Research and Creative Activity, July 1, 2020-June 30, 2021: Major Sponsored Programs and Faculty Accomplishments in Research and Creative Activity, University of Nebraska-Lincoln

Foreword by Bob Wilhelm, Vice Chancellor for Research and Economic Development, University of Nebraska-Lincoln: This booklet highlights successes in research, scholarship and creative activity by University of Nebraska–Lincoln faculty during the fiscal year running July 1, 2020, to June 30, 2021. It lists investigators, project titles and funding sources on major grants and sponsored awards received during the year; fellowships and other recognitions and honors bestowed on our faculty; books and chapters published by faculty; performances, exhibitions and other examples of creative activity; patents and licensing agreements issued; National Science Foundation I-CORPS teams; and peer-reviewed journal articles and conference presentations. In recognition of the important role faculty have in the undergraduate experience at Nebraska, this booklet notes the students and mentors participating in the Undergraduate Creative Activities and Research Experience (UCARE) and the First-Year Research Experience (FYRE) programs. While metrics cannot convey the full impact of our work, they are tangible measures of growth. A few achievements of note: • UNL achieved a record $320 million in total research expenditures in FY 2020, a 43• Our faculty earned 1,508 sponsored research awards in FY 2020. University-sponsored industry activity also spurred economic growth for Nebraska. • Nebraska Innovation Campus created 1,948 jobs statewide and had a total economic impact of$372 million. • Industry sponsorship supported $19.2 million in research expenditures. • NUtech Ventures brought in$6.48 million in licensing income. I applaud the Nebraska Research community for its determination and commitment during a challenging year. Your hard work has made it possible for our momentum to continue growing. Our university is poised for even greater success. The Grand Challenges initiative provides a framework for developing bold ideas to solve society’s greatest issues, which is how we will have the greatest impact as an institution. Please visit research.unl.edu/grandchallenges to learn more. We’re also renewing our campus commitment to a journey of anti-racism and racial equity, which is among the most important work we’ll do. I am pleased to present this record of accomplishments. Contents Awards of $5 Million or More Awards of$1 Million to $4,999,999 Awards of$250,000 to $999,999 50 Early Career Awards Arts and Humanities Awards of$250,000 or More Arts and Humanities Awards of $50,000 to$249,999 Arts and Humanities Awards of $5,000 to$49,999 Patents License Agreements National Science Foundation Innovation Corps Teams Creative Activity Books Recognitions and Honors Journal Articles 105 Conference Presentations UCARE and FYRE Projects Glossar

Research and Creative Activity, July 01, 2021-June 30, 2022: Major Sponsored Programs and Faculty Accomplishments in Research and Creative Activity, University of Nebraska-Lincoln

Foreword by Bob Wilhelm, Vice Chancellor for Research and Economic Development: This booklet highlights successes in research, scholarship and creative activity by University of Nebraska–Lincoln faculty during the fiscal year running July 1, 2021, to June 30, 2022. It lists investigators, project titles and funding sources on major grants and sponsored awards that were active during the year; fellowships and other recognitions and honors bestowed on our faculty; books, chapters and creative literature published by faculty; performances, exhibitions and other examples of creative activity; patents and licensing agreements; and conference presentations. In recognition of the important role faculty play in the undergraduate experience at Nebraska, this booklet notes the students and mentors participating in the Undergraduate Creative Activities and Research Experience (UCARE) and the First-Year Research Experience (FYRE) programs. Increasing impact through research and creative activity is one of the six core aims of the N2025 strategic plan. A few measurements of progress made this year: • UNL achieved a record $321 million in total research expenditures in FY 2021, a 31• Our faculty earned 1,560 sponsored research awards in FY 2021. N2025 aims also include contributing to economic growth throughout the state and broadening Nebraska’s engagement in community, industry and global partnerships. These are some measures of our efforts to commercialize university-sponsored research and partner with industry: • Nebraska Innovation Campus created 2,127 jobs statewide. The cumulative impact of NIC investments totals$328.9 million. • Industry sponsorship supported $19.8 million in research expenditures. • NUtech Ventures brought in$6.36 million in licensing income. I want to thank the Nebraska Research community for its willingness to collaborate, mentor and redefine success in research and creative activity. Your leadership is paving the way for future growth and providing an unparalleled educational experience. At Nebraska, it is the people who make the place. Because of your dedication and expertise, Nebraska is positioned to solve some of the world’s most wicked problems. I am impressed by your commitment to the Grand Challenges initiative, a strategic investment of up to $40 million over four years for projects in the high-impact areas of anti-racism and racial equity; climate resilience; early childhood education and development; health equity; quantum science and engineering; science and technology literacy for society; and sustainable food and water security. More than 180 faculty, staff and students are contributing to projects funded in Year 1. Another N2025 aim is to create a climate that emphasizes, prioritizes and expands inclusive excellence and diversity. In the Office of Research and Economic Development, we continue to seek ways to remove barriers to success and ensure all Nebraska researchers have the resources they need to thrive. Thank you for the feedback you’ve thoughtfully provided. I am pleased to present this record of accomplishments. Contents Awards of$5 Million or More Awards of $1 Million to$4,999,999 Awards of $250,000 to$999,999 Early Career Awards Arts and Humanities Awards of $250,000 or More Arts and Humanities Awards of$50,000 to $249,999 Arts and Humanities Awards of$5,000 to $49,999 Patents License Agreements National Science Foundation Innovation Corps Teams Creative Activity Books Recognitions and Honors Journal Articles Conference Presentations UCARE and FYRE Projects Glossar

