Indiana University-Purdue University Indianapolis Research Articles

Public Health Research in the News: An Exploratory Study of Topics, Coverage, and Open Access Status

Objectives: This study aims to identify and analyze the news outlets that reference research published by the Richard M. Fairbanks School of Public Health at Indiana University-Purdue University Indianapolis (FSPH). We analyzed the overall patterns of news sources, including the content type and overall coverage, the correlation with open access (OA) status, and the topics that received more attention in online news stories. We aim to contribute to a better understanding of the characteristics of news outlets that disseminate public health information, and the types of public health research referenced most often in the news. Methods: We conducted a retrospective cohort study. The study population consisted of FSPH authors, the exposure was publishing journal articles by FSPH authors, and the outcome was news media attention. We compared the amount of media attention with otherstudies. We also compared open access journals versus commercially produced journals. We searched the Scopus database using an affiliation search to locate and retrieve the journal articles. Then we queried the Altmetric Explorer tool (altmetrics provider) for all the citations resulting from the Scopus search. We conducted a bibliometric analysis of publications from authors affiliated with the school of public health over five years (2015–2019). The searches were conducted in December 2021. We used the identifiers and the titles to compile the online news mention data and identify the titles featured in news outlets. The journal articles with news mentions and the news outlets that reference them were analyzed. The data were combined, cleaned up, and analyzed using Excel, and the subject analysis was produced using the VOSviewer software. Results: For the 2015–2019 time frame, 778 publications were published by the FSPH. A total of 144 (18.5%) were highlighted in 2,079 online news stories from 655 news outlets. We analyzed the overall dataset of news outlets according to the source, content type, subject area, and country of publication. We also determined the attention likelihood of open access articles compared to those with closed access. We performed a co-occurrence analysis of the MeSH terms the articles featured in news outlets. Discussion: Mentions in online news outlets can identify patterns and trends of attention and interest in research beyond academia. This bibliometric analysis helps to clarify the media outlets that distribute information on public health as well as the categories of research that are frequently featured in the media. The findings of this report, will help the library expand its research impact services and support the decision-making of leaders of public health schools for future publication and research strategy development directions.

INSTITUTIONALIZING SERVICE LEARNING IN THE HIGHER EDUCATION

The institutionalization of service learning in universities is a pressing concern in higher education. This qualitativeresearch aims to explore strategies associated with institutionalizing service learning in the institutions of highereducation. The paper examines the eight case studies from universities globally, including Indiana University-Purdue University Indianapolis (IUPUI), Stanford University, the University of Cape Town, and the University ofCalifornia, Berkeley, highlighting their successful adoption of service learning. The research seeks to address thelimited integration of service learning in the universities by offering a theoretical framework of service-learninginstitutionalization. The theoretical framework consists of three components; governance, capacity and incentives(GCI) and further includes nine sub components. This paper aims to contribute to the development of evidencebasedpolicies and practices, fostering holistic student development and civic engagement in higher education.

Designing and Implementing a Dark Mode for a Library Website

Dark mode, also known as night mode, is an alternative way of viewing content on a webpage. Rather than having dark text on a light background, dark mode displays light text on a dark background. In fall 2022, the Indiana University–Purdue University Indianapolis (IUPUI) University Library launched a dark mode as an option for web users. We present some considerations for design and implementation for those interested in adding a dark mode to their website.

