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1. The Effects of Gist Information and Scientific Quality on Damages in a Civil Trial

   Dellapaolera, K.S. ( March 2020 , Annual Conference of the American Psychology-Law Society.)

   Abstract: 100 words Jurors are increasingly exposed to scientific information in the courtroom. To determine whether providing jurors with gist information would assist in their ability to make well-informed decisions, the present experiment utilized a Fuzzy Trace Theory-inspired intervention and tested it against traditional legal safeguards (i.e., judge instructions) by varying the scientific quality of the evidence. The results indicate that jurors who viewed high quality evidence rated the scientific evidence significantly higher than those who viewed low quality evidence, but were unable to moderate the credibility of the expert witness and apply damages appropriately resulting in poor calibration. Summary: <1000 words Jurors and juries are increasingly exposed to scientific information in the courtroom and it remains unclear when they will base their decisions on a reasonable understanding of the relevant scientific information. Without such knowledge, the ability of jurors and juries to make well-informed decisions may be at risk, increasing chances of unjust outcomes (e.g., false convictions in criminal cases). Therefore, there is a critical need to understand conditions that affect jurors’ and juries’ sensitivity to the qualities of scientific information and to identify safeguards that can assist with scientific calibration in the courtroom. The current project addresses these issues with an ecologically valid experimental paradigm, making it possible to assess causal effects of evidence quality and safeguards as well as the role of a host of individual difference variables that may affect perceptions of testimony by scientific experts as well as liability in a civil case. Our main goal was to develop a simple, theoretically grounded tool to enable triers of fact (individual jurors) with a range of scientific reasoning abilities to appropriately weigh scientific evidence in court. We did so by testing a Fuzzy Trace Theory-inspired intervention in court, and testing it against traditional legal safeguards. Appropriate use of scientific evidence reflects good calibration – which we define as being influenced more by strong scientific information than by weak scientific information. Inappropriate use reflects poor calibration – defined as relative insensitivity to the strength of scientific information. Fuzzy Trace Theory (Reyna & Brainerd, 1995) predicts that techniques for improving calibration can come from presentation of easy-to-interpret, bottom-line “gist” of the information. Our central hypothesis was that laypeople’s appropriate use of scientific information would be moderated both by external situational conditions (e.g., quality of the scientific information itself, a decision aid designed to convey clearly the “gist” of the information) and individual differences among people (e.g., scientific reasoning skills, cognitive reflection tendencies, numeracy, need for cognition, attitudes toward and trust in science). Identifying factors that promote jurors’ appropriate understanding of and reliance on scientific information will contribute to general theories of reasoning based on scientific evidence, while also providing an evidence-based framework for improving the courts’ use of scientific information. All hypotheses were preregistered on the Open Science Framework. Method Participants completed six questionnaires (counterbalanced): Need for Cognition Scale (NCS; 18 items), Cognitive Reflection Test (CRT; 7 items), Abbreviated Numeracy Scale (ABS; 6 items), Scientific Reasoning Scale (SRS; 11 items), Trust in Science (TIS; 29 items), and Attitudes towards Science (ATS; 7 items). Participants then viewed a video depicting a civil trial in which the defendant sought damages from the plaintiff for injuries caused by a fall. The defendant (bar patron) alleged that the plaintiff (bartender) pushed him, causing him to fall and hit his head on the hard floor. Participants were informed at the outset that the defendant was liable; therefore, their task was to determine if the plaintiff should be compensated. Participants were randomly assigned to 1 of 6 experimental conditions: 2 (quality of scientific evidence: high vs. low) x 3 (safeguard to improve calibration: gist information, no-gist information [control], jury instructions). An expert witness (neuroscientist) hired by the court testified regarding the scientific strength of fMRI data (high [90 to 10 signal-to-noise ratio] vs. low [50 to 50 signal-to-noise ratio]) and gist or no-gist information both verbally (i.e., fairly high/about average) and visually (i.e., a graph). After viewing the video, participants were asked if they would like to award damages. If they indicated yes, they were asked to enter a dollar amount. Participants then completed the Positive and Negative Affect Schedule-Modified Short Form (PANAS-MSF; 16 items), expert Witness Credibility Scale (WCS; 20 items), Witness Credibility and Influence on damages for each witness, manipulation check questions, Understanding Scientific Testimony (UST; 10 items), and 3 additional measures were collected, but are beyond the scope of the current investigation. Finally, participants completed demographic questions, including questions about their scientific background and experience. The study was completed via Qualtrics, with participation from students (online vs. in-lab), MTurkers, and non-student community members. After removing those who failed attention check questions, 469 participants remained (243 men, 224 women, 2 did not specify gender) from a variety of racial and ethnic backgrounds (70.2% White, non-Hispanic). Results and Discussion There were three primary outcomes: quality of the scientific evidence, expert credibility (WCS), and damages. During initial analyses, each dependent variable was submitted to a separate 3 Gist Safeguard (safeguard, no safeguard, judge instructions) x 2 Scientific Quality (high, low) Analysis of Variance (ANOVA). Consistent with hypotheses, there was a significant main effect of scientific quality on strength of evidence, F(1, 463)=5.099, p=.024; participants who viewed the high quality evidence rated the scientific evidence significantly higher (M= 7.44) than those who viewed the low quality evidence (M=7.06). There were no significant main effects or interactions for witness credibility, indicating that the expert that provided scientific testimony was seen as equally credible regardless of scientific quality or gist safeguard. Finally, for damages, consistent with hypotheses, there was a marginally significant interaction between Gist Safeguard and Scientific Quality, F(2, 273)=2.916, p=.056. However, post hoc t-tests revealed significantly higher damages were awarded for low (M=11.50) versus high (M=10.51) scientific quality evidence F(1, 273)=3.955, p=.048 in the no gist with judge instructions safeguard condition, which was contrary to hypotheses. The data suggest that the judge instructions alone are reversing the pattern, though nonsignificant, those who received the no gist without judge instructions safeguard awarded higher damages in the high (M=11.34) versus low (M=10.84) scientific quality evidence conditions F(1, 273)=1.059, p=.30. Together, these provide promising initial results indicating that participants were able to effectively differentiate between high and low scientific quality of evidence, though inappropriately utilized the scientific evidence through their inability to discern expert credibility and apply damages, resulting in poor calibration. These results will provide the basis for more sophisticated analyses including higher order interactions with individual differences (e.g., need for cognition) as well as tests of mediation using path analyses. [References omitted but available by request] Learning Objective: Participants will be able to determine whether providing jurors with gist information would assist in their ability to award damages in a civil trial. 

