations in light, temperature, moisture, and resource availability. Many insects withstand extreme seasonal fluctuations via diapause – a period of low metabolic activity and developmental arrest triggered by photoperiod and/or temperature - which is an important seasonal phenology, as its timing can influence other life history processes. The field cricket species, Gryllus pennsylvanicus and G. firmus, have ranges that span a large latitudinal and climatic gradient, and readily interact/interbreed in a hybrid zone along the edge of the Appalachian Mountains in the eastern U.S. Our project aims to identify emergence times of allopatric populations of our focal field cricket species using passive sound recording in natural populations. We will also bring this research into the classroom, allowing middle and high school students to have the opportunity to experience novel research and participate in citizen science. The topic will be introduced through an activity that teaches students about reproductive isolating barriers and the speciation process. Then the students will listen to our recordings from allopatric populations to identify when crickets emerge and are present, collecting novel data. Finally, there will be a follow-up meeting where the students’ results will be analyzed and discussed, teaching students quantitative and figure generating skills.

Alzheimer’s disease (AD) is a neurodegenerative disorder influenced by genetic and environmental factors. This study integrates neuroimaging, biomarker profiles, and environmental risk data from 5,101 participants in the Alzheimer’s Disease Neuroimaging Initiative (ADNI) to assess their combined effects on AD progression. Cognitive assessments, MRI and PET imaging, CSF biomarkers, and an Environmental Risk Score incorporating geographic, socioeconomic, and occupational exposure data of the participants were analyzed. Additionally, detoxification genes (EPHX1, CYP1A1, GSTM1, GSTT1, MTATP6P1) were examined for the presence of environmental toxins.

Higher environmental exposure was associated with increased amyloid accumulation (p < 0.001) and showed greater cognitive decline (p < 0.002), independent of genetic risk. EPHX1 was significantly associated with cognitive impairment (p = 0.0356), suggesting a role for environmental toxins in neurodegeneration. These results highlight the importance of targeted interventions to mitigate environmental risks for a slower progression of AD in areas that are vulnerable.

This presentation will describe a mixed methods survey study exploring the question of “How does the presence of a criminal record affect college admissions decisions?” This presentation will share insights into the overall issue of delinquent education as well as findings from the study. I will present findings from my research on a project that is currently in process. The current study builds on literature regarding the education trends of criminal record holders such as the finding that juvenile delinquency and criminal records have a large impact on educational attainment, many studies finding that children who are arrested are significantly less likely to both graduate high school and enroll in a four-year college (Kirk and Sampson, 2013; Sum et al., 2012; Rosenbaum, 2020). A survey was developed disseminated to Juniata College students as well as students from two other Pennsylvania Colleges in January 2025 using Qualtrics. All survey data will be exported from Qualtrics and imported into Jamovi for analysis. This poster will share findings from the survey and implications for incoming college students. 

A common research paradigm utilized to study aspects of brain function in cognitive neuroscience is the oddball paradigm. Participants are instructed to focus on a rare “target” stimuli, in the present case an auditory tone, amidst an abundance of “common” stimuli and respond by pressing a button on the keyboard whenever they detected it.  There may also be rare “distractor” tones, which deviated in pitch from either the common or the target tones but demanded no response. The goal of this project was to determine how to replicate a previously established research design using novel hardware and software at the undergraduate level.  The setup procedure involved creating the experiment through the Emotiv software toolkit, testing the functionality and placement of the electrode pads on participants’ heads, and making sure the readings were responsive to stimuli. Before data collection, felt pads are soaked in saline solution before being placed on the EEG device to electrically connect the surface of the participant’s scalp with the sensing electrode.  The unit is then placed on the participant’s head, making adjustments as necessary to ensure contact. During data collection, participants listened to auditory stimuli to assess neuro-cortical responses to the stimuli in the form of event-related potentials (ERPs), which are associated with attention to, and discrimination of, the stimuli.  Once data are collected, EEG data are processed to extract the relevant signals (i.e., the ERPs) for analysis. Observations about various elements of this process from an undergraduate perspective will be reported and discussed. 

