The Tennessee Governor's School

The Tennessee Governor’s School for Scientific Models and Data Analysis

Sunday, May 24th through Friday, June 26th, 2015

Annual Report to Governor Bill Haslam and the People of the State of Tennessee

Dr. Anant P. Godbole, Director Ms. Angela Haga, Assistant Director

Funded by: The Tennessee Department of Education Division of Special Programs

Presented by: East Tennessee State University Center of Excellence in Mathematics and Science Education

Created, Edited and Prepared by: Ms. Angela Haga

Contents I. The People: Leadership Team, Faculty and Staff, Counselors and Students ...... 2 II. The Program: Courses, Seminars and More ...... 2 A. Academic courses ...... 2 B. Plenary sessions ...... 2 C. GS Scientific Models &Data Analysis Web site ...... 3 IV. The Results: Scholar Evaluations ...... 3 V. The Strengths: Four Keys to Successful Outcomes ...... 4 VI. Conclusion ...... 4 APPENDIX A ...... 5 2015 Faculty and Staff Bios ...... 5 Primary Instructors ...... 5 Dr. Karl Joplin ...... 5 Dr. Nicole Lewis ...... 5 Support Faculty, Staff and Field Trip Contacts ...... 6 Mrs. Jennifer Bauer ...... 6 Mr. Jon J. Carley ...... 6 Dr. Anant Godbole ...... 6 Mrs. Mary Jane Greene ...... 6 Dr. Gary Henson ...... 7 Mr. Fred Hilton ...... 7 Dr. Thomas (T.J.) Jones ...... 7 Dr. Hugh Miller ...... 7 Mrs. Sherry Morelock ...... 8 Dr. Diane R. Nelson ...... 8 Mitch Robinson, Ph.D...... 8 Dr. Edith Seier ...... 8 Dr. Chih-Che Tai ...... 9 Mr. Doug Taylor ...... 9 Mr. Travis Watson ...... 9 Dr. Robert White ...... 9 APPENDIX B ...... 10 2015 Counselor Bios ...... 10 Stephanie Umbewust- (Lead Counselor) ...... 10

Created, Edited and Prepared by: Ms. Angela Haga

Lydia Carr ...... 10 Amanda Hill ...... 10 Nicholas Papworth ...... 10 2015 Student Demographics by Student Name ...... 11 2015 Student Demographics by High School ...... 12 2015 Student Demographics by County ...... 13 2015 Student Name and Address...... 14 Alphabetical Order ...... 14 APPENDIX C ...... 15 2015 Statistical Summary ...... 15 GENDER ...... 15 CLASS 2011-2012 ...... 15 ETHNIC BREAKDOWN ...... 15 HIGH SCHOOLS REPRESENTED...... 15 COUNTIES REPRESENTED ...... 15 APPENDIX D ...... 16 2015 Course Offerings ...... 16 Goal and Objectives ...... 16 Course Work ...... 16 9:30-12:00pm Course ...... 16 1:00-3:00pm Course ...... 16 1:00-3:00pm Course ...... 16 Module 1. - The Scientific Method...... 18 Module 2. - The Cell and Statistics ...... 18 Module 3.-Size and Scale ...... 19 Module 4- Mendelian Genetics ...... 19 Module 5.-DNA Genetics ...... 20 Module 6- Evolution ...... 20 Governor’s School Student Projects ...... 21 Dr. Joplin: (ForensicEtomology) ...... 21 Dr. Hugh Miller : (Cancer Cells/Cell Culture) ...... 21 Dr. Nicole Lewis: (Probability) ...... 21 Dr. Karl Joplin: (Circadian Acitivity of Lucilia Flies) ...... 21

Created, Edited and Prepared by: Ms. Angela Haga

Dr. Nicole Lewis: (Bayesian Statistics). Spin a penny on a table. Let p denote the probability that it lands heads. We want to estimate this probability starting with different prior beliefs about p...... 22 Dr. Karl Joplin : (Micro-Array Data Analysis) ...... 22 Dr. Nicole Lewis: (Arc-Sine & Other Bathtub Shaped Distributions) ...... 22 APPENDIX E ...... 23 2015 Student Evaluation Results ...... 23 I. Overall Program (30 out of 30 students completed the evaluation form) ...... 23 II. Academic Component/Workload ...... 23 III. Core Educational Program ...... 23 IV. On-Campus Meals ...... 24 V. Dormitory Lodging...... 24 VI. Faculty (Professor)/Courses ...... 25 VII. Resident Counselors ...... 25 VIII. Special Activities ...... 25 APPENDIX F...... 26 2015 Comments (Field Trips) ...... 26 COMMENTS: Opinions of scholars ...... 26 Overall Program Evaluation ...... 27 Comments ...... 27

Created, Edited and Prepared by: Ms. Angela Haga

Tennessee Governor's School for Scientific Models and Data Analysis Program Summary and Evaluation for 2015

I. The People: Leadership Team, Faculty and Staff, Counselors and Students

A. Leadership team: The year-round work of preparation for the 2015 Tennessee Governor’s School for Scientific Models and Data Analysis was carried out by the assistant director Ms. Angela Haga.

B. Faculty and staff: The for-credit faculty consisted of two (2) full-time East Tennessee State University faculty members: one from the Department of Mathematics, one from the Department of Biology. The faculty and staff biographies are in Appendix A.

C. Counselors: Four East Tennessee State University students served as resident counselors. Since they have more contact with the Scholars than any other staff member, the counselors are a crucial part of the GSSM&DA program. Each of the four (4) counselors were responsible for 7.5 scholars with one counselor acting as a resident “counselor at large”. The biographies of the counselors are in Appendix B.