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2. Valuing Diversity and Enacting Inclusion in Engineering (VDEIE): Validity Evidence for a New Scale

   Rambo-Hernandez, K. E. ; Atadero, R. A.: ; Morris, M. ; Park, S. ; Casper, A. M. ; Pedersen, B. A. ; Schwartz, J. ; Hensel, R. ( December 2021 , IJEE International Journal of Engineering Education)

   Ahmad Ibrahim (Ed.)

   The purpose of this paper is to detail the initial validation of a scale to assess engineering students’ attitudes toward the value of diversity in engineering and their intentions to enact inclusive behaviors. In study 1, we administered the scale four times. We subjected the first administration to exploratory factor analysis (EFA), and the remaining three administrations to both confirmatory factor analysis (CFA) and tests of longitudinal measurement invariance (LMI). All tests indicated strong evidence for the internal structure of the factor structure of the survey. The four factors were: engineers should value diversity to (a) fulfill a greater purpose and (b) serve customers better; and engineers should (c) challenge discriminatory behavior and (d) promote a healthy work environment. In study 2, we again assessed the structure of the data as described in study 1 and then used the scale to assess potential differences between undergraduate students who participated in activities designed to promote diversity, equity, and inclusion (DEI) (n=116) and those who did not (n=137). Students in the intervention classes demonstrated a small statistically significant increase in their intention to promote a healthy team environment in reference to the comparison classes. No differences were observed between the classes on the other factors. Future directions and implications are discussed. 