The transition from high school to college is typically a significant life change for students. First-year college students face unique stressors as they separate from familiar support systems and adjust to a new environment (Lowe & Dotterer, 2018). Quality social support during this stage, however, has been found to help foster young adult development, supporting growth in independence, autonomy, and self-sufficiency (Dotterer, 2022). 

Much of the research on social support in college has focused on families. Greene et al., (2019) found that support for autonomy from parents was related to fewer worries for first-year students. Emotional support from families was also shown to be positively correlated to grades, credit accumulation, and persistence to graduation (Roska & Kinsley, 2019). Supports, however, can come from a variety of sources and can differentially influence outcomes. Strom and Savage (2014) found that while initial support from friends played a role in the decision to attend college, only continued support from family was associated with students’ commitment to graduation through their first year of college. Relatedly, both family and friend support were found to positively contribute to well-being for Latino college students, but friend support was found to have a greater protective effect against distress (Rodriguez et al., 2003). 

Certain demographics seem to play a role in perceived support as well. Families of low-income, first-generation students of color reported providing a range of supports, including emotional, informational, instrumental, and appraisal to their college student children (Cuevas, 2024). These different forms of support reflect the different ways family members, or other sources of support, engage with students to support them through the newness and challenges of college. Malecki & Demary (2003) found that these different types of support often come from different sources and meet the different needs of K-12 students. For example, emotional support was more likely to come from parents and close friends, while teachers and classmates were found to offer more informational support (Malecki & Demaray, 2003).

Using both qualitative and quantitative measures, this study aims to gather a deeper understanding of who students identify as their primary source of support for college success and how these sources align with the four types of support—emotional, instrumental, informational, and appraisal—identified by Malecki and Demaray (2003).

METHOD

The participants were 199 undergraduate students from a rural liberal arts college in Pennsylvania. Most participants were White (78.9%), female (59.6%), and from middle-income households (74.1%). Common intended fields of study were Natural Sciences (46.2%) and Social Sciences (19.1%), with many planning graduate education as a short-term (59.2%) or long-term (48.7%) goal.

As part of a larger study investigating college students’ experiences in the transition to college, participants completed the 12-item Multidimensional Scale of Perceived Social Support (Zimet, et al., 1988) which asked their level of agreement (on a 7-point scale) with statements about support from family, friends, and a special other. Participants also responded to an open-ended question, “Whose personal support is most important to you in terms of your success in college?  Why?”. A group of five raters used thematic analysis (Clarke et al., 2015) to code the responses, focusing on the source as well as the type of support. 

RESULTS

The initial quantitative analysis reveals relatively equal levels of support across families (M = 8.9), friends (M = 8.2), and significant others (M = 8.2) on the measure of perceived social support. Initial coding of the qualitative responses identified a range of support sources important to their college success, including family, friends, significant others, and professors. Parents (and most often mothers) were identified as the primary source of support, highlighting the role of emotional support, which included encouragement, inspiration, and comfort, as being fundamental to their success. Students also highlighted the role of informational (e.g., advice) and appraisal (e.g., help to work through problems) predominantly from family members. Friends and significant others provided similar types of emotional and informational support. Further analysis will explore how these types of supports may differ across these different relationship forms. Additional analyses will explore how these perceptions of support also may vary by income level as well as first-generation college student status. 

DISCUSSION

Similar to previous research (e.g., Cuevas, 2024; Roska & Kinsley, 2019), initial analyses revealed the important role of families in providing support, especially emotional support, for college students. The results also revealed a broader range of supports beyond family, including friends, significant others, and professors as important in college success. These data show the diverse social relationships that students rely on to navigate the challenges of college life. Understanding the range and types of supports is beneficial for colleges and universities to know, so that may identify practices to best meet student needs. In addition to empowering familial support, for example, schools could develop initiatives that foster meaningful peer-to-peer and faculty-student relationships, providing additional sources of support. Future research, using a broader sample across different settings, would better elucidate how different family cultural and institutional factors may impact perceived support. Additionally, a longitudinal study would help identify how perceived support needs and sources may change across years (e.g., first-year vs graduation year). 