Invisible Wounds: Mental Illness and Civil War Soldiers by Dillon J. Carroll

Reviewed by: Invisible Wounds: Mental Illness and Civil War Soldiers by Dillon J. Carroll Jane E. Schultz (bio) Invisible Wounds: Mental Illness and Civil War Soldiers. By Dillon J. Carroll. (Baton Rouge: Louisiana State University Press, 2021. Pp. 368. $45.00 cloth; $30.16 ebook) Dillon Carroll's book on soldiers' mental health mines the relationship between war injury and postwar debility, enriching the literature on Civil War medicine. Invisible Wounds traces the history of the physical and psychological conditions resulting from battle trauma that led physicians to better understand the etiology of psychiatric and psychosomatic diseases. These advances were slow to come because wartime surgeons and "alienists" (psychiatrists) often attributed patients' mental decline to moral lapses instead of traumatic injuries sustained in combat. Physicians "were convinced that disease, hereditary factors, intemperance, masturbation, and moral impurity could, and did, result in insanity" (p. 196). Through close examination of patient records at St. Elizabeth's Hospital outside Washington D.C., and asylums in Virginia, South Carolina, and Georgia, Carroll builds a case for how medicine mostly failed traumatized veterans by warehousing them, sometimes for decades. Carroll applies and contextualizes the symptomology of posttraumatic stress disorder to these war-scarred men, illustrating physicians' increasing awareness of the psychic damage wrought by physical trauma, an insight, he suggests, southern practitioners embraced more readily than northern peers. Even so, the effects of trauma sat differently upon different individuals: "The repeated traumas of war psychologically broke down some men and planted seeds of later trauma in others," whereas some utilized therapeutic strategies (letter writing, dissociation) to escape the chronic setbacks that bedeviled the more vulnerable (p. 27). Carroll observes crucial [End Page 434] differences between Black and white soldiers' responses to traumatic events, concluding that after experiencing slavery, Black men were so gratified to fight and thereby redeem their manhood, they skirted the traumas that compromised white soldiers. Though Carroll cites ample evidence of Black men's cathartic martial enthusiasm, the lack of data surrounding Black mental healthcare and limited Black access to medical institutions, matters to which the text alludes, might alter the impression of Black imperviousness.1 Soldiers' family members are central participants in Invisible Wounds both in their responses to diagnoses and medical decision making, though only one of the book's eleven chapters is devoted to the familial contexts of mental healthcare. When St. Elizabeth's released putatively violent, insane men to their homes without adequate travel support, family members found themselves ill-equipped to care for them. Wives like Charlotte Gilkison of Ohio and Elizabeth Harris of Washington fought to keep their husbands institutionalized lest they endanger their families. Still, others created elaborate ruses to keep their soldiers' mental illnesses under wraps. Readers must wait until chapter ten to get to the meat of the book, an extended institutional account of St. Elizabeth's, where we learn about staffing problems, overcrowding, the treatment of what would later be called traumatic brain injuries, and how practitioners and patients worked to "decode" the menace of long-term impairment (p. 206). Early chapters rehearse camp and battlefield conditions for white men and then Black, describe weaponry and ballistics, and even define "contraband" without explaining the relevance of these issues to the book's mental health focus. Thus, the argument about mental illness causation is delayed, discussion of the surgeons Carroll follows is fleeting (notwithstanding that of neurologist Weir Mitchell in chapter twelve), and the segmented structure of chapters leads to extraneous analysis. [End Page 435] The multiple mechanics problems—from infelicitous syntax and historical errors (e.g., referring to Sir Isaac Newton as "Thomas") to redundancies, repetitions, and simple typos—interrupted the flow of ideas and thus diminished the important insights Carroll presents in the last several chapters of the book. Historians will no doubt profit from the source base introduced here, but Invisible Wounds offers only a partial step toward understanding the devastating effects of Civil War wounds as physicians, patients, and family members interpreted them. Jane E. Schultz JANE E. SCHULTZ is professor of English, history, and medical humanities at Indiana University-Purdue University-Indianapolis. Her project on the relationship between language and the Civil War surgical corps' professional ambitions is...

Leveraging Wikidata to Build Scholarly Profiles as Service

In this article, the authors share the different methods and tools utilized for supporting the Scholarly Profiles as Service (SPaS) model at Indiana University–Purdue University Indianapolis (IUPUI). Leveraging Wikidata to build a scholarly profile service aligns with interests in supporting open knowledge and provides opportunities to address information inequities. The article accounts for the authors' decision to focus first on profiles for women scholars at the university and provides a detailed case study of how these profiles are created. By describing the processes of delivering the service, the authors hope to inspire other academic libraries to work toward establishing stronger open data connections between academic institutions, their scholars, and their scholars' publications.

Disrupting the Status Quo: Forging a Path to Promotion that Explicitly Recognizes and Values Faculty Work Focused on Diversity, Equity, and Inclusion

This article focuses on the importance of creating new pathways to promotion and tenure that explicitly recognize and reward excellence related to diversity, equity, and inclusion (DEI). We explain the approach we have taken at Indiana University–Purdue University Indianapolis (IUPUI). Challenges to the status quo related to faculty systems of evaluation are reviewed, as well as the urgency afforded by the interconnectedness of a global pandemic, an economic recession, and a national reckoning with respect to race that could accelerate reforms in higher education. We reflect upon eight critical lessons learned when implementing a new pathway to promotion that recognizes integrated excellence in DEI activities. We hope the lessons we learned will inspire other institutions to lead similar transformational change efforts aimed at disrupting systems that historically have created inequities in the retention and advancement of faculty from marginalized groups.