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3. Developing two-year college student engineering technology career profiles

   https://doi.org/10.18260/1-2--36945  

   Frady, K. ; Brown, C. ; High, K. ; Hughes, C. ; O’Hara, R. ; & Huang, S. ( July 2021 , Annual American Society for Engineering Education Conference)

   There is little research or understanding of curricular differences between two- and four-year programs, career development of engineering technology (ET) students, and professional preparation for ET early career professionals [1]. Yet, ET credentials (including certificates, two-, and four-year degrees) represent over half of all engineering credentials awarded in the U.S [2]. ET professionals are important hands-on members of engineering teams who have specialized knowledge of components and engineering systems. This research study focuses on how career orientations affect engineering formation of ET students educated at two-year colleges. The theoretical framework guiding this study is Social Cognitive Career Theory (SCCT). SCCT is a theory which situates attitudes, interests, and experiences and links self-efficacy beliefs, outcome expectations, and personal goals to educational and career decisions and outcomes [3]. Student knowledge of attitudes toward and motivation to pursue STEM and engineering education can impact academic performance and indicate future career interest and participation in the STEM workforce [4]. This knowledge may be measured through career orientations or career anchors. A career anchor is a combination of self-concept characteristics which includes talents, skills, abilities, motives, needs, attitudes, and values. Career anchors can develop over time and aid in shaping personal and career identity [6]. The purpose of this quantitative research study is to identify dimensions of career orientations and anchors at various educational stages to map to ET career pathways. The research question this study aims to answer is: For students educated in two-year college ET programs, how do the different dimensions of career orientations, at various phases of professional preparation, impact experiences and development of professional profiles and pathways? The participants (n=308) in this study represent three different groups: (1) students in engineering technology related programs from a medium rural-serving technical college (n=136), (2) students in engineering technology related programs from a large urban-serving technical college (n=52), and (3) engineering students at a medium Research 1 university who have transferred from a two-year college (n=120). All participants completed Schein’s Career Anchor Inventory [5]. This instrument contains 40 six-point Likert-scale items with eight subscales which correlate to the eight different career anchors. Additional demographic questions were also included. The data analysis includes graphical displays for data visualization and exploration, descriptive statistics for summarizing trends in the sample data, and then inferential statistics for determining statistical significance. This analysis examines career anchor results across groups by institution, major, demographics, types of educational experiences, types of work experiences, and career influences. This cross-group analysis aids in the development of profiles of values, talents, abilities, and motives to support customized career development tailored specifically for ET students. These findings contribute research to a gap in ET and two-year college engineering education research. Practical implications include use of findings to create career pathways mapped to career anchors, integration of career development tools into two-year college curricula and programs, greater support for career counselors, and creation of alternate and more diverse pathways into engineering. Words: 489 References [1] National Academy of Engineering. (2016). Engineering technology education in the United States. Washington, DC: The National Academies Press. [2] The Integrated Postsecondary Education Data System, (IPEDS). (2014). Data on engineering technology degrees. [3] Lent, R.W., & Brown, S.B. (1996). Social cognitive approach to career development: An overivew. Career Development Quarterly, 44, 310-321. [4] Unfried, A., Faber, M., Stanhope, D.S., Wiebe, E. (2015). The development and validation of a measure of student attitudes toward science, technology, engineeirng, and math (S-STEM). Journal of Psychoeducational Assessment, 33(7), 622-639. [5] Schein, E. (1996). Career anchors revisited: Implications for career development in the 21st century. Academy of Management Executive, 10(4), 80-88. [6] Schein, E.H., & Van Maanen, J. (2013). Career Anchors, 4th ed. San Francisco: Wiley. 

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4. The Temple University Digital Pathology Corpus: The Breast Tissue Subset

   https://doi.org/10.1109/SPMB52430.2021.9672275  

   Wevodau, Z. ; Doshna, B. ; Jhala, N. ; Akhtar, I. ; Obeid, I. ; Picone, J. ( December 2021 , Proceedings of the IEEE Signal Processing in Medicine and Biology Symposium (SPMB))

   Obeid, I. (Ed.)