REFERENCES

Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic Analysis. In J. A. Smith (Ed.), Qualitative Psychology (3rd ed., pp.222-248). Sage.

Cuevas, S. (2024). “Just hold on, you can do this”: Conceptualizing familial support for first-generation undergraduate students of color. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000597

Dotterer, A. M. (2022). Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood. Educational Psychologist, 57(4), 295–308. https://doi.org/10.1080/00461520.2022.2129651

Greene, N. R., Jewell, D. E., Fuentes, J. D., & Smith, C. V. (2019). Basic need satisfaction in the parental relationship offsets millennials’ worries about the transition to college. The Journal of Social Psychology, 159(2), 125–137. https://doi.org/10.1080/00224545.2019.1570905

Lowe, K., & Dotterer, A. M. (2018). Parental involvement during the college transition: A review and suggestion for its conceptual definition. Adolescent Research Review. 3, 29-42. Doi 10.1007/s40894-017-0058-z

Malecki, C. K., & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231–252. https://doi.org/10.1521/scpq.18.3.231.22576

Rodriguez, N., Mira, C. B., Myers, H. F., Morris, J. K., & Cardoza, D. (2003). Family or friends: Who plays a greater supportive role for Latino college students? Cultural Diversity and Ethnic Minority Psychology, 9(3), 236–250. https://doi.org/10.1037/1099-9809.9.3.236

Roksa, J., & Kinsley, P. (2018). The role of family support in facilitating academic success of low-income students. Research in Higher Education, 60(4), 415–436. https://doi.org/10.1007/s11162-018-9517-z

Strom, R. E., & Savage, M. W. (2014). Assessing the relationships between perceived support from close others, goal commitment, and persistence decisions at the college level. Journal of College Student Development, 55(6), 531–547. https://doi.org/10.1353/csd.2014.0064 

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). Multidimensional scale of perceived social support. PsycTESTS Dataset. https://doi.org/10.1037/t02380-000 

Eastern coyotes (Canis latrans) are widespread apex predators in Pennsylvania and can serve as bioindicators of environmental pollution. This study analyzed heavy metal concentrations in the kidneys and livers of adult coyotes. Average concentrations (ppm) in the liver were 0.088 (As), 0.136 (Cd), 0.164 (Ni), 2.06 (Pb), 0.266 (Se), and 85.232 (Zn), while kidney concentrations were 0.034 (As), 0.105 (Cd), 0.02 (Ni), 0.065 (Pb), 0.238 (Se), and 19.757 (Zn). While these concentrations were in the normal range, we found some individuals with abnormal levels of As, Cd and Pb. Females exhibited significantly higher concentrations of Ni, Zn, Se, and Cd compared to males, while Pb and As showed no sex-based differences. Liver concentrations of Ni, Zn, As, and Pb were significantly higher than those in the kidney, with Se and Cd showing no significant organ-based differences. Correlation analysis revealed significant positive relationships between Se and Zn (?=0.356, p=0.002), Se and As (?=0.451, p<0.001), Se and Cd (?=0.372, p=0.001), and Ni and As (?=0.312, p=0.008).