Understanding International Joint and Dual Degree Programs

This empirical article examines the policies, perspectives, and practices of building and developing cross-border and transnational higher education (TNHE) programs, with special attention given to the international joint and dual degree programs in North America and Asia. Specifically, this paper reviews the historical, political, and social dimensions of two international collaborative academic degree programs between the United States and Mainland China using Indiana University-Purdue University, Indianapolis (IUPUI) and Sun Yat-set University (SYSU) as the case study. Findings suggest that IUPUI’s most cited challenge with SYSU concerns alignment with general education requirements. On the other hand, SYSU’s biggest challenge with IUPUI concerns language and cultural differences. This article offers five recommendations for teacher-scholars, policymakers, and advanced practitioners interested in developing, designing, and implementing dual degree programs during and after the COVID-19 pandemic. Implications for future research on and applications and practices for TNHE programs are discussed.

Missouri Experimental Sonic Arts Festival (MOXsonic)

Missouri Experimental Sonic Arts Festival (MOXsonic)

Archive as Pedagogy: Oral History and a Journal of the Plague Year

In March 2020, the COVID-19 Oral History Project, based at Indiana University Purdue University Indianapolis (IUPUI), teamed up with A Journal of the Plague Year: An Archive of COVID-19 (JOTPY), based at Arizona State University to create and curate a series of oral histories focused on the lived experience of the pandemic. Among the results of this collaboration has been a focus on research-based pedagogy and learning for undergraduate students, graduate students, and the public at large. This pedagogical emphasis has both shaped the archive and has been shaped by the process of developing the archive.

The impact of air transport availability on research collaboration: A case study of four universities.

This paper analyzes the impact of air transport connectivity and accessibility on scientific collaboration. Numerous studies demonstrated that the likelihood of collaboration declines with increase in distance between potential collaborators. These works commonly use simple measures of physical distance rather than actual flight capacity and frequency. Our study addresses this limitation by focusing on the relationship between flight availability and the number of scientific co-publications. Furthermore, we distinguish two components of flight availability: (1) direct and indirect air connections between airports; and (2) distance to the nearest airport from cities and towns where authors of scientific articles have their professional affiliations. Based on Zero-inflated Negative Binomial Regression, we provide evidence that greater flight availability is associated with more frequent scientific collaboration. More flight connections (connectivity) and proximity of airport (accessibility) increase the expected number of coauthored scientific papers. Moreover, direct flights and flights with one transfer are more valuable for intensifying scientific cooperation than travels involving more connecting flights. Further, analysis of four organizational sub-datasets—Arizona State University, Indiana University Bloomington, Indiana University-Purdue University Indianapolis, and University of Michigan—shows that the relationship between airline transport availability and scientific collaboration is not uniform, but is associated with the research profile of an institution and the characteristics of the airport that serves this institution.

Insights Gained into Marginalized Students Access Challenges During the COVID-19 Academic Response

The American Chemical Society (ACS) Committee on Minority Affairs (CMA) endeavors to support all chemistry faculty and staff as they educate all of our students during this pandemic. While the chemistry education community and the ACS have both provided resources as most institutions transitioned to virtual platforms, this pandemic disproportionally affects our students of color, lower socio-economic and rural backgrounds, and students with disabilities. Specifically, these students must overcome hurdles of technology access, environmental disruptions, and cultural pressures in order to be successful. Therefore, CMA has formulated partnerships with both academic and industrial institutions to highlight some best practices to improve future virtual learning experiences of these oftentimes marginalized students. Specifically, the work presented here examines programs and policies at three academic institutions with very different student body demographics and surrounding learning environments (Indiana University Purdue University Indianapolis (IUPUI), The College of New Jersey (TCNJ), and Los Angeles Community College District (LACCD)) with an attempt to identify variables that enhance marginalized student success in chemistry courses. The combination of their results suggests elements such as access to technology, home responsibility, and impostor syndrome, that other learning programs should consider to increase virtual learning success. Furthermore, other stopgap measures implemented at industrial partners give insight as to how these considerations can be implemented during virtual internship programs to meet their learning objectives associated with entering their institutional pipeline.

