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Students (like all people) have elements of both growth and fixed mindsets. We studied shifts in both types of student mindsets over three one-semester courses. We found no significant change in students’ growth mindset at the beginning of the semester compared to the end of the semester. However, students’ fixed mindsets showed a statistically significant increase from the beginning of the semester to the end of the semester. Two multilevel models were used to understand why students’ fixed mindsets may have increased 1) personal sourcesmastery goal, performance goal, and internal recognition, and 2) situational sourcesclassroom goal orientations and external recognition. Students’ endorsement of a performance goal orientation, which focuses on demonstrating competence and managing others’ perception of their abilities, increased their fixed mindset views at the end of the semester. In the model focused on situational sources, we found that students’ fixed mindset increased when they perceived their classroom environment endorsed a performance-approach goal structure and by receiving external recognition. When comparing both models, students’ fixed mindset increase was largely explained by classroom environmental sources. Specifically, students’ fixed mindsets increased when they perceived that their classroom environment valued a demonstration of competence (i.e., classroom performance-approach). Being recognized as an engineer by peers and instructors also increased students’ fixed views of their abilities. Conversely, one situational source was found to decrease students’ fixed mindset views, i.e., a classroom environment that promotes mastery goals. Our study points to an apparent and crucial role engineering classroom environments have in promoting certain mindsets. The study concludes with one pedagogical strategy that may help mitigate the inadvertent promotion of a fixed mindset, e.g., a mastery learning pedagogical intervention. 

This is a board presentation at the 2023 ASEE Annual Conference describing the HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP). Commitment to Learning Instilled by a Mastery-Based Undergraduate Program (CLIMBUP) is an NSF IUSE:HSI project centered on re-designing courses with high non-completion rates (C- or lower) that have implications towards students’ graduation, transfer ability and retention. Despite decades of effort to create active, inquiry-based learning practices in classrooms, our institution continues to see equity gaps and many required courses with noncompletion rates exceeding 50%. Grading practices have been identified as one of the main culprits in the persistence of equity gaps. As a Hispanic Serving Institution, we recognize and value the diversity of experience that our students bring to our campuses and are committed to utilizing their strengths by creating datadriven, equitable grading practices that give students space to take risks and bring alternative viewpoints to our classrooms and be rewarded. We believe a Mastery-Based Grading (MBG) approach can address problems that a traditional grading approach has caused. The CLIMB-UP project is building the infrastructure to support and train STEM faculty (both tenure-line and adjuncts) to redesign and teach a Mastery-Based Graded (MGB) course, and is conducting research on faculty experiences and on the change in student attitudes, mindsets, and outcomes. 

Synopsis High-resolution imaging, 3D modeling, and quantitative analyses are equipping evolutionary biologists with new approaches to understanding the variation and evolution of the musculoskeletal system. However, challenges with interpreting DiceCT data and higher order use of modeled muscles have not yet been fully explored, and the error in and accuracy of some digital methods remain unclear. West Indian Anolis lizards are a model clade for exploring patterns in functional adaptation, ecomorphology, and sexual size dimorphism in vertebrates. These lizards possess numerous jaw muscles with potentially different anatomies that sculpt the adductor chamber of the skull. Here we test approaches to quantifying the musculoskeletal shape of the heads of two species of Anolis: A. pulchellus and A. sagrei. We employ comparative approaches such as DiceCT segmentation of jaw muscles, 3D surface attachment mapping, and 3D landmarking with the aim of exploring muscle volumes, 3D muscle fiber architecture, and sexual dimorphism of the skull. We then compare sources of measurement error in these 3D analyses while also presenting new 3D musculoskeletal data from the Anolis feeding apparatus. These findings demonstrate the accessibility and repeatability of these emerging techniques as well as provide details regarding the musculoskeletal anatomy of the heads of A. pulchellus and A. sagrei which show potential for further research of comparative biomechanics and evolution in the clade. 

The AMPLIFY project, funded through the NSF HSI Program, seeks to amplify the educational change leadership of Engineering Instructional Faculty (EIF) working at Hispanic Serving Institutions (HSIs). HSIs are public or private institutions of higher education enrolling over 25% full-time undergraduate Hispanic or Latinx-identifying students [1]. Many HSIs are exemplars of developing culturally responsive learning environments and supporting the persistence and access of Latinx engineering students, as well as students who identify as members of other marginalized populations [2]. Our interest in the EIF population at HSIs arises from the growing body of literature indicating that these faculty play a central role in educational change through targeted initiatives, such as student-centered support programs and the use of inclusive curricula that connect to their students’ cultural identities [3]–[7]. Our research focuses on exploring methods for amplifying the engineering educational change efforts at HSIs by 1) making visible the experiences of engineering instructional faculty at HSIs and 2) designing, implementing, and evaluating a leadership development model for engineering instructional faculty, thereby 3) equipping and supporting these faculty as they lead educational change efforts. To achieve these goals, our project team, comprising educational researchers, engineering instructional faculty, instructional designers, and graduate students from three HSIs (two majority-minority and one emerging HSI), seeks to address the following research questions: 1) What factors impact the self-efficacy and agency of EIF at HSIs to engage in educational change initiatives that encourage culturally responsive, evidence-based teaching within their classrooms, institutions, or beyond? 2) What are the necessary competencies for EIF to be leaders of this sort of educational change? 3) What individual, institutional, and professional development program features support the educational change leadership development of EIF at HSIs? 4) How does engagement in leadership development programming impact EIF educational leadership self-efficacy and agency toward developing and using culturally responsive and evidence-based approaches at HSIs? This multi-year project uses various qualitative, quantitative, and participatory research methods embedded in a series of action research cycles to provide a richer understanding of the successes and needs of EIF at HSIs [8]. The subsequent design and implementation of the AMPLIFY Institute will make visible the features and content of instructional faculty development programs that promote educational innovation at HSIs and foster a deeper understanding of the framework's impact on faculty innovation and leadership. 