Defensive toxins are found in a plethora of vertebrates and invertebrates, and have played a large role in the diversification and co-evolution of many taxa. Within the amphibian world, toads of the family Bufonidae endogenously synthesize defensive toxins. Several of these toxins (bufadienolides) belong to the broad class of cardiac glycosides. While some bufadienolides in toads have been structurally characterized due to their interest in pharmacological development, the underlying genetic and biochemical mechanisms of bufadienolide biosynthesis remains relatively understudied. Our study aimed at identifying and characterizing potential genes responsible for the synthesis of cardiac glycosides in the American Toad (Anaxyrus americanus). We used RNA sequencing to characterize and evaluate the bufonid parotoid gland transcriptome at 0-, 3-, 6-, 9-, and 12-hours time intervals after extracting the secretion of the parotoid gland. We then identified genes that were differentially expressed across these time points and functionally annotated them to identify potential gene candidates involved in bufadienolide biosynthesis. From these candidate genes, the broader scope of this work seeks to determine whether underlying patterns of evolutionary convergence are occurring within cardiac glycoside biosynthesis.

Chemical defenses are incredibly widespread across the tree of life - from bacteria to plants to animals. True toads (Bufonidae), synthesize their own suite of toxins, but the mechanisms by which they do so are still being uncovered. While genomic studies of the toads themselves have been performed, the microbiome of these toads have been mostly overlooked. In this study, we aim to characterize the bacterial communities inhabiting the ventral and dorsal skin of toads using 16S rRNA gene sequencing to compare the ventral side, where toxins are not secreted, to the dorsal side, where toxins are secreted, and to uncover any possible taxa involved in synthesis or modification. Skin swabs were collected from the ventral and dorsal surfaces of 80 toads collected from central Pennsylvania. DNA was extracted from swabs, subject to 16S rRNA gene Illumina-tag PCR, and sequenced to determine bacterial diversity and composition. To filter, process, and analyze, sequences were imported into QIIME2 for analysis and formatted into LEfSe (Linear discriminant analysis Effect Size) differential abundance plots. Results showed that a distinct abundance of bacterial communities inhabit the ventral and dorsal skin. A phylogenetic analysis showed a large abundance of Proteobacteria, which have large associations with xenobiotic metabolism, abundant on the dorsal microbiome. A gene pathway prediction analysis, PICRUSt2, showed a large abundance of Xenobiotic Degradation/Metabolism pathways. This study provides insights into how the toad skin microbiome may support and or modify the chemical defenses of toads and could reveal novel aspects of host-microbiome interactions in amphibians. 

Food insecurity and shortages are pressing global challenges, but an equally critical issue is food waste and its proper management. This study investigates food waste and single-use plastic consumption on Juniata campus, emphasizing the role of colleges in advancing sustainability. The research has two primary objectives: (1) assessing student and faculty attitudes toward food waste and openness to plastic alternatives through surveys, interviews, and observations, and (2) proposing sustainable initiatives, including a small-scale composting system and the adoption of biodegradable food containers at campus dining locations. By redirecting pre- and post-consumer food waste into compost, this initiative aims to generate nutrient-rich soil for campus landscaping. Additionally, replacing petroleum-based plastic containers with compostable alternatives would reduce landfill waste and enhance the composting process. The study will also explore financial incentives for using reusable cups at campus cafés, encouraging waste reduction and cost savings. These efforts will not only minimize environmental impact but also establish Juniata as a leader in sustainable campus practices.

The production of plastic is fueled by fossil-fuel-derived carbon sources. From indications of reported scientific research, there are greener alternatives that include the use of renewable carbon sources. To synthesize such alternatives, a catalyst is needed. Catalysts reduce required activation energy and increase the reaction rate at lower temperatures. Reported in literature, the iron(III) triphenolate complex includes an iron(III) ion in an amine triphenolate ligand framework. While this catalyst allows for greener alternatives in plastic production, the synthesis of the catalyst is harmful to environmental and human health. In this research project, we are investigating the greenness of this synthesis using the Green Star Metric, which uses the 12 principles of green chemistry. By evaluating the individual steps of the iron catalyst synthesis, we can understand how each of them limit the greenness of this reaction. This evaluation allowed for the implementation of greener solvents used through the various steps of the synthesis by considering the safety, human health, and environmental score provided by American Chemical Society’s Chem 21 Solvent Selection Guide. In the future, we will evaluate the reaction time and temperature needed for complete conversion from starting materials to product using UV-Vis spectrophotometry. By applying green chemistry principles to this reaction, we seek to minimize the negative impacts of this reaction and of related reactions.