Lithium-Sulfur Batteries: Attaining the Critical Metrics

Amruth Bhargav is a PhD student in the Materials Science and Engineering graduate program at the University of Texas at Austin. He obtained his B.E. in Mechanical Engineering from Visvesvaraya Technological University, India, in 2013 and a Master of Science in Mechanical Engineering from Indiana University-Purdue University Indianapolis in 2016. His research mainly focuses on lithium-sulfur and lithium-organosulfur batteries. Dr. Jiarui He is a postdoctoral fellow in the Texas Materials Institute at the University of Texas at Austin. He obtained his B.E. (2012) and his PhD (2018) in electronic information materials and devices from the University of Electronic Science and Technology of China. His research interests are in the area of electrochemical conversion and storage materials. He has authored more than 76 publications, with 3,000 citations and an h-index of 33 (Google Scholar). Abhay Gupta is a PhD student in the Materials Science and Engineering graduate program at the University of Texas at Austin. He received his bachelor’s degree from the Hildebrand Department of Petroleum and Geosystems Engineering at the University of Texas at Austin in 2016. His research mainly focuses on lithium-sulfur batteries with an emphasis on low-temperature performance. Professor Arumugam Manthiram is the Cockrell Family Regents Chair in engineering and the Director of Texas Materials Institute and the Materials Science and Engineering program at the University of Texas at Austin. His research interests are in the area of materials for rechargeable batteries and fuel cells, including novel synthesis approaches, advanced characterization, and prototype device fabrication. He has authored more than 800 publications, with 60,000 citations and an h-index of 123 (Google Scholar). See https://www.sites.utexas.edu/manthiram for further details.

An Essential Hospice Experience Course for Preclinical Students.

This article proposes an undergraduate hospice experience course as a new model of experiential learning, one that would provide effective preparation for students entering medical school and that would help them become better doctors. Medical humanities scholars scrutinize narrative models for inspiration and understanding, in order to develop teaching strategies that recognize the importance of the end of life and caring for patients appropriately. The written narrative, however, should not stand alone: the spoken, or shared narrative-the story as it is told by patients, friends, and family members-is equally important. Therefore, the authors urge that undergraduate premedical students spend time with patients who are dying. The Medical Humanities program at Indiana University-Purdue University Indianapolis (IUPUI) offers an experiential learning course that couples student volunteer hospice service with reflective analysis of the relationship between the end of life, medicine, and patient care and that emphasizes the value of the shared story. This article examines the development and implementation of the upper-level undergraduate Hospice Experience course as an invitation to a larger conversation about this important topic.

High-Impact Practices in Online Education: Research and Best Practices ed. by Kathryn E. Linder and Chrysanthemum Mattison Hayes

