IU Columbus Scholarship

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2022 BMC Ecology and Evolution image competition: the winning images
(Springer Nature, 2022-08-19) Harman, Jennifer; Hipsley, Christy A.; Jacobus, Luke M.; Liberles, David A.; Settele, Josef; Traulsen, Arne; IUPUC Division of Science
In 2022, researchers from around the world entered the BMC Ecology and Evolution photography competition. The contest produced a spectacular collection of photographs that capture the wonder of the natural world and the growing need to protect it as the human impact on the planet intensifies. This editorial celebrates the winning images selected by the Editor of BMC Ecology and Evolution and senior members of the journal's editorial board.
A new species of Notacanthella Jacobus & McCafferty, 2008 (Ephemeroptera, Ephemerellidae) from Yunnan, China
(Pensoft, 2022) Li, Xian-Fu; Sun, Ye-Kang; Liu, Zi-Ye; Jacobus, Luke M.; Xiao, Wen; IUPUC Division of Science
Notacanthella jinwu Li & Jacobus, sp. nov. is described based on egg, nymph, and winged stages from Dali Bai Autonomous Prefecture, Yunnan Province, China. The nymph of the new species is closely related to N. commodema (Allen, 1971), whose nymphs share a similar tuberculation of head, pronotum, and mesonotum. However, the nymph of our new species can be distinguished based on the structures of male sternum IX and abdominal tergal tubercles. In addition, the new species is distributed in subtropical high-altitude areas. The description of the male imago of the new species is the first certain one for the genus Notacanthella. Data associated with our new species allow for expanded discussion and diagnosis of Notacanthella and closely related genera. An identification key for nymphs of these groups is provided.
A Review of the Genus Serratella Edmunds, 1959 in China with Description of a New Species (Ephemeroptera: Ephemerellidae)
(MDPI, 2022-11-04) Ding , Manqing; Jacobus, Luke M.; Zhou , Changfa; IUPUC Division of Science
Species in the genus Serratella Edmunds, 1959 from China have never been compared and photographed systematically. Six valid Chinese Serratella species are recognized and revised in this paper. Among them, the imagos of S. brevicauda Jacobus et al., 2009 are unknown; the nymph of this species has a stout, strong body, with remarkably short caudal filaments and maxillary palpi. In contrast, only the imago stage of Serratella fusongensis (Su and You, 1988) (=Serratella longipennis Zhou et al., 1997, syn. nov.) is known; it has relatively long penes with small dorsal projections. The nymphs of S. setigera Bajkova, 1967 have small abdominal tergal spines but distinct, stout, blunt bristles on the spines, and the apexes of the male penes are round and shallowly divided. The fourth species, S. acutiformis sp. nov., which was collected from Western China, has sharp penial apexes (imagos) and large abdominal spines (nymphs). Unlike the former four species, S. ignita (Poda, 1761) and S. zapekinae Bajkova, 1967 has sub-quadrate penes without prominent dorsal projections. The nymph of S. ignita has lateral hair-like setae on the caudal filaments, while the nymph of S. zapekinae lacks such setae but has pairs of tubercles on the head and pronotum. Some characters used in the generic delineation of the genera Ephemerella Walsh, 1862 and Serratella, such as nymphal maxillary palpi and hair-like setae on caudal filaments as well as features of the imaginal penes and forelegs, are varied in Chinese species. However, all species in this paper have bifurcate ventral lamellae of gill VI. Our work highlights a need for further comparative systematic study of the genera Serratella, Ephemerella, and another related genus Torleya Lestage, 1917.
Aesthetic Inquiry into Chinese University Student Fatherly Life Lessons: “Roots” and their Implications for Educational Contexts
(2017-04-07) Liu, Laura B.; Education, IUPUC
Globally, teachers are trained to educate and assess children through matrices based on comparative competition, a practice that thrives on ranking. In an era of glocalization, how might educational systems cultivate classroom connections embracing diverse student gifts? This arts-based narrative inquiry explores fatherly life lessons of 17 undergraduate and six graduate students enrolled in an introductory qualitative research course at a large urban Chinese university. Building on the course instructor's model, students engaged in arts-based narrative inquiry to develop children's books on treasured fatherly life lessons that they then shared with second grade students at a local Chinese school. Drawing upon the "Confucian Analects" and Laozi's "Tao Te Ching," this study evidences empathy as rooted across cultures and ecologies, and that many fatherly life lessons take place in natural settings. This study encourages teacher education practice and research to engage arts-based autobiographical inquiry, and to explore empathy conceptualizations and expressions across cultures and ecologies. As "glocalization" brings together diverse groups, this work is important to create shared spaces for international connection and meaningful inter-institutional explorations.
Annotating Modernism: Marginalia and Pedagogy from Virginia Woolf to the Confessional Poets
(Taylor & Francis, 2021) Goodspeed-Chadwick, Julie; IUPUC School of Liberal Arts
Associations between acoustic features of maternal speech and infants’ emotion regulation following a social stressor
(Wiley, 2022-01) Kolacz, Jacek; daSilva, Elizabeth B.; Lewis, Gregory F.; Bertenthal, Bennett I.; Porges, Stephen W.; IUPUC Division of Science
Caregiver voices may provide cues to mobilize or calm infants. This study examined whether maternal prosody predicted changes in infants’ biobehavioral state after the still face, a stressor in which the mother withdraws and reinstates social engagement. Ninety-four dyads participated in the study (infant age 4–8 months). Infants’ heart rate and respiratory sinus arrhythmia (measuring cardiac vagal tone) were derived from an electrocardiogram (ECG). Infants’ behavioral distress was measured by negative vocalizations, facial expressions, and gaze aversion. Mothers’ vocalizations were measured via a composite of spectral analysis and spectro-temporal modulation using a two-dimensional fast Fourier transformation of the audio spectrogram. High values on the maternal prosody composite were associated with decreases in infants’ heart rate (β = −.26, 95% CI: [−0.46, −0.05]) and behavioral distress (β = −.23, 95% CI: [−0.42, −0.03]), and increases in cardiac vagal tone in infants whose vagal tone was low during the stressor (1 SD below mean β = .39, 95% CI: [0.06, 0.73]). High infant heart rate predicted increases in the maternal prosody composite (β = .18, 95% CI: [0.03, 0.33]). These results suggest specific vocal acoustic features of speech that are relevant for regulating infants’ biobehavioral state and demonstrate mother–infant bi-directional dynamics.