Mentoring relationships can help mediate the effects of Adverse Childhood Experiences (ACEs) by providing consistent support, positive role modeling, and emotional validation. A caring mentor fosters resilience, enhances self-esteem, and teaches healthy coping strategies, helping individuals navigate the long-term challenges associated with ACEs. By creating a sense of belonging and security, mentorship can counteract the negative impacts of early adversity. Research indicates that strong mentoring relationships improve social-emotional skills, reduce risky behaviors, and promote positive developmental outcomes, making them a valuable protective factor for those affected by ACEs.

Sleep is one of the most essential needs when it comes to the human experience. However, research has shown that many students push sleep to the back burner during higher education. This deprioritization of sleep has been shown to correlate with poorer academic performance throughout multiple studies. Overall, this study is looking to further increase knowledge of the relationship between sleep quality and sleep hygiene in relation to academic success. In this mixed-method correlational study, participants were asked to complete a survey that encompassed three different sleep assessment scales and to report their academic standing. Although this study is still ongoing, the primary goal is to use the results of the study to improve knowledge of sleep hygiene to current students and how it may improve their academics. 

This exploratory study examined student transportation experiences at a small rural liberal arts college while identifying transportation barriers and challenges based on the built environment and sociodemographic factors. The researchers first used a mixed-methods survey design to identify key quantifiable characteristics of the student transportation experience. Most transportation-specific quantitative items were adapted from the Transportation Security Index (University of Michigan, n.d.) and the Perceived Accessibility Scale (Lättman et al., 2016, 2018). Sociodemographic subgroup analyses were conducted to identify any disparities in these metrics based on gender identity, transgender status, sexual orientation, disability, citizenship status, racial/ethnic identity, parent educational attainment, class year, and access to a private vehicle in the household/on campus. The findings of these analyses suggested significant disparities in both transportation insecurity and perceived accessibility between international and domestic students, with international students facing greater difficulty on average. Several qualitative items were also included in the survey, which assessed issues of perceived pedestrian safety and barriers to vehicle access. Common themes mentioned in responses included financial barriers and high cost of vehicle access, safety concerns related to walking off campus and/or at night, and a desire for access to rideshare and shuttle services. While the results of the mixed-methods survey provided valuable foundational insights into the transportation needs of the community, the design was limited in its lack of comprehensiveness and its largely micro-level area of inquiry. To account for these limitations, the research team then transitioned towards a qualitative, grounded theory approach, supplementarily examining the issue at the mezzo and macro-level. This methodology consisted of semi-structured interviews with key stakeholders from the institution and its surrounding community, and an iterative approach to data collection and analysis.

Amphibians represent one of the most threatened vertebrate classes on the planet. Unique characteristics of amphibians make them susceptible to even slight changes in their environments. Amphibian declines can be attributed to climate change, habitat loss, and disease, where climate change and habitat loss represent drivers of disease. Batrachochytrium dendrobatidis (Bd) and Batrachochytrium salamandrivorans (Bsal) are two chytrid fungi pathogens causing amphibian declines across the globe. Bsal has not been detected in North America as of 2024, while Bd has been detected in North America since as early as 1928. The Student Network for Amphibian Pathogen Surveillance (SNAPS) is a multi-collaborative initiative that aims to provide experiential learning and teamwork to students, while providing students with the resources needed to surveil for emergent pathogens like Bsal and Bd.