Reviewed by: High-Impact Practices in Online Education: Research and Best Practices ed. by Kathryn E. Linder and Chrysanthemum Mattison Hayes Jessica Hale Kathryn E. Linder and Chrysanthemum Mattison Hayes (Editors). High-Impact Practices in Online Education: Research and Best Practices. Sterling, VA: Stylus Publishing, 2018. 248 pp. Softcover: $30.86. ISBN 978–1620368473 In 2008, George Kuh published a collection of high-impact educational practices that are now considered fundamental in promoting student retention and engagement. High-Impact Practices in Online Education: Research and Best Practices, edited by Kathryn E. Linder and Chrysanthemum Mattison Hayes, examines the translation and application of these high-impact practices (HIPs) in the online environment. The text includes an introduction and summary written by the editors, twelve chapters exploring the existent literature and best practices for each HIP, and one chapter dedicated to the supporting role of the library in these efforts. The practices covered include first-year seminars, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity and global learning, [End Page E-32] internships, capstone courses and projects, and ePortfolios (recognized as a HIP in 2016 by Watson, Kuh, Rhodes, Light, & Chen). Chapter 1, by Jennifer Keup, discusses the evolution of first-year seminars (FYS) and the societal and technological trends leading to translation of these courses into the online environment. While few institutions currently offer FYS exclusively online, Keup presents data that indicates the number is growing. She highlights the pivotal role instructors play in making online FYS engaging for students and asserts that instruction across the institution can be improved by developing faculty to teach online FYS, using appropriate technology, and applying appropriate pedagogical strategies. Keup's analysis of the literature reveals that much of the existent research focuses on single instutions or case studies and, as a result, more large-scale scholarly research is needed examine the efficacy and outcomes of online FYS as HIPs, the prevalence and influence of online FYS, online FYS pedagogy and instruction, and the efficacy of other online first-year experience practices. Chapter 2, by Jason D. Baker and Michael Pregitzer, explores building a common intellectual experience in online coursework. The authors present a case study examining an online common learning experience at Regent University's College of Arts & Sciences. Using Kuh's research as a theortical framework, the authors developed a narrative, engagement, transformation (NET) model and applied it at the program level (utilizing master courses, course review, and program review) to create a continuity of experience for students. According to the authors, "By deliberately structuring the online program as a unified whole, rather than a collection of independent courses, and guiding students through their program with the use of an overarching narrative filled with rich and frequent engagement opportunities, students are more likely to have a transformational rather than transactional experience" (p. 37). Institutional analyses indicating strong graduation and retention rates among online students (exceeding those reported at peer institutions) are presented as support for this model. Chapter 3, by Kathy E. Johnson, Amy A. Powell, and Sarah S. Baker, discusses Learning Communities (LCs) as HIPs and the translation of this strategy into the online environment. While no direct research exists comparing outcomes of online learning communities to the outcomes of face-to-face learning communities, there is evidence to suggest that the essential LC components can be adapted to the online environment. The authors provide a list of research based strategies to promote community online and identify factors and models worth considering when developing LCs at a distance. Also addressed is the need for assessment tools that directly measure the impact of student and faculty participation in online LCs and the benefits of using taxonomies to engage in process evaluation and scaling efforts. The authors highlight the use of taxonomies to guide, evaluate, and scale HIPs in the California State University system and present a case study of how a taxonomy for themed online LCs is being utilized at Indiana University-Purdue University Indianapolis (IUPUI). Recommedations for how the taxonomy could be modified to support the development of other online LCs is also included. Chapter 4 examines writing-intensive courses as a HIP and identifies...

How Does the 15 to Finish Initiative Affect Academic Outcomes of Low-Income, First-Generation Students? Evidence from a College Promise Program in Indiana