   The Neural Engineering Data Consortium (NEDC) is developing the Temple University Digital Pathology Corpus (TUDP), an open source database of high-resolution images from scanned pathology samples [1], as part of its National Science Foundation-funded Major Research Instrumentation grant titled “MRI: High Performance Digital Pathology Using Big Data and Machine Learning” [2]. The long-term goal of this project is to release one million images. We have currently scanned over 100,000 images and are in the process of annotating breast tissue data for our first official corpus release, v1.0.0. This release contains 3,505 annotated images of breast tissue including 74 patients with cancerous diagnoses (out of a total of 296 patients). In this poster, we will present an analysis of this corpus and discuss the challenges we have faced in efficiently producing high quality annotations of breast tissue. It is well known that state of the art algorithms in machine learning require vast amounts of data. Fields such as speech recognition [3], image recognition [4] and text processing [5] are able to deliver impressive performance with complex deep learning models because they have developed large corpora to support training of extremely high-dimensional models (e.g., billions of parameters). Other fields that do not have access to such data resources must rely on techniques in which existing models can be adapted to new datasets [6]. A preliminary version of this breast corpus release was tested in a pilot study using a baseline machine learning system, ResNet18 [7], that leverages several open-source Python tools. The pilot corpus was divided into three sets: train, development, and evaluation. Portions of these slides were manually annotated [1] using the nine labels in Table 1 [8] to identify five to ten examples of pathological features on each slide. Not every pathological feature is annotated, meaning excluded areas can include focuses particular to these labels that are not used for training. A summary of the number of patches within each label is given in Table 2. To maintain a balanced training set, 1,000 patches of each label were used to train the machine learning model. Throughout all sets, only annotated patches were involved in model development. The performance of this model in identifying all the patches in the evaluation set can be seen in the confusion matrix of classification accuracy in Table 3. The highest performing labels were background, 97% correct identification, and artifact, 76% correct identification. A correlation exists between labels with more than 6,000 development patches and accurate performance on the evaluation set. Additionally, these results indicated a need to further refine the annotation of invasive ductal carcinoma (“indc”), inflammation (“infl”), nonneoplastic features (“nneo”), normal (“norm”) and suspicious (“susp”). This pilot experiment motivated changes to the corpus that will be discussed in detail in this poster presentation. To increase the accuracy of the machine learning model, we modified how we addressed underperforming labels. One common source of error arose with how non-background labels were converted into patches. Large areas of background within other labels were isolated within a patch resulting in connective tissue misrepresenting a non-background label. In response, the annotation overlay margins were revised to exclude benign connective tissue in non-background labels. Corresponding patient reports and supporting immunohistochemical stains further guided annotation reviews. The microscopic diagnoses given by the primary pathologist in these reports detail the pathological findings within each tissue site, but not within each specific slide. The microscopic diagnoses informed revisions specifically targeting annotated regions classified as cancerous, ensuring that the labels “indc” and “dcis” were used only in situations where a micropathologist diagnosed it as such. Further differentiation of cancerous and precancerous labels, as well as the location of their focus on a slide, could be accomplished with supplemental immunohistochemically (IHC) stained slides. When distinguishing whether a focus is a nonneoplastic feature versus a cancerous growth, pathologists employ antigen targeting stains to the tissue in question to confirm the diagnosis. For example, a nonneoplastic feature of usual ductal hyperplasia will display diffuse staining for cytokeratin 5 (CK5) and no diffuse staining for estrogen receptor (ER), while a cancerous growth of ductal carcinoma in situ will have negative or focally positive staining for CK5 and diffuse staining for ER [9]. Many tissue samples contain cancerous and non-cancerous features with morphological overlaps that cause variability between annotators. The informative fields IHC slides provide could play an integral role in machine model pathology diagnostics. Following the revisions made on all the annotations, a second experiment was run using ResNet18. Compared to the pilot study, an increase of model prediction accuracy was seen for the labels indc, infl, nneo, norm, and null. This increase is correlated with an increase in annotated area and annotation accuracy. Model performance in identifying the suspicious label decreased by 25% due to the decrease of 57% in the total annotated area described by this label. A summary of the model performance is given in Table 4, which shows the new prediction accuracy and the absolute change in error rate compared to Table 3. The breast tissue subset we are developing includes 3,505 annotated breast pathology slides from 296 patients. The average size of a scanned SVS file is 363 MB. The annotations are stored in an XML format. A