The Universal Primer - An open source solution for archiving, organizing and streaming live lectures

Many disparate projects providing open access to educational videos are currently available or under development. These projects lack a unifying interface for accessing content, employ differing content licenses, and provide little or no infrastructure for user-contribution or live teaching. The goal of the Universal Primer is to address these problems, and allow anyone, anywhere, to teach or learn anything that can be reasonably taught or learned through a computer. The Universal Primer is : • A fully open source solution for streaming live lectures. • A Wikipedia-like website for uploading and organizing open-licensed community-contributed educational material. Relevance: The Universal Primer is an attempt at building a global educational network that allows teacher's and students to connect across the globe. Submission Category: CDIO Project demonstration session Keywords – online, video, streaming, community, open-sourc

World language teacher education and Web-Enhanced Language Learning (WELL): How K-12 world language teachers learn to effectively use (WELL) technologies in the classroom

The purpose of this mixed methods study was to find out the ways in which web enhanced language learning (WELL) technologies are learned that make them more likely to be effectively integrated into the K-12 classroom. Specifically, the study investigated characteristics of WELL teacher training that translate to effective classroom implementation. The theoretical and conceptual frameworks used were Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) and the Teachers of English as a Second Language (TESOL) Technology Standards (2008). Both quantitative and qualitative data were gathered from surveys, interviews, and observations of K-12 world language teachers in North Carolina. This study integrated quantitative and qualitative data in a convergent sequential design. Descriptive statistics and Pearson’s Chi Square goodness of fit tests were used to analyze the quantifiable responses on the survey and thematic coding was used for the open responses. Thematic coding and categorization were used to analyze the interview and observation data. The findings of the study revealed teachers mostly learned to use WELL technologies by themselves, with colleagues, through teacher education activities and through online sources. Additionally, they stated that effective WELL teacher education activities are interactive, allow for practice time and help teachers preemptively troubleshoot potential problems. Teachers applied their WELL teacher education by using TESOL (2008) defined effective practices in classroom. They used WELL technologies to provide individualized practice, increase student motivation, to engage students into language learning, and provide access to authentic resources. Although teachers learned to use WELL technologies in a variety of ways, they used effective practices to integrate what they had learned into the curriculum. Nonetheless, they still desired increased access to more effective teacher education activities that could aid them in continuing to be knowledgeable practitioners of technology in world language classrooms. This study provided several implications for how teacher educators should conduct training activities, how teacher education programs can support pre-service teachers, and how school districts can support in-service teachers

Exploring the influence of emerging media technologies on public high school teachers

The purpose of this research is to better understand the influence emerging media technologies such as MP3 players, cell phones, and social networking sites are having on teachers in public high schools. Through the experiences teachers and staff members shared with us, the reader will gain a better understanding of how teachers and staff members feel student personal media devices (PMDs) and school instructional technologies are influencing their work, both positively and negatively. A case study approach was the primary research methodology used to collect information for this study. Data were collected by a research team through teacher and student interviews, classroom observations, and student shadowing opportunities. Teachers and staff members who participated in this study volunteered because of their interest in this topic, and students were recommended by teachers because of their interest in technology. A standardized interview protocol was utilized in both the teacher and student interviews to ensure higher levels of validity and trustworthiness. The data collected were analyzed and common themes surfaced to demonstrate how teachers and staff members perceive emerging media technologies are influencing their role as educators. Results from the analysis show that teachers and staff members believe there are both positive and negative outcomes stemming from technology. Overwhelmingly, teachers feel student PMDs are negatively influencing their work. The data results suggest that teachers are using the instructional technologies available to them to support their existing teaching methods. However, there is some evidence that points to teachers beginning to allow students to use technology in new ways that support engagement

Teaching Innovation for the 21st Century : a collection of UJ teaching and learning vignettes

Abstract: Please refer to full text to view abstract

Google Glass App for Displaying ASL Videos for Deaf Children – The Preliminary Race

Glass Vision 3D is a grant-funded project focused on the goal of developing and researching the feasibility & usability of a Google Glass app that will allow young Deaf children to look at an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Session will show the system (Glass app) that was developed and summarize feedback gathered during focus-group testing of the prototype