D. Students: The thirty (30) Scholars who attended represented thirteen (13) Tennessee counties. There were eighteen (18) females and twelve (12) males. Twenty-two (22) of the students were rising seniors and eight (8) were rising juniors. A statistical breakdown of the student body, including the counties from which the Scholars came, may be found in Appendix C. II. The Program: Courses, Seminars and More

A. Academic courses: There were two (2) academic courses offered, one at 9:00am- 11:45am and one in the afternoon 1:00-4:00pm. The curriculum was designed to expose the Scholars to a rich selection of mathematics and science courses consisting of general biology, symbiosis, and probability and statistics; descriptions of all of the courses are in Appendix D. BIOL 1110-011 Course MATH 1530-014 Course A 15 students at 50% A 22 students at 73% A- 6 students at 20% A- 5 students at 17% B+ 5 students at 17% B 2 student at 6.60% B 1 student at 3.20% B- 1 students at 3.4% B- 2 students at 6.60% C+ 1 student at 3.20%

B. Plenary sessions: The plenary sessions consisted of Dr. Anant Godbole, the resident counselors, and the GS scholars. The sessions started at 9:00am and were completed by 9:30am. The sessions were on Tuesday’s of the five (5) week period.

C. GS Scientific Models &Data Analysis Web site: Ms. Haga is in charge of the website and is updating it periodically with pertinent information regarding the 2015 Governor’s School and the upcoming 2016 Governor’s School.

III. The Rest of the Experience: Culture, Fun, and Competition Embedded in Science

A. Scholars had the opportunity to participate in the following field trips: The Gray Fossil Site in Gray, TN; Snap-On Tools in Kingsport, TN; ETSU Quillen College of Medicine Medical School Labs in Johnson City, TN; Historic Jonesborough in Jonesborough, TN; Roan Mountain State Park in Roan Mountain, TN; Pisgah National Forest in Nebo, NC; Aerojet- Rocketdyne in Jonesborough, TN; Bays Mountain State Park in Kingsport, TN; Eastman Chemical Company in Kingsport, TN; Wetlands Water Park in Jonesborough, TN and the Carter Family Fold and Museum in Hiltons, VA; and the White’s Organic Farm in Afton, TN.

B. The staff worked hard to create a learning community, putting students together with each other as well as with the staff and GS Scientific Models & Data Analysis faculty in informal settings such as project group meetings, open time, activities with counselors, and the plenary meetings.

C. The food services provider, ARAMARK, prepared meals while scholars were on campus (breakfast, lunch, dinner). The opening and closing banquets also contributed a sense of formality and accomplishment to the program; Scholars had the opportunity to speak at the closing banquet which was held at the Millennium Centre Ballroom here in Johnson City.

D. An ice cream and cake party celebrating the Scholar birthdays falling within the School provided a brief escape from the students’ studies.

E. A memory “Yearbook” featuring pictures taken throughout the Governor’s School program created by Ms. Haga and was given to all of the Scholars and counselors for a keepsake at the closing luncheon.

F. Ms. Haga also compiled the photos that were taken during the five (5) week Governor’s School program into a “Movie” w/music that was shown during the closing ceremonies and she will incorporate the photos (movie) onto a DVD that will be mailed to all the graduating scholars and counselors at a later date. IV. The Results: Scholar Evaluations

The Scholars’ satisfaction with the 2015 GS Scientific Models & Data Analysis program is reflected in the overall rating of the program, with 83.2 percent of the Scholars rating the program as either "excellent" (5) "very good" (4) or “good” (3) a cumulative rating of 4.0 out of 5. Evaluations of various aspects of the program were rated as follows:

Overall Program: 4.43 / 5 Counselors: 3.33 / 5 Academic component/workload: 5.00 / 5 On-Campus meals: 2.17 / 5 Faculty/courses: 4.50 / 5 Dormitory Lodging: 4.60 / 5

Student Evaluation comment results are attached as Appendix E. Virtually all of the Scholars wrote specific responses to the “overall feedback” question on the evaluation. A complete, unedited text of those comments is attached, with the numerical specifics, as Appendix F. 3

V. The Strengths: Four Keys to Successful Outcomes

A. A dedicated, talented, and interested faculty and staff who enjoyed working with these gifted and talented rising juniors and seniors.

B. Highly motivated students. All thirty (30) Scholars’ who began the program completed it. Each of those thirty (30) earned the full seven (7) hours of credit.

C. The successful class for Scientific Models and Data Analysis was a for-credit program, which included academic and interpersonal/social components. A full 83.2 percent of the students thought the balance of activities were “Excellent”, “Very Good,” or “Good” and the university courses offered were carefully selected as likely to “count” as part of the general education requirements at virtually any institution the students might later attend.

D. The work of the director Dr. Anant P. Godbole, the instructors, professors, counselors and, especially, the GS Scientific Models & Data Analysis assistant director Angela Haga. VI. Conclusion

This 2015 Governor’s School for Scientific Models and Data Analysis program was highly successful. We had a challenging curriculum, an enthusiastic faculty and staff, and a gifted and talented group of Scholars. The Governor’s Schools are among Tennessee’s best investments, and the entire Scientific Models and Data Analysis team is already looking forward to an even better program in 2016.

APPENDIX A 2015 Faculty and Staff Bios The Tennessee Governor’s School for Scientific Models and Data Analysis

Primary Instructors

Dr. Karl Joplin Dr. Nicole Lewis Karl Joplin is an Associate Nicole is an Assistant Professor in the department of Professor of the Department Biological Sciences, College of of Mathematics and Arts and Sciences at East Statistics, College of Arts and Tennessee State University Sciences at East Tennessee (ETSU). He received his BS from State University (ETSU). She the University of Washington, received her BS degree in his MS in Entomology and his Ph.D. in the Mathematics from ETSU and Molecular. Cellular and Developmental Biology her MS degree in Statistics from the University of program at the Ohio State University. He did Tennessee. postdoctoral research at OSU before joining the faculty at ETSU. Karl’s undergraduate instructional She received her Ph.D. degree in Statistics from the experience is at a primarily undergraduate University of South Carolina. Lewis' undergraduate institution and includes 1) non-majors biology, 2) instructional experience is at a primarily General Biology for Majors I and II, 3) General undergraduate institution, and includes 1) Entomology, 4) Recombinant DNA Laboratory, 5) Probability and Statistics – Non-calculus, 2) Evolution, and 6) Honors Great Ideas in Science. His Applications of Statistics. In addition, she has research interests involve Molecular and offered graduate courses in Applied Multivariate Physiological Aspects of Diapause in insects, Statistical Analysis. Her research interests are in Respiratory Physiology during insect development, applied statistics and proteomics. She has and developmental and environmental effects on experience in Latex, Minitab, R, and SAS. insect behavior. He has chaired 7 MS projects. He is currently the program director of a HHMI grant SYMBIOSIS: An Introductory Integrated Mathematics and Biology Curriculum. This is a three semester introductory level course that gives the students credit for biology, statistics and calculus.