A<sc>bstract</sc> A measurement of the angular structure of inclusive jets and those containing a prompt D⁰meson in proton-proton collisions at the LHC at a center-of-mass energy of 5.02 TeV is presented. The data corresponding to an integrated luminosity of 301 pb⁻¹were collected by the CMS experiment in 2017. Two jet grooming algorithms, late-k_Tand soft drop, are used to study the intrajet radiation pattern using iterative Cambridge-Aachen declustering. The splitting-angle distributions of jets with transverse momentum (p_T) of around 100 GeV, obtained with these two algorithms, show that there is a shift of the distribution for jets containing a prompt D⁰meson with respect to inclusive jets. The suppression of emissions at small angles observed in the late-k_Tgrooming approach is consistent with the dead-cone effect, whereas the similar suppression for splittings selected with the soft-drop algorithm appears to be induced by gluon splitting to charm quark-antiquark pairs at large angles. The measured distributions are corrected to the particle level and can be used to constrain model predictions for the substructure of high-p_Tcharm quark jets. 

A<sc>bstract</sc> A measurement of the substructure of bottom quark jets (b jets) in proton-proton (pp) collisions is presented. The measurement uses data collected in pp collisions at$$ \sqrt{s}=5.02 $$ $\sqrt{s}=5.02$TeV, with a low number of simultaneous interactions per bunch crossing, recorded by the CMS experiment in 2017, corresponding to an integrated luminosity of 301 pb⁻¹. An algorithm to identify and cluster the charged decay daughters of b hadrons is developed for this analysis, which facilitates the exposure of the gluon radiation pattern of b jets using iterative Cambridge-Aachen declustering. The soft-drop-groomed jet radius,R_g, and momentum balance,z_g, of b quark jets are presented. These observables can be used to test perturbative quantum chromodynamics predictions that account for mass effects. Because the b hadron is partially reconstructed from its charged decay daughters, only charged particles are used for the jet substructure studies. In addition, a jet fragmentation function,z_b,ch, is measured, which is defined as the distribution of the ratio of the transverse momentum (p_T) of the partially reconstructed b hadron with respect to the charged-particle component of the jetp_T. The substructure variable distributions are unfolded to the charged-particle level. The b jet substructure is compared to the substructure of jets in an inclusive jet sample that is dominated by light-quark and gluon jets in order to assess the role of the b quark mass. A strong suppression of emissions at smallR_gvalues is observed for b jets when compared to inclusive jets, consistent with the dead-cone effect. The measurement is also compared with theoretical predictions from Monte Carlo event generators. This is the first substructure measurement of b jets that clusters together the b hadron decay daughters independent of the b hadron species and decay channel. 

A<sc>bstract</sc> Thepp→W^±(→μ^±ν_μ)Xcross-sections are measured at a proton-proton centre-of-mass energy$$ \sqrt{s}=5.02 $$ $\sqrt{s}=5.02$TeV using a dataset corresponding to an integrated luminosity of 100 pb⁻¹recorded by the LHCb experiment. Considering muons in the pseudorapidity range 2.2< η <4.4, the cross-sections are measured differentially in twelve intervals of muon transverse momentum between 28< p_T<52 GeV. Integrated overp_T, the measured cross-sections are$$ {\displaystyle \begin{array}{c}{\sigma}_{W^{+}\to {\mu}^{+}{\nu}_{\mu }}=300.9\pm 2.4\pm 3.8\pm 6.0\ \textrm{pb},\\ {}{\sigma}_{W^{-}\to {\mu}^{-}{\overline{\nu}}_{\mu }}=236.9\pm 2.1\pm 2.7\pm 4.7\ \textrm{pb},\end{array}} $$ $\begin{array}{c}{\sigma }_{W^{+}\to {\mu }^{+}{\nu }_{\mu }}=300.9\pm 2.4\pm 3.8\pm 6.0\mathrm{pb},\\ {\sigma }_{W^{-}\to {\mu }^{-}{\overline{\nu }}_{\mu }}=236.9\pm 2.1\pm 2.7\pm 4.7\mathrm{pb},\end{array}$ where the first uncertainties are statistical, the second are systematic, and the third are associated with the luminosity calibration. These integrated results are consistent with theoretical predictions. This analysis introduces a new method to determine theW-boson mass using the measured differential cross-sections corrected for detector effects. The measurement is performed on this statistically limited dataset as a proof of principle and yields$$ {m}_W=80369\pm 130\pm 33\ \textrm{MeV}, $$ $m_W=80369\pm 130\pm 33\mathrm{MeV},$ where the first uncertainty is experimental and the second is theoretical.