As the cost of college tuition has increased, policymakers and practitioners have begun to examine the proliferation of college promise programs (i.e., tuition-free grant programs, debt free college programs) across the United States (Perna & Smith, 2020). These initiatives typically aim to lower or eliminate the cost of college attendance and in doing so increase college completion among underrepresented groups: predominantly low-income, first-generation, students of color. While several states and cities have announced or launched promise programs designed to improve college retention and completion, scholars of education policy and practitioners know relatively little about the implications of these initiatives, and whether certain policies or procedures are best suited to specific contexts. The purpose of this study is to determine what effect a statewide 30-credit hour annual completion policy had on the academic outcomes of college promise program recipients at two 4-year public research universities, Indiana University Bloomington (IUB) and Indiana University-Purdue University, Indianapolis (IUPUI). The policy, which has been emulated in many states, aims to encourage students to take 15 credits per semester (or 30 credits per year) and thereby remain on course to complete a bachelor’s degree in 4 years (Bill & Melinda Gates Foundation, 2015; Lumina Foundation, 2017; SHEEO, 2008; U.S. Office of the Press Secretary, 2009). While the new legislation adopted in Indiana is an attempt by the Indiana Commission for Higher Education (ICHE) to improve college completion and on-time graduation of students, very few scholar-practitioners, aside from a few within the University of Hawaii system and Complete College America (CCA), have provided evidence that attempting to complete 30 credits per academic year significantly improves academic performance and subsequently, degree completion rates among underrepresented students. This study examines the implementation of and subsequent policy change to the early-commitment college promise program, Indiana Twenty-First Century Scholarship (TFCS) Program. Using administrative data from the Indiana University’s University Institutional Research and Reporting (UIRR) office, representing 7,842 low-income students who enrolled shortly before and adopt the policy was implemented, this observational study employs a quasi-experimental, difference-in-differences (DiD) approach to explore the impact of the Indiana Code Title 21 (IC-21-12-6-7) (30 credit hour annual completion policy) on students’ academic outcomes. Specifically, this quantitative study examines the heterogenous treatment effects of this policy change on the academic performance (e.g., cumulative credit hours accumulated, cumulative grade point average [GPA], degree completion status) of Indiana TFCS recipients at IUB and IUPUI, compared to non-TFCS Pell recipients from the same time period (Fall 2011 through Fall 2014 cohorts). The study will be guided by the following research questions: (1) To what extent did the 30-credit hour annual completion policy (15 to Finish) achieve its intended effects: increasing credit accumulation, improving student progress and increasing graduation rates? and (2) How do any of the identified policy effects moderated by demographic factors (race, gender, generation) and pre-college characteristics (high school GPA, SAT score)? Does the policy appear to have differential effects for various types of students? Results suggest that the 30-credit hour annual completion policy showed a positive significant effect on credits and grades but had no effect on degree completion status at IUB (a small town, primarily residential, more selective, flagship research university). In addition, the study found a significant interaction effect for Gender and Generation Status when accounting for pre- and post-policy groups. Specifically, Gender yielded significant interaction effects on TFCS recipient academic outcomes in terms of Year 1 Cumulative Credits, Year 2 Cumulative Credits, and Year 1 Cumulative GPA, suggesting that female students at IUB appear to have significantly benefited from the 30-credit hour annual completion policy. The policy had no interaction effect on low-income, first-generation students enrolled at IUPUI (an urban, primarily nonresidential, moderately selective research university) for both the academic progress continuous variables and the college completion status binary variables. These findings demonstrate that the policy, which was related to a broader, national 15 to Finish initiative did not produce its intended effect, nor did it have any adverse consequences for low-income, first-generation students. The results of this policy evaluation research have important implications for policymakers, politicians, university administrators, and advanced practitioners who seek to design college promise programs for completion. This research contributes to the empirical literature on state policies aimed at increasing student progression and completion. Moreover, this study extends beyond the CCA’s 15 to Finish initiative and highlight the broader effects of required academic performance policies on student success. The study will inform public debate about and adjustments of the policy and will also highlight several directions for future research.

SPSP-CDA Best Practices at Indiana University– Purdue University Indianapolis (IUPUI): A Robust Set of Curricular Options from a Few Initial Seedlings

SPSP-CDA Best Practices at Indiana University– Purdue University Indianapolis (IUPUI): A Robust Set of Curricular Options from a Few Initial Seedlings

Creating Structured Linked Data to Generate Scholarly Profiles: A Pilot Project using Wikidata and Scholia

INTRODUCTION Wikidata, a knowledge base for structured linked data, provides an open platform for curating scholarly communication data. Because all elements in a Wikidata entry are linked to defining elements and metadata, other web systems can harvest and display the data in meaningful ways. Thus, Wikidata has the capacity to serve as the data source for faculty profiles. Scholia is an example of how third-party tools can leverage the power of Wikidata to provide faculty profiles and bibliographic, data-driven visualizations. DESCRIPTION OF PROGRAM In this article, we share our methods for contributing to Wikidata and displaying the data with Scholia. We deployed these methods as part of a pilot project in which we contributed data about a small but unique school on the Indiana University-Purdue University Indianapolis (IUPUI) campus, the IU Lilly Family School of Philanthropy. NEXT STEPS Following the completion of our pilot project, we aim to find additional methods for contributing large data collections to Wikidata. Specifically, we seek to contribute scholarly communication data that the library already maintains in other systems. We are also facilitating Wikidata edit-a-thons to increase the library’s familiarity with the knowledge base and our capacity to contribute to the site.

Summary of Twenty-First Century Great Conversations in Art, Neuroscience and Related Therapeutics.