Several ETSU math and science faculty as well as other resource individuals provided special learning sessions that enhanced and enriched the classroom studies. All of the ETSU faculty provided “experimental design” sessions in which they shared their research and the experimental design they used to carry out the research. These sessions provided excellence background information for students as they designed and carried out their own research projects. The students also experienced an array of off-campus trips ranging from studies at the Gray Fossil Site to the SNAP-ON-Tools Laboratories. The individuals who led these sessions are also included. A brief bio for each of these individuals is provided on pages 6 thru 9.

Support Faculty, Staff and Field Trip Contacts

Mrs. Jennifer Bauer Mr. Jon J. Carley Ms. Bauer was born in Baltimore, John is responsible for managing Maryland. She relocated to beautiful East the Snap-on Tools Elizabethton, Tennessee not long after graduating from TN manufacturing facility with high school. East Tennessee State 400+ employees. Primary products University is her alma mater, three times produced are wrenches, ratchets, over, completing a Bachelor’s Degree in pry bars, punches, and chisels. Biology and Art, followed by an MS in Science Education, Processes include hot forging, machining, heat treating, and an MA in Teaching. Jennifer is also a frequent chrome plating, and assembly. He has worked for Snap- contributor to the Tennessee Conservationist magazine. on Tools since September 2005. His former positions She is employed as a Park Manager at Sycamore Shoals include, HNI Corporation, the HON Company and Hearth State Historic Area in Elizabethton, beginning her career and Home Technologies. in the role of Park Interpretive Specialist at Roan Mountain State Park for 21 years prior to promotion. Of Jon is a graduate of Lindenwood University in 1991 with the utmost importance to her in her professional and an MBA in Management and from Western Illinois personal life, is becoming a good environmental and University in 1989. He is a board member of the cultural educator, coupled to a strong belief in the Tennessee Chamber of Commerce & Industry and importance of conservation and preservation. She is in President of the Elizabethton/Carter County Association her 4th year of serving on the board of directors of the for Business & Industry. He enjoys gold, racquetball, Elizabethton/Carter County Chamber of Commerce. traveling and investing. Most importantly, she loves to spend as much time as He may be contacted at 423-543-5771 or 423-895-0835 possible with her two daughters, a 2 year old or [email protected] granddaughter, and her husband.

She may be contacted at 423-543-5808 or [email protected] . Dr. Anant Godbole Mrs. Mary Jane Greene Anant Godbole is a professional Mary Jane Greene has been mathematician and mathematics employed by Aerojet- Rocketdyne for educator. He has held positions at 25 years. Over the course of her Michigan Technological University, employment with Aerojet- University of California (Santa Barbara Rocketdyne she has worked in many and Berkeley), and The Johns Hopkins areas including Manufacturing, University. He has been Department Chair and Associate Quality, and Process Engineering; however, she has Dean at various stages in his career, and looks forward to found her passion in working with people within the leading the Center of Excellence in Mathematics and Human Resource Department. She currently holds the Science Education in the years to come. position of Human Resource Manager for the Tennessee facility. Mary Jane attended Northeast State Anant has written over 100 professional papers, and Community College to complete general core classes been awarded around $8M in grant funding, mainly and then transferred to Milligan College where she through the national Science Foundation. He runs a obtained a Bachelor’s Degree in Business Administration nationally recognized REU (Research Experiences for in December of 2002. Undergraduates) program. More information can be She may be contacted at 423-753-1200 or found on his website http://faculty.etsu.edu/godbolea , [email protected] on his CV,

http://faculty.etsu.edu/godbolea/dec2012vita.pdf , and at the REU page http://www.etsu.edu/cas/math/activities/reu.aspx

He may be contacted at 423-439-7589 or [email protected] 6

Dr. Gary Henson Mr. Fred Hilton Dr. Henson has been involved in Mr. Hilton is the Department astronomy research and education Supervisor for the Nature for over 25 years. As a research Interpretive Services Department astronomer, he has studied at Bays Mountain State Park in Variable Stars using observatories Kingsport, TN. He was responsible in New Mexico, Arizona, Oregon, for arranging our tour and and at ETSU. As an educator he has taught not only at scheduling the viewing of the wolves and raptors the university level, but has contributed much to public habitats, he also arranged for the GS students to attend outreach programs throughout his career. He currently the Nature Program and viewing the area fauna and serves as the director of both the ETSU Harry D. Powell flora. Observatory and ETSU Planetarium and received the He may be contacted at 423-229-9447 or 2004 Distinguished Faculty Award for Service at [email protected] . ETSU. Dr. Henson is the Assistant Professor, ETSU Faculty since 1989, B.S. - University of Central Arkansas, M.S. - University of New Mexico, Ph.D. - University of Oregon (1989). Professional Interests: Visible & infrared photometry and polarimetry of variable stars.

He may be contacted at 423-439-6906 or [email protected].

Dr. Thomas (T.J.) Jones Dr. Hugh Miller Dr. Jones is currently working in the Dr. Miller earned his bachelor degree biological sciences department at East in Microbiology from ETSU in 1979. Tennessee State University and In 1986 he earned a Ph. D. in specialized in Behavioral Ecology, biochemistry from the University of Neuroethology, and Science Education. Tennessee at Knoxville. After a In 1990 Dr. Jones received his B.S. in postdoctoral fellowship at the Biology from the Cleveland State University, and in 1993, Medical University of South Carolina, he received his M.S. in Biology. In 2000, Dr. Jones he joined the faculty of the Biological Sciences received his Ph.D. in Evolution, Ecology, and Evolutionary Department in 1988. While at ETSU, Dr. Miller has Biology from the Ohio State University. Dr. Jones has a mentored several undergraduates and graduate broad-based research program in the areas of animal students. In addition, he has been involved with behavior, ecology, population genetics, and curriculum issues by serving on both the College and neuroethology. Specifically, he is interested in the University Curriculum committees. During academic evolution of cooperation, sociality and dispersal year 2005/2006, he served the department of Biological strategies. Sciences in the capacity of Interim Chair. Recently, he has been involved in several funded educational grants He may be contacted at 423-439-6930 or including the NSF funded ATE grant, NSF funded Talent [email protected]. Expansion in Quantitative Biology, and the HHMI funded Symbiosis grant. Also, he serves the department one of two undergraduate advisors. During the Governor’s School, Dr. Miller was responsible for organizing and running the laboratory component of the Symbiosis course.