CSV version of the annotation file is also available which provides a flat, or simple, annotation that is easy for machine learning researchers to access and interface to their systems. Each patient is identified by an anonymized medical reference number. Within each patient’s directory, one or more sessions are identified, also anonymized to the first of the month in which the sample was taken. These sessions are broken into groupings of tissue taken on that date (in this case, breast tissue). A deidentified patient report stored as a flat text file is also available. Within these slides there are a total of 16,971 total annotated regions with an average of 4.84 annotations per slide. Among those annotations, 8,035 are non-cancerous (normal, background, null, and artifact,) 6,222 are carcinogenic signs (inflammation, nonneoplastic and suspicious,) and 2,714 are cancerous labels (ductal carcinoma in situ and invasive ductal carcinoma in situ.) The individual patients are split up into three sets: train, development, and evaluation. Of the 74 cancerous patients, 20 were allotted for both the development and evaluation sets, while the remain 34 were allotted for train. The remaining 222 patients were split up to preserve the overall distribution of labels within the corpus. This was done in hope of creating control sets for comparable studies. Overall, the development and evaluation sets each have 80 patients, while the training set has 136 patients. In a related component of this project, slides from the Fox Chase Cancer Center (FCCC) Biosample Repository (https://www.foxchase.org/research/facilities/genetic-research-facilities/biosample-repository -facility) are being digitized in addition to slides provided by Temple University Hospital. This data includes 18 different types of tissue including approximately 38.5% urinary tissue and 16.5% gynecological tissue. These slides and the metadata provided with them are already anonymized and include diagnoses in a spreadsheet with sample and patient ID. We plan to release over 13,000 unannotated slides from the FCCC Corpus simultaneously with v1.0.0 of TUDP. Details of this release will also be discussed in this poster. Few digitally annotated databases of pathology samples like TUDP exist due to the extensive data collection and processing required. The breast corpus subset should be released by November 2021. By December 2021 we should also release the unannotated FCCC data. We are currently annotating urinary tract data as well. We expect to release about 5,600 processed TUH slides in this subset. We have an additional 53,000 unprocessed TUH slides digitized. Corpora of this size will stimulate the development of a new generation of deep learning technology. In clinical settings where resources are limited, an assistive diagnoses model could support pathologists’ workload and even help prioritize suspected cancerous cases. ACKNOWLEDGMENTS This material is supported by the National Science Foundation under grants nos. CNS-1726188 and 1925494. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. REFERENCES [1] N. Shawki et al., “The Temple University Digital Pathology Corpus,” in Signal Processing in Medicine and Biology: Emerging Trends in Research and Applications, 1st ed., I. Obeid, I. Selesnick, and J. Picone, Eds. New York City, New York, USA: Springer, 2020, pp. 67 104. https://www.springer.com/gp/book/9783030368432. [2] J. Picone, T. Farkas, I. Obeid, and Y. Persidsky, “MRI: High Performance Digital Pathology Using Big Data and Machine Learning.” Major Research Instrumentation (MRI), Division of Computer and Network Systems, Award No. 1726188, January 1, 2018 – December 31, 2021. https://www. isip.piconepress.com/projects/nsf_dpath/. [3] A. Gulati et al., “Conformer: Convolution-augmented Transformer for Speech Recognition,” in Proceedings of the Annual Conference of the International Speech Communication Association (INTERSPEECH), 2020, pp. 5036-5040. https://doi.org/10.21437/interspeech.2020-3015. [4] C.-J. Wu et al., “Machine Learning at Facebook: Understanding Inference at the Edge,” in Proceedings of the IEEE International Symposium on High Performance Computer Architecture (HPCA), 2019, pp. 331–344. https://ieeexplore.ieee.org/document/8675201. [5] I. Caswell and B. Liang, “Recent Advances in Google Translate,” Google AI Blog: The latest from Google Research, 2020. [Online]. Available: https://ai.googleblog.com/2020/06/recent-advances-in-google-translate.html. [Accessed: 01-Aug-2021]. [6] V. Khalkhali, N. Shawki, V. Shah, M. Golmohammadi, I. Obeid, and J. Picone, “Low Latency Real-Time Seizure Detection Using Transfer Deep Learning,” in Proceedings of the IEEE Signal Processing in Medicine and Biology Symposium (SPMB), 2021, pp. 1 7. https://www.isip. piconepress.com/publications/conference_proceedings/2021/ieee_spmb/eeg_transfer_learning/. [7] J. Picone, T. Farkas, I. Obeid, and Y. Persidsky, “MRI: High Performance Digital Pathology Using Big Data and Machine Learning,” Philadelphia, Pennsylvania, USA, 2020. https://www.isip.piconepress.com/publications/reports/2020/nsf/mri_dpath/. [8] I. Hunt, S. Husain, J. Simons, I. Obeid, and J. Picone, “Recent Advances in the Temple University Digital Pathology Corpus,” in Proceedings of the IEEE Signal Processing in Medicine and Biology Symposium (SPMB), 2019, pp. 1–4. https://ieeexplore.ieee.org/document/9037859. [9] A. P. Martinez, C. Cohen, K. Z. Hanley, and X. (Bill) Li, “Estrogen Receptor and Cytokeratin 5 Are Reliable Markers to Separate Usual Ductal Hyperplasia From Atypical Ductal Hyperplasia and Low-Grade Ductal Carcinoma In Situ,” Arch. Pathol. Lab. Med., vol. 140, no. 7, pp. 686–689, Apr. 2016. https://doi.org/10.5858/arpa.2015-0238-OA. 