Associations between infant–mother physiological synchrony and 4- and 6-month-old infants’ emotion regulation
(Wiley, 2021-09) Abney, Drew H.; daSilva, Elizabeth B.; Bertenthal, Bennet I.; IUPUC Division of Science
In this study we assessed whether physiological synchrony between infants and mothers contributes to infants’ emotion regulation following a mild social stressor. Infants between 4 and 6 months of age and their mothers were tested in the face-to-face-still-face paradigm and were assessed for behavioral and physiological self-regulation during and following the stressor. Physiological synchrony was calculated from a continuous measure of respiratory sinus arrhythmia (RSA) enabling us to cross-correlate the infants’ and mothers’ RSA responses. Without considering physiological synchrony, the evidence suggested that infants’ distress followed the prototypical pattern of increasing during the Still Face episode and then decreasing during the reunion episode. Once physiological synchrony was added to the model, we observed that infants’ emotion regulation improved if mother–infant synchrony was positive, but not if it was negative. This result was qualified further by whether or not infants suppressed their RSA response during the Still Face episode. In sum, these findings highlight how individual differences in infants’ physiological responses contribute significantly to their self-regulation abilities.
Authors' Rights to Share Scholarship: A Survey of IUPUI Faculty Attitudes
(2014-04-11) Odell, Jere D.; Dill, Emily; Palmer, Kristi L.
Faculty who take an active role in the dissemination of their research are more likely to make an impact on a field of scholarship. Online, full text archiving is a key component of being a self-advocate and for building a scholarly reputation. In fact, posting a version of a published article in an open access repository, such as IUPUI ScholarWorks, increases an author’s citation rate. Most journal publishers (72%) permit authors to upload a version of their article to IUPUI ScholarWorks; however, faculty may be unsure of how to exercise this right. Do IUPUI faculty self-archive their articles? Do they examine or negotiate the terms of their copyright transfer agreements? Would IUPUI faculty consider implementing a campus policy to maximize their rights as authors? To explore attitudes related to these questions, we conducted a campus-wide survey of IUPUI faculty in the Fall semester of 2013. The survey adapted an instrument used in similar campus-wide research conducted in 2006 at the University of California and in 2010 at the University of Toronto. This broad survey addressed attitudes regarding many factors relevant to publishing, peer review and scholarly communications. Here we report preliminary results pertaining to author’s rights, self-archiving practices and open access policies. Results: Complete responses (n=248); Partial responses (n=90). Author’s Rights: Most faculty (54%) consider the right to self-archive as a factor in selecting a journal for publication. A few have refused to sign a copyright transfer agreement (n=16) and a few have modified contracts (n=10). Most (68%) support a campus discussion of copyright management. Likewise, faculty would appreciate instructions and models for copyright negotiations (65%) as well as more formal institutional support for retaining rights (61%). Self-Archiving: Although nearly half had heard of IUPUI ScholarWorks (45%), only 25% of the respondents reported submitting a work to an institutional repository. Faculty were most influenced to self-archive by the motivation to support the dissemination of academic research in general (n=151), by increased exposure (n=149), and by the norms of their academic unit (n=102). Open Access Policies: The majority of faculty (72%) were unfamiliar with institutional open access policies such as those at Harvard, MIT, Duke and Kansas. When asked, however, if IUPUI should consider implementing a similar policy, 52% were unsure, 39% were supportive and only 9% disagreed.
Author’s Rights to Share Scholarship: A Survey of Faculty Attitudes and Actions
(Indiana Library Federation Annual Conference, 2014-11-19) Odell, Jere D.; Dill, Emily; Palmer, Kristi L.
Online, full text archiving is a key component of being a self-advocate for building a scholarly reputation. Posting a version of a published article in an open access repository increases an author's citation rate. To explore attitudes and actions related to self-archiving a survey of IUPUI faculty was conducted and the results compared to similar surveys conducted at University of California and University of Toronto. The results are useful in guiding education and outreach efforts at university libraries interested in promoting change in scholarly communication, open access, and institutional repositories.
Being There as a Support, a Guide, and to Intervene When You Have To: Mentors Reflect on Working with Teacher Candidates
(International Council of Professors of Educational Leadership, 2020) Ruich, Lawrence J.; Browning, Thomas; Butera, Gretchen; Department of Education, IUPUC
This paper presents a study that investigated how mentors perceived their long-term relationships with teacher candidates in a secondary teacher preparation program. The study describes the process by which the teacher candidates and the mentors select each other and how the relationship develops, with findings that suggest that the length of time teacher candidates and mentor teachers work together as essential to building trust. Mentors identify themselves as quasi teacher educators who serve as an extension to the university preparation process. Findings explore the benefits of mentoring for the prospective and practicing teachers as well as to teacher preparation in general. To optimize the value of field experience, it is important to understand this relationship and its outcomes.

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