He may be contacted at 423-439-6922 or [email protected].

Mrs. Sherry Morelock Dr. Diane R. Nelson Mrs. Morelock is the contact person for Dr. Nelson is Professor Emerita of the Eastman Chemical Company- Biological Sciences at East Tennessee Eastman Laboratories in Kingsport, TN. State University, having retired in May She is the Corporate Social 2003 after 35 years of service. In 1993, Responsibility Specialist and Global she received the ETSU Distinguished Community Affairs-Education. She had Faculty Award, the university’s highest a vital role in arranging our field trip to the Eastman award for combined achievements in teaching, research, Laboratories. Sherry scheduled our visit to the Biotech and service. In April 2000 she was selected by the Lab, the Polymer Synthesis Lab, and the Physical Testing Association of Southeastern Biologists as the recipient Lab. She also arranged the bridge building contest, and of the Meritorious Teaching Award, the society’s most lunch at the Eastman visitor center. prestigious award. Although she “officially” retired from

She may be contacted at 423-229-5353 or ETSU, she continues to conduct research, teach [email protected] workshops, and provide service to her profession. She teaches Marine Biology occasionally at ETSU and gives programs for the Johnson City Hands-On Museum as well as for numerous civic organizations, churches, and public schools in the Tri-Cities area. She is also Curator of Invertebrates and Science Education Consultant for the ETSU and General Shale Brick Natural History Museum at the Gray Fossil Site.

She may be contacted at [email protected] .

Mitch Robinson, Ph.D. Dr. Edith Seier Dr. Robinson is the Associate Dean Dr. Seier is an Associate Professor of for Graduate Studies. He is currently Mathematics/Statistics at East Associate Dean for Graduate Studies Tennessee State University. She and Professor of Biochemistry and received her Ph.D. in Statistics in 1998 Molecular Biology and at the James from the University of Wyoming. Dr. H. Quillen College of Medicine. He is Seier is currently teaching the a native of western North Carolina following courses: Statistical and holds a B.S. degree from the University of North Modeling, Applications of Statistics, Probability & Carolina at Chapel Hill and a Ph.D. from Wake Forest Statistics (Algebra based), Probability & Statistics University. As Associate Dean, he oversees admissions, (Calculus based), and Time Series. Her areas of interest curriculum and all academic activities in the M.S. and are: Kurtosis and variability, Statistical Consulting & Data Ph.D. graduate programs in the College of Medicine. Dr. Analysis, Teaching Statistics with an active learning Robinson is active in teaching a variety of subjects in both approach, and Applications of Statistics to Biology, the graduate and medical curriculum including Public Health and Medicine. intermediary metabolism, lipid metabolism, biochemistry She may be contacted at 423-439-5812 or and scientific ethics. He currently serves as the course [email protected] . director for the Medical Biochemistry course taught to all first year medical students.

He may be contacted at 423-439-2028 or [email protected]

Dr. Chih-Che Tai Mr. Doug Taylor Dr. Tai has served as the assistant Mr. Taylor is the Assistant Dean of director of the Center of Excellence in Admissions & Records at the James H. Mathematics and Science Education and Quillen College of Medicine at East an assistant professor of science Tennessee State University. He education the Department of Curriculum oversees the day-to-day operation of and Instruction at East Tennessee State Admissions and Records and has been University since July 2009. Dr. Tai holds a Bachelor of in Admissions for many years and is not only Science and Master of Science in Chemistry from exceptionally qualified, but also eager to offer his National Taiwan University Taiwan, is a certified assistance. chemistry and physics teacher in Taiwan and holds a Ph. He may be contacted at 423-439-2033 or D. degree in Science Education from Teachers College, [email protected]. Columbia University.

He may be contacted at 423-439-7591 or [email protected]

Mr. Travis Watson Dr. Robert White Travis Watson is the Arborist Manager Dr. Robert M. White is an Assistant at East Tennessee State University and Professor in the Teaching and Learning has been certified by the International Department at East Tennessee State Society of Arboriculture as a Certified University Dr. White’s research focuses Arborist since 2008. He has over 15 on the dialogical aspects of teacher years of experience in tree care and facilitated inter-psychological discourse landscape maintenance. Travis is responsible for all tree related to prosocial development. Seen in his research care operations on the main campus as well as off-site as the internalisation of rational and ethical decision facilities for ETSU. He represents Facilities Management making, problem solving and conflict resolution to on the ETSU Arboretum Advisory Board, and is currently enhance cooperative learning within a humanist working to have ETSU designated as a Tree Campus USA grounded democratic approach to teaching and location by the National Arbor Day Foundation. Travis learning. In addition, he is currently developing a more has his Associates degree from Northeast State robust understanding of the role personality plays in Community College and is currently working on obtaining educational and life outcomes and how metacognition, his Bachelor’s degree from ETSU in Biology with an characteristic adaptations and emotional intelligence emphasis on botany. Travis recently received grant may be influenced my mediated discourse and activities funding through the TN Dept. of Urban Forestry for facilitated within the school setting . $10,000 and matching funds from the ETSU Green Fee Fund to complete a campus-wide tree inventory. The The primary question being; does interpsychological inventory is open to the public for viewing and has been discourse become internalised as intra-psychological instrumental in managing ETSU’s Urban Forest. discourse that influences the psychological architecture or personality trait expression of individuals and The position Travis holds at ETSU allows him to focus on groups? his passion for trees and woody plants. He takes pride in the fact that his work today will be enjoyed by This provides an application of a sociocultural generation to come. He enjoys sharing his knowledge understanding to social cognition for overcoming and passion for trees and has given many talks for bigotry, violence and social injustice. student groups, community organizations, and park programs. He may be contacted at 423-439-7688 or [email protected]. For more information on the ETSU Arboretum and ETSU tree inventory please visit the Arboretum Facebook page at https://www.facebook.com/ETSUArboretum.