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5. The Continued Development and Validity Testing of an Engineering Design Value-Expectancy Scale (EDVES) for High School Students

   Youssef, S. ( August 2022 , ASEE Annual Conference & Exposition)

   As more institutions create first year engineering programs that teach an engineering design process, there is a growing desire to prepare students for this coursework in the high school setting. When exposing such a broad population to these ideas, a primary question arises regarding student attitudes toward engineering and how these attitudes develop over time. That is, how does this exposure to engineering design influence student attitudes toward engineering? Moreover, answering this question will allow educators to better understand what motivates students to learn, how much their motivation impacts their overall mastery of these skills, and how these aspects of engineering self-efficacy and engineering design may differ between those who are on a pre-engineering track and those who are not. To begin answering this question, high school students enrolled in the Olathe City school system of Olathe, Kansas completed Engineering Problem-Framing Design Activities (EPDAs) in participating science courses (AP physics, physics, advanced biotechnology, chemistry, honors chemistry, biology, honors biology, and physical science specifically) of the traditional science and engineering academy curriculums offered by the district. Student engineering self-efficacy and motivation was also measured at the beginning and end of their coursework. This was conducted via a new instrument, the Engineering Design Value-Expectancy Scale (EDVES), which includes 38 items across three primary subscales: expectancy of success in, perceived value of, and identification with engineering and design. The development of this tool was presented and discussed in a previous study where the EDVES instrument was analyzed for validity among first-year undergraduate engineering students. In this work, the responses of high school students on the EDVES were analyzed to establish validity in this new population and to begin exploring trends in student responses based on their sub-population. Validity testing was completed via Cook’s validation evidence model with respect to scoring, generalization, and extrapolation evidence. The pre-course EDVES responses obtained were used to complete validation and trend analysis (note that post-course data was not readily available at the time of analysis). 

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