Transdisciplinary collaboration is the future of knowledge making in advanced post-industrial societies and there is a growing awareness that the most vexing problems we face cannot be solved by any single discipline. Best practices for complex and challenging physical and mental disorders require a multi-disciplinary approach, yet there is a void in bridging the gap between the most contemporary models. It is in this capacity that the Twenty-First Century Great Conversations in Art, Neuroscience, and Related Therapeutics serves as a missing link. It was with active minds and a collective spirit that artists, scientists, therapists, physicians, engineers, technology experts, healthcare practitioners, and researchers from across the globe transcended historical silos to explore the capacities for collaborative partnerships to influence the health of patients and the amelioration of disease. Hosted at Indiana University-Purdue University Indianapolis (IUPUI), presenters shared insights through didactic sessions and panel discussions aligned with three tracks led by prominent experts in their respective fields: (1) Neuroaesthetics, Anjan Chatterjee, MD; (2) Creativity and Consciousness, Arne Dietrich, PhD; and (3) Mobile Brain/Body Imaging (MoBI), Klaus Gramann, PhD. The goals for this symposium were developed from a vision which embraces cross-disciplinary intersectionality, a merging of viewpoints, and active dialogue surrounding the development of a common language with which to advance the Creative Arts Therapies and neurosciences. The goal was also to contribute to the development of a simplified roadmap to enhance and enrich the CATs with a greater understanding of neuroscience and the available technologies that can assist in research.

Development of test scenarios and bicyclist surrogate for the evaluation of bicyclist automatic emergency braking systems

Purpose To support the standardized evaluation of bicyclist automatic emergency braking (AEB) systems, test scenarios, test procedures and test system hardware and software tools have been investigated and developed by the Transportation Active Safety Institute (TASI) at Indiana University-Purdue University Indianapolis. This paper aims to focus on the development of test scenarios and bicyclist surrogate for evaluating vehicle–bicyclist AEB systems. Design/methodology/approach The harmonized general estimates system (GES)/FARS 2010-2011 crash data and TASI 110-car naturalistic driving data (NDD) are used to determine the crash geometries and environmental factors of crash scenarios including lighting conditions, vehicle speeds, bicyclist speeds, etc. A surrogate bicyclist including a bicycle rider and a bicycle surrogate is designed to match the visual and radar characteristics of bicyclists in the USA. A bicycle target is designed with both leg pedaling and wheel rotation to produce proper micro-Doppler features and generate realistic motion for camera-based AEB systems. Findings Based on the analysis of the harmonized GES/FARS crash data, five crash scenarios are recommended for performance testing of bicyclist AEB systems. Combined with TASI 110-car naturalistic driving data, the crash environmental factors including lighting conditions, obscuring objects, vehicle speed and bicyclist speed are determined. The surrogate bicyclist was designed to represent the visual and radar characteristics of the real bicyclists in the USA. The height of the bicycle rider mannequin is 173 cm, representing the weighted height of 50th percentile US male and female adults. The size and shape of the surrogate bicycle were determined as 26-inch wheel and mountain/road bicycle frame, respectively. Both leg pedaling motion and wheel rotation are suggested to produce proper micro-Doppler features and support the camera-based AEB systems. Originality/value The results have demonstrated that the developed scenarios, test procedures and bicyclist surrogate will provide effective objective methods and necessary hardware and software tools for the evaluation and validation of bicyclist AEB systems. This is crucial for the development of advanced driver assistance systems.

Relevance of the Non‐canonical Complex Formed by Proteasome Subunit α4

The 20S proteasome plays an essential role in maintaining protein homeostasis as part of the larger 26S proteasome complex. It is composed of seven distinct α subunits and seven distinct β subunits arranged as a stack of four heptameric rings in an α7β7β7α7 manner. Assembly of these 28 subunits is very efficient and aided by assembly chaperones that function, in part, to prevent off‐pathway interactions. Certain α‐subunits of the proteasome form non‐canonical ring complexes in vitro. The significance of such complexes is not known but they could simply represent dead‐end, or off‐pathway, assemblies. We recently provided the first in vivo evidence of such a non‐canonical ring complex formed by the yeast α4 subunit. Levels of this complex increase when proteasome function is compromised. Here, we aim to further investigate the relevance of this α4 high molecular weight complex (α4HMWC). Using a salt bridge disruption strategy, we achieved destabilization of the α4HMWC without affecting proteasome assembly. If the α4 HMWCs are important physiologically, we may observe growth phenotypes of the resulting yeast mutant lacking this complex. Our results will help determine whether this complex is an off‐pathway, or dead‐end, product or whether it may have an independent function within the cell.Support or Funding InformationResearch Support Funds Grant from Indiana University‐Purdue University Indianapolis to A.R.KThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.