He may be contacted at 423-439-7759 or via email at [email protected].

APPENDIX B 2015 Counselor Bios The Tennessee Governor’s School for Scientific Models and Data Analysis

Stephanie Umbewust- Lydia Carr (Lead Counselor) Lydia is a recent graduate Stephanie is a recent graduate from of East Tennessee State ETSU with a Master of Arts in University where she Teaching – Teacher Education of majored in English and Multiple Levels Program, licensing in Middle Grades minored in Japanese and Fine Art. Lydia is (4-8). Stephanie received her undergraduate degree currently an officer in the Japanese Cultural in Early Childhood Development at ETSU. Stephanie Society. She, also, ran a panel at the first ever has been a graduate assistant at the Child Study ETSUcon. She is a former student of the Center and is currently a graduate assistant at the Governor's School for Scientific Models and Data Charles C. Sherrod Library. Stephanie is a mentor Analysis and attended in 2010. In the future, through Big Brothers Big Sisters. She is a member of Lydia would like to teach English in Japan through the Association for Middle Level Education, Student the JET Program. She enjoys playing video games, Teacher Education Association, National Education reading, and watching Japanese movies. Association, Golden Key International Honor Society, and the Graduate and Professional Student Association. Stephanie will graduate in May 2015 and plans to seek employment in the Chattanooga, Tennessee area. Stephanie’s long-term goals after many years of educating are school administration and education legislation.

Amanda Hill Nicholas Papworth Amanda is a recent graduate from at Nick Papworth is currently in his ETSU with a degree in radiology. last year of his Undergraduate Amanda is an active member in degree course at ETSU. He is a many of the organizations that ETSU major in International Affairs and has to offer. She was a member of a sorority, Buc minors in Political Science. Nick has Wild, and POLO. In Buc Wild, Amanda went to ETSU been the Vice President for 3 different campus sporting events and cheered on the Bucs. With POLO, organizations, including ETSU-Con, ETSU's own she was a Preview leader in the fall, and is a leader comic-con and often attends major campus and mentor to the incoming freshman at ETSU. She events. He has numerous and varied interests also volunteers and helps out with the ETSU baseball including science, current events, politics, Promo Team. Where she helps promote local traveling, music, video games, television, movies, businesses in Johnson City as well as get the fans history, digital media, and working out. He has excited for their Bucs. She also works for BASA during lived on campus for 4 years, worked on-campus the men’s basketball season. BASA is the Buccaneer for 3 years, recently took a semester to Study Athletic Scholarship Association and she works in the abroad at the University of Huddersfield in hospitality department. Amanda also has her CNA England, and has a wealth of knowledge for any license which is a certified nursing assistant. She has incoming freshman. gone into patient’s homes and taken care of them. Her spare consists of doing anything outside, singing, playing her guitar and going to concerts.

2015 Student Demographics by Student Name Student Name, High School, City, & County

Last Name First Name High School City County Austin Cameron S. Chattanooga Christian School Chattanooga Hamilton Ayala Kassandra F. Stone Memorial High School Crossville Cumberland Baran Amelia K. Houston High School Germantown Shelby Challa Anup P. White Station High School Cordova Shelby DeWane Mary White Station High School Memphis Shelby Katherine Ezell Mary A. Brentwood High School Brentwood Williamson Flynn Brenna K. Concord Christian School Knoxville Knox Goncalves Julia E. Cleveland High School Cleveland Bradley Gonzalez Aiden A. McKenzie High School McKenzie Carroll Greene Alexis M. Siegel High School Murfreesboro Rutherford Holdren Cortlyn Elizabethton High School Elizabethton Carter Hostetler Madison B. Siegel High School Murfreesboro Rutherford Hutchison Mackinzie L. Creek Wood High School White Bluff Dickson Jagadish Ashwin R. Science Hill High School Johnson City Washington Johnson Spenser H. Siegel High School Murfreesboro Rutherford Lee Allycia Yuen- Chattanooga School for the Arts & Chattanooga Hamilton Kay Sciences Long Mitchell D. Tipton-Rosemark Academy Millington Shelby Massie David C. McEwen High School Burns Dickson Patel Brandon P. Central Magnet School Murfreesboro Rutherford Raines Jacob C. Fairview High School Fairview Williamson Roderick Kaleb T. Smyrna High School Smyrna Rutherford Shah Shailey C. Chattanooga School for the Arts & Hixson Hamilton Sciences Simmons Todd Z. White Station High School Memphis Shelby Spivey Mia K. Madison Academic Magnet High Jackson Madison School Spivey Mya T. Madison Academic Magnet High Jackson Madison School Stone Cameron A. Siegel High School Murfreesboro Rutherford Tieu Annie Chattanooga School for the Arts & Chattanooga Hamilton Sciences Toppenberg Matthew D. Providence Academy Greeneville Greene Wheeler Briana M. Siegel High School Murfreesboro Rutherford Wilson Caroline G. Knoxville Catholic High School Knoxville Knox