Vernal pools are isolated, ephemeral wetlands that form naturally based on local geology and soils, or result from historical human activity, like mining. Test pits dug for mining operations formed many isolated ponds in Central Pennsylvania that are now occupied by a variety of organisms, including macroinvertebrates and pond-breeding amphibians. Whether constructed or natural, these areas are often referred to as the “coral reefs of the forest” due to locally abundant wildlife in and around pools. Biodiversity varies between natural and constructed vernal ponds, but both types contribute food, cover, and water for local wildlife. Recognizing the ecological value of these habitats, the U.S. Army Corps of Engineers partnered with Blue Acres, LLC., and constructed six vernal pools around Raystown Lake in 2022 and 2023. From 2024-2025, we monitored the constructed ponds using visual encounter surveys, camera traps, dip-netting surveys, and minnow traps to determine the presence and absence of wildlife at these constructed pools. As with any mitigation effort, there are positives and potential challenges associated with these projects. The baseline results show that three of the pools have similar attributes to local vernal pools. We offer enhancement and management options for continued construction and conservation of these unique habitats.

Humans are capable of remarkable feats, from throwing a baseball over 100 miles per hour to performing life-saving surgeries lasting more than 20 hours and creating extraordinary works of art and music. But this raises an important question: what is the most effective and efficient way to develop such skills? This study aims to explore that question through a three-day experiment in which participants completed the Intrinsic Motivation Inventory (IMI) and the Index of Autonomous Functioning (IAF) to assess their state and trait autonomy levels before and after a participating in a golf putting task. Participants were split into two groups: one followed a structured practice plan designed by a professional golf coach, while the other practiced freely (i.e., autonomously) without guidance. The study investigated whether the either practice schedule yielded greater performance improvement and whether autonomy levels played a role in putting success across both groups. Key findings will be presented and discussed. 

I will present findings from my research of understanding the attitudes of college students towards mental illness and its intersection with the criminal justice system. Key questions explored include; are college students' perceptions are influenced by factors such as stigma, exposure to mental health education, and personal experiences with mental illness? How might these attitudes shape their opinions on systemic responses to mental health crises, including criminal justice policies?  Stigma surrounding mental illness remains pervasive in college populations. Research by Eisenberg et al. (2009) shows that college students often hold negative stereotypes about individuals with mental health conditions, associating them with dangerousness and unpredictability. These perceptions are reinforced by media portrayals that frequently link mental illness to criminality (Wahl, 1995). Such attitudes can lead to lack of empathy for individuals with mental illness involved in the criminal justice system, perpetuating punitive rather than rehabilitative approaches. Findings from the survey will be presented and discussed.  

Organized sports are tainting American culture. The effects that sports are having on the culture are a result of tribalism. The sports team is a tribe that comprises athletes, coaches, parents, and fans, all of whom are susceptible to the pressures of tribalism. Tribalism can have some positive side effects, but mostly it perpetuates violence and hate in ways that most people have never thought of because of how integrated sports are into American culture. We need to open our eyes to the dark side of organized sports and ask ourselves if it is worth it. Is it worth having an organized high school basketball team if it means kids will be bullied in the locker rooms, the star athlete will be depressed from the pressures they face, and fans will hurt each other in the parking lot after the game? These are just some of the many issues that arise from the tribalism of organized sports. The detriment of organized sports could be resolved if American culture shifts towards unorganized play. 

Our laboratory formulated several series of complexes that have unusually strongly antiferromagnetically coupled Cu(II) centers. To better understand the structural factors affecting magnetism, we prepared a larger series of dinuclear Cu(II) complexes with simple N-oxide ligands such as substituted pyridine N-oxides. Copper(II) complexes were synthesized by using different copper(II) salts, such as copper(II) chloride and copper(II) bromide, and 2-methylpyridine N-oxide (picNO), which was the first substituted pyridine N-oxide tested. The copper(II) salts were combined with the picNO ligand in different stoichiometric ratios such as 1:1, 2:1, 1:2, etc. The synthesized complexes were examined with IR spectroscopy, solubility testing, and microscopic analysis. All the synthesized complexes will be structurally characterized by single-crystal X-ray crystallography. Their magnetic properties will be studied in collaboration with partner laboratories.