ASU Scholarship Showcase

The shift from cookbook to authentic research-based lab courses in undergraduate biology necessitates the need for evaluation and assessment of these novel courses. Although the biology education community has made progress in this area, it is important that we interpret the effectiveness of these courses with caution and remain mindful of inherent limitations to our study designs that may impact internal and external validity. The specific context of a research study can have a dramatic impact on the conclusions. We present a case study of our own three-year investigation of the impact of a research-based introductory lab course, highlighting how volunteer students, a lack of a comparison group, and small sample sizes can be limitations of a study design that can affect the interpretation of the effectiveness of a course.

Course-based undergraduate research experiences (CUREs) meet national recommendations for integrating research experiences into life science curricula. As such, CUREs have grown in popularity and many research studies have focused on student outcomes from CUREs. Institutional change literature highlights that understanding faculty is also key to new pedagogies succeeding. To begin to understand faculty perspectives on CUREs, we conducted semi-structured interviews with 61 faculty who teach CUREs regarding why they teach CUREs, what the outcomes are, and how they would discuss a CURE with a colleague. Using grounded theory, participant responses were coded and categorized as tangible or intangible, related to both student and faculty-centered themes. We found that intangible themes were prevalent, and that there were significant differences in the emphasis on tangible themes for faculty who have developed their own independent CUREs when compared with faculty who implement pre-developed, national CUREs. We focus our results on the similarities and differences among the perspectives of faculty who teach these two different CURE types and explore trends among all participants. The results of this work highlight the need for considering a multi-dimensional framework to understand, promote, and successfully implement CUREs.

Recently, near-field thermal radiation has attracted much attention in several fields since it can exceed the Planck blackbody limit through the coupling of evanescent waves. In this work, near-field radiative heat transfer between two semi-infinite dual uniaxial electromagnetic metamaterials with two different material property sets is theoretically analyzed. The near-field radiative heat transfer is calculated using fluctuational electrodynamics incorporated with anisotropic wave optics. The underlying mechanisms, namely, magnetic hyperbolic mode, magnetic surface polariton, electrical hyperbolic mode, and electrical surface polariton, between two homogeneous dual uniaxial electromagnetic metamaterials are investigated by examining the transmission coefficient and the spectral heat flux. The effect of vacuum gap distance is also studied, which shows that the enhancement at smaller vacuum gap is mainly due to hyperbolic mode and surface plasmon polariton modes. In addition, the results show that the contribution of s-polarized waves is significant and should not be excluded due to the strong magnetic response regardless of vacuum gap distances. The fundamental understanding and insights obtained here will facilitate the finding and application of novel materials for near-field thermal radiation.

In this work, we report the design of a wavelength-tunable infrared metamaterial by tailoring magnetic resonance condition with the phase transition of vanadium dioxide (VO₂). Numerical simulation based on the finite-difference time-domain method shows a broad absorption peak at the wavelength of 10.9 μm when VO₂ is a metal, but it shifts to 15.1 μm when VO₂ changes to dielectric phase below its phase transition temperature of 68 °C. The large tunability of 38.5% in the resonance wavelength stems from the different excitation conditions of magnetic resonance mediated by plasmon in metallic VO₂ but optical phonons in dielectric VO₂. The physical mechanism is elucidated with the aid of electromagnetic field distribution at the resonance wavelengths. A hybrid magnetic resonance mode due to the plasmon-phonon coupling is also discussed. The results here would be beneficial for active control of thermal radiation in novel electronic, optical, and thermal devices.

Vision and Change in Undergraduate Biology Education outlined five core concepts intended to guide undergraduate biology education: 1) evolution; 2) structure and function; 3) information flow, exchange, and storage; 4) pathways and transformations of energy and matter; and 5) systems. We have taken these general recommendations and created a Vision and Change BioCore Guide—a set of general principles and specific statements that expand upon the core concepts, creating a framework that biology departments can use to align with the goals of Vision and Change. We used a grassroots approach to generate the BioCore Guide, beginning with faculty ideas as the basis for an iterative process that incorporated feedback from more than 240 biologists and biology educators at a diverse range of academic institutions throughout the United States. The final validation step in this process demonstrated strong national consensus, with more than 90% of respondents agreeing with the importance and scientific accuracy of the statements. It is our hope that the BioCore Guide will serve as an agent of change for biology departments as we move toward transforming undergraduate biology education.

Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel.

In this work, a selective solar absorber made of nanostructured titanium gratings deposited on an ultrathin MgF₂ spacer and a tungsten ground film is proposed and experimentally demonstrated. Normal absorptance of the fabricated solar absorber is characterized to be higher than 0.9 in the UV, visible and, near infrared (IR) regime, while the mid-IR emittance is around 0.2. The high broadband absorption in the solar spectrum is realized by the excitation of surface plasmon and magnetic polariton resonances, while the low mid-IR emittance is due to the highly reflective nature of the metallic components. Further directional and polarized reflectance measurements show wide-angle and polarization-insensitive high absorption within solar spectrum. Temperature-dependent spectroscopic characterization indicates that the optical properties barely change at elevated temperatures up to 350 °C. The solar-to-heat conversion efficiency with the fabricated metamaterial solar absorber is predicted to be 78% at 100 °C without optical concentration or 80% at 400 °C with 25 suns. The performance could be further improved with better fabrication processes and geometric optimization during metamaterial design. The strong spectral selectivity, favorable diffuse-like behavior, and good thermal stability make the metamaterial selective absorber promising for significantly enhancing solar thermal energy harvesting in various systems at mid to high temperatures.

In this work, we numerically demonstrate an infrared (IR) frequency-tunable selective thermal emitter made of graphene-covered silicon carbide (SiC) gratings. Rigorous coupled-wave analysis shows temporally-coherent emission peaks associated with magnetic polariton (MP), whose resonance frequency can be dynamically tuned within the phonon absorption band of SiC by varying graphene chemical potential. An analytical inductor–capacitor circuit model is introduced to quantitatively predict the resonance frequency and further elucidate the mechanism for the tunable emission peak. The effects of grating geometric parameters, such as grating height, groove width and grating period, on the selective emission peak are explored. The direction-independent behavior of MP and associated coherent emission are also demonstrated. Moreover, by depositing four layers of graphene sheets onto the SiC gratings, a large tunability of 8.5% in peak frequency can be obtained to yield the coherent emission covering a broad frequency range from 820 to 890 cm^-1. The novel tunable metamaterial could pave the way to a new class of tunable thermal sources in the IR region.