2015 Student Demographics by High School High School, Student Name, County & City

High School Last Name First Name County City Brentwood High School Ezell Mary A. Williamson Brentwood Central Magnet School Patel Brandon P. Rutherford Murfreesboro Chattanooga Christian School Austin Cameron S. Hamilton Chattanooga Chattanooga School for the Lee Allycia Yuen- Hamilton Chattanooga Arts & Sciences Kay Chattanooga School for the Shah Shailey C. Hamilton Hixson Arts & Sciences Chattanooga School for the Tieu Annie Hamilton Chattanooga Arts & Sciences Cleveland High School Goncalves Julia E. Bradley Cleveland Concord Christian School Flynn Brenna K. Knox Knoxville Creek Wood High School Hutchison Mackinzie L. Dickson White Bluff Elizabethton High School Holdren Cortlyn Carter Elizabethton Fairview High School Raines Jacob C. Williamson Fairview Houston High School Baran Amelia K. Shelby Germantown Knoxville Catholic High Wilson Caroline G. Knox Knoxville School Madison Academic Magnet Spivey Mia K. Madison Jackson High School Madison Academic Magnet Spivey Mya T. Madison Jackson High School McEwen High School Massie David C. Dickson Burns McKenzie High School Gonzalez Aiden A. Carroll McKenzie Providence Academy Toppenberg Matthew D. Greene Greeneville Science Hill High School Jagadish Ashwin R. Washington Johnson City Siegel High School Greene Alexis M. Rutherford Murfreesboro Siegel High School Hostetler Madison B. Rutherford Murfreesboro Siegel High School Johnson Spenser H. Rutherford Murfreesboro Siegel High School Stone Cameron A. Rutherford Murfreesboro Siegel High School Wheeler Briana M. Rutherford Murfreesboro Smyrna High School Roderick Kaleb T. Rutherford Smyrna Stone Memorial High School Ayala Kassandra F. Cumberland Crossville Tipton-Rosemark Academy Long Mitchell D. Shelby Millington White Station High School Challa Anup P. Shelby Cordova White Station High School DeWane Mary Katherine Shelby Memphis White Station High School Simmons Todd Z. Shelby Memphis

2015 Student Demographics by County County, Student Name, City, High School

County Last Name First Name City High School Bradley Goncalves Julia E. Cleveland Cleveland High School Carroll Gonzalez Aiden A. McKenzie McKenzie High School Carter Holdren Cortlyn Elizabethton Elizabethton High School Cumberland Ayala Kassandra F. Crossville Stone Memorial High School Dickson Hutchison Mackinzie L. White Bluff Creed Wood High School Dickson Massie David C. Burns McEwen High School Greene Toppenberg Matthew D. Greeneville Providence Academy Hamilton Austin Cameron S. Chattanooga Chattanooga Christian School Hamilton Lee Allycia Yuen-Kay Chattanooga Chattanooga School for the Arts & Sciences Hamilton Shah Shailey C. Hixson Chattanooga School for the Arts & Sciences Hamilton Tieu Annie Chattanooga Chattanooga School for the Arts & Sciences Knox Flynn Brenna K. Knoxville Concord Christian School Knox Wilson Caroline G. Knoxville Knoxville Catholic High School Madison Spivey Mia K. Jackson Madison Academic Magnet High School Madison Spivey Mya T. Jackson Madison Academic Magnet High School Rutherford Greene Alexis M. Murfreesboro Siegel High School Rutherford Hostetler Madison B. Murfreesboro Siegel High School Rutherford Johnson Spenser H. Murfreesboro Siegel High School Rutherford Patel Brandon P. Murfressboro Central Magnet School Rutherford Roderick Kaleb T. Smyrna Smyrna High School Rutherford Stone Cameron A. Murfreesboro Siegel High School Rutherford Wheeler Briana M. Murfreesboro Siegel High School Shelby Baran Amelia K. Germantown Houston High School Shelby Challa Anup P. Cordova White Station High School Shelby DeWane Mary Katherine Memphis White Station High School Shelby Long Mitchell D. Millington Tipton-Rosemark Academy Shelby Simmons Todd Z. Memphis White Station High School Washington Jagadish Ashwin R. Johnson City Science Hill High School Williamson Ezell Mary A. Brentwood Brentwood High School Williamson Raines Jacob C. Fairview Fairview High School

2015 Student Name and Address Alphabetical Order

CAMERON S. AUSTIN KASSANDRA F. AYALA AMELIA K. BARAN 518 Turtle Crossing 327 Village Lane, Apt. #102 9600 Dove Meadow Cove West Chattanooga, TN 37363 Crossville, TN 38555 Germantown, TN 38139

ANUP P.A. CHALLA MARY KATHERINE DEWANE MARY A. EZELL 1118 Dove Hollow Circle East 5900 Brierhaven Avenue 9401 Green Hill Circle Cordova, TN 38018 Memphis, TN 38120 Brentwood, TN 37027

BRENNA K. FLYNN JULIA E. GONCALVES AIDEN A. GONZALEZ 10082 Highgate Circle 350 Blueberry Hill Road 210 Carroll Street Knoxville, TN 37931 Cleveland, TN 37312 McKenzie, TN 38201

ALEXIS M. GREENE CORTLYN A. HOLDREN MADISON B. HOSTETLER 2823 Pavilion 156 Toll Branch Road 122 McKenzie Court Murfreesboro, TN 37129 Johnson City, TN 37601 Murfreesboro, TN 37129

MACKINZIE L. HUTCHISON ASHWIN R. JAGADISH SPENSER H. JOHNSON 1044 Oak Drive 110 Alexander Drive 2614 Lancaster Court White Bluff, TN 37187 Johnson City, TN 37604 Murfreesboro, TN 37129

ALLYCIA YUEN-KAY LEE MITCHELL D. LONG DAVID C. MASSIE 2051 Galahad Road 3763 Shane Road 500 Fawn Court Chattanooga, TN 37421 Millington, TN 38053 Burns, TN 37029

BRANDON P. PATEL JACOB C. RAINES KALEB T. RODERICK 1623 Fairhaven Lane 7303 Cox Run Court 619 Virginia Belle Drive Murfreesboro, TN 37128 Fairview, TN 37062 Smyrna, TN 37167

SHAILEY C. SHAH TODD Z. SIMMONS MIA K. SPIVEY 6336 Cheswick Road South 853 Tropiema Cove 170 Rooker Drive Hixson, TN 37843 Memphis, TN 38108 Jackson, TN 38305

MYA K. SPIVEY CAMERON A. STONE ANNIE TIEU 170 Rooker Drive 1208 Harvest Grove Blvd. 3131 Seminole Crest Lane Jackson, TN 38305 Murfreesboro, TN 37129 Chattanooga, TN 37412

MATTHEW D. TOPPENBERG BRIANA M. WHEELER CAROLINE G. WILSON 485 Plainview Heights Circle 134 Chesapeake Trail 2911 Tooles Bend Road Greeneville, TN 37745 Murfreesboro, TN 37129 Knoxville, TN 37922

APPENDIX C 2015 Statistical Summary

The Tennessee Governor’s School for Scientific Models and Data Analysis (30 attendees / 128 applicants)

GENDER: FEMALES- 18/74 MALES – 12/54

CLASS 2011-2012: JUNIORS- 8/52 SENIORS- 22/76

ETHNIC BREAKDOWN: AFRICAN AMERICAN/BLACK- 2/9 MEXICAN-AMERICAN/CHICANO AMERICAN INDIAN, ALASKAN NATIVE- 0/1 – 2/3 ASIAN - 0/2 MIDDLE EASTERN/INDIAN - 0/2 ASIAN-AMERICAN/PACIFIC ISLANDER- 4/27 MULTI-RACIAL - 1/2 CAUCASIAN/WHITE – 20/77 PREFER NOT TO RESPOND- 1/3 HISPANIC/LATINO- 0/2

HIGH SCHOOLS REPRESENTED: 21/69

COUNTIES REPRESENTED: 13/30 (95 Counties in Tennessee) BLOUNT- 0/4 MCMINN- 0/1 BRADLEY- 1/2 MONTGOMERY- 0/2 CARROLL- 1/1 OVERTON- 0/1 CARTER- 1/1 RHEA- 0/4 CLAIBORNE- 0/1 ROANE- 0/1 COCKE- 0/1 RUTHERFORD- 7/20 CUMBERLAND- 1/1 SHELBY- 5/18 DAVIDSON- 0/9 SULLIVAN - 0/4 DEKALB- 0/1 SUMNER- 0/2 DICKSON- 2/3 TIPTON- 0/1 GREENE- 1/2 WASHINGTON- 1/4 HAMBLEN- 0/1 WILLIAMSON- 2/9 HAMILTON- 4/12 WILSON- 0/2 JEFFERSON- 0/1 KNOX- 2/13 MADISON- 2/5 MAURY- 0/1

APPENDIX D 2015 Course Offerings The Tennessee Governor’s School for Scientific Models and Data Analysis Goal and Objectives The overarching goal of the Governor’s School in Scientific Models and Data Analysis is to broaden the student’s appreciation and knowledge of biology and mathematics through exposure to and integration of a wide range of contemporary biological and mathematical topics. In each case, model building and data analysis will play a critical role and be interwoven in a statistical and biological context. Students will be engaged in the scientific method via hands-on research experiences. Resources from ETSU’s strong undergraduate science and mathematics program, research laboratories, and local schools will be used to accomplish these objectives. In addition, the program will make use of resources from industry, governmental agencies, and academic science establishments. Thus, the school provides a series of courses, laboratories, projects, field trips, seminars, lectures, and other activities centered on mathematics, statistics, and biology. The curriculum consists of courses BIOL-1110-1111 (4 credits, biological science for majors) and MATH 1530 (3 credits, probability and statistics), which are taught in an integrated fashion. The activities of the Governor’s School cover the approved syllabi for these courses and meet the required number of contact hours, while extending the scholars’ intellect in directions not possible during a regular school year. Course Work We are guided by the conviction that today’s students are attracted to science and mathematics when these are seen as interconnected fields rather than as separate bodies of knowledge. Thus, thirty talented rising juniors/seniors from across the state will be immersed in scientific instruction and inquiry in several interdisciplinary fields of science. These include: biology, bioinformatics, mathematics, statistics, and systems ecology. Second, connections between these fields will be seen through the ubiquity of mathematical modeling, data analysis, and the need for high level computation. Last but not least, students will gain a healthy respect for many disciplines and thus have a variety of career choices to consider as they get ready to enter college. In a nutshell, the students will experience a renaissance style Governor’s School that will prepare them for many possible career options. Specific courses are described below: 9:30-12:00pm Course 1:00-3:00pm Course 1:00-3:00pm Course Math 1530--Probability BIOL 1110--Biology for Science BIOL 1111-- Biology for Science and Statistics- Lecture (3 Majors- Lecture I (3 hrs.) Majors- Lab I (1 hr.) hrs.) Core requisite: BIOL 1111. The Core requisite(s): BIOL 1110. Prerequisite (s): Two years principles of molecular and cellular Laboratory exercises to gain the of high school algebra. biology, including metabolism and ability to identify and use the Descriptive statistics and its genetic inheritance. Designed for processes of biological science with relevance, including biology majors, minors, and others materials corresponding to Biology probability, who plan to take upper-level courses for Science Majors Lecture I. This experimentation, for which this is a pre requisite. This course contains one (2) two-hour measurement, sampling and course contains three (3) hours of lab per week. A common grade survey, informal statistical lecture and two hours of lab. A will be given in BIOL 1110/11. inference, and hypothesis common grade will be given in BIOL testing are included. 1110/11.

Much of the material in the above two courses will be based on the following interdisciplinary class created via a $1.7 million Howard Hughes Medical Institute grant.

East Tennessee State University Department of Biological Sciences and Mathematics Course: IBMS 1100 SYMBIOSIS I Number of credits 7- (4 for Biology, 3 for Statistics) Number of hours per week: 5 hours of lecture and 2 hours of lab

Objectives: To present Biology as a science that is dependent on quantitative analysis of data. The course covers aspects of biology such as Introduction to the cell and cell growth, effects of size increase on organisms, Mendelian genetics, DNA replication and genomic content and how these characteristics can change over time by Evolutionary processes.

To introduce probability, descriptive statistics and statistical inference in the context of the study of Biology. The course covers the typical content of an introductory statistics course plus some additional topics. The notion of statistical inference is introduced very early in the course by means of randomization tests and the exact sampling distribution of the sample proportion based on the Binomial distribution. The examples in probability are mainly oriented toward topics of interest in genetics and bio-informatics s at an elementary level.

IBMS 1100 is the first course in a 3 course sequence that integrates biology, statistics, and mathematics, As a result, the mathematics and statistics is introduced, explored, and developed in biological contexts, including surface area to volume ratios, isometric and allometric scaling, fractals in biology, and difference equations and discrete systems in genetics, evolution, and the study of DNA. Pre-calculus concepts and limits are also introduced and developed in IBMS 1100, both due to the natural contexts which arise for doing so (such as log-log plots) and because a major goal of the Symbiosis project is to spread the coverage of calculus I across 2 semesters as a way of promoting greater student success in both calculus comprehension and skill development.

Teaching method: Lectures were prepared mainly in power-point. Hands-on class activities and data analysis in the computer lab were used when appropriate on addition to the wet/dry lab component.

Textbook: Complete class notes, on addition to power point presentations, were written for this course by the instructors under a grant from HHMI, they are available from the D2L platform.

Statistical software: Minitab, R, Maple, Java Applications, Image J, Web-based Applets and Activities

Module 1. - The Scientific Method Module 2. - The Cell and Statistics

The study of Biology is introduced. Aspects of Introduction to the cell. What is the cell and why what hypotheses are and how they are tested are they small? What is the concept of multicellularity? The organization of the cell and leads into statistical inference. Examples of what are the consequences of the components hypothesis testing such as von Helmont’s plant functions. TANSTAAFL (There ain’t no such thing as a growth test and Stanley Prussiner’s Prion free lunch), a more wide ranging discussion of Hypothesis are discussed. An introduction of consequences starting from the more formally Arbovirus infection of Yellow Fever leads to a known Second Law of Thermodynamics. The discussion of viruses and definition of life. The transmission of information into and out of the cell. hypothesis of whether AIDS can be transmitted by The cell cycle and mitosis as a consequence of cell growth, repair and quiescence. Data production: mosquitoes is used as an example of the use of observational studies and experiments. Basic quantitative biology. The five themes of biology definitions: population, sample, individual, variables are introduced as the thread of further modules. (categorical & quantitative).

What is Statistics? Role of statistics in the scientific Displaying and summarizing data for categorical method. An introduction to the role of variables, tables and graphs, relative risk, odds ratio, mathematics and statistics in science in general. measuring agreement in matched-pairs situations. Displaying and summarizing data for quantitative Randomization test to test the hypothesis of equal variables, tables and graphs for one, two and several means (medians, variances) of two populations variables at the time. What are the data telling us? based on experimental data. Why do we study How to decide between the different statistical probability? Basic definitions: random experiment, graphs? Location (mean vs. median, five number sample space, event. Definitions of probability: summaries) and variability statistics. Sources of classical, relative frequency, axiomatic definition variability. Looking at paired data. Correlation. What is statistical inference? Introducing the idea of and its consequences; independent events; sampling variability and sampling distribution. Exact replicates of a random experiment; Pascal triangle sampling distribution of a sample proportion (based and basic combinatorics. Types of random on the Binomial distribution) and its application to variables, mass or probability function and density hypothesis testing and estimating with confidence. functions. Discrete probability distributions; Bootstrapping to do inference about a population binomial distribution; applying the binomial mean. Randomization or permutation test to test distribution to do test of hypothesis about a hypotheses about a parameter (mean, median or variance) in two populations. population proportion. First glance at the limit concept (probability as limit of a relative frequency, along with difficulties in using such a definition). First glance at mathematical models.

Module 3.-Size and Scale Module 4- Mendelian Genetics

What happens to an organism as it grows bigger? Why was Gregor Mendel able to elucidate the laws Can ants really toss locomotives off the tracks? Can that determine how organisms pass genetic King Kong jump off the Empire State Building? Can information from one generation to the next? This Tyrannosaurus rex really run at 80 kph? This crucial process was discovered and then ignored for module examines the functions that describe what almost 40 years and yet was the key that Darwin happens when organisms grow (or shrink). was missing to explain Evolution. The data and Included are organism size as a determining processes that Mendel used to determine these factor in shape, the differences between isometry principles are examined. In this context, Meiosis is and allometry, problems with isometric scaling in described as the cellular equivalent of Mendelian biology, bacteria size, shape, organization, cell wall Laws. structure, and other characteristics. Exponential growth of bacterial populations. Biological models A coin model to understand genotypes and with mass as the independent variable. Area, phenotypes for all combinations of homozygous and volume, and surface area to volume ratio. heterozygous parents. Punnet squares and Isometric scaling, slope, equations of lines, probability trees, ‘back- testing’. Comparing allometry and power laws. Limits as tools for experimental results with the expected results approximation. The exponential function. under an assumed model: Chi-square test of Logarithms. Linear regression and transformed goodness of fit. Review of probability basics. Chi- variables. Normal distribution, Fractal Geometry square test of independence. Fisher’s exact test. as it relates to biological organisms and the surface Test of homogeneity. Describing dependence with area to volume ratio. relative risk and odds ratio. Conditional probability and Bayes rule. Discrete distributions, expected value and variance, discrete uniform, Bernoulli, Binomial and its use to test hypotheses about a population proportion. Power of a test. Determining sample size based on the desired power for a test. Poisson distribution, binomial and normal approximations to the Poisson distribution. Introduction to sampling: population, sampling frame, sampling size, sampling methods (simple, systematic, cluster, two-stage, stratified), transect sampling, sampling and non-sampling error, capture/recapture and distance sampling.

Module 5.-DNA Genetics Module 6- Evolution

Mendelian Laws describe how information is “Nothing in Biology makes sense, except in the light passed from generation to generation, but the of Evolution” by Theodosius Dobzhansky is the molecular processes were not determined until the quote that sums up the importance of Evolution to nature and structure of DNA was described. The Biology. The genetic basis of Evolution has been structure of this molecule and the consequences of described and the applications of these principles to replication are covered. Is DNA the same in examples are covered, i.e. applications of different organisms? Quantitative tools to look at probability and statistics to populations. Evolution the composition of the information are developed. as it relates to population size and density. The DNA as nucleotide sequences, nucleotide Wright-fisher model with the Hardy-Weinberg frequency, GC content. Independence and equations as a special case: rigorous development conditional probability in the DNA environment. of the limit concept; continuity; discrete dynamical Transition matrix, graph to represent transition systems; effect of sample size in the Chi-square test; matrices. Probability of a given sequence of an introduction to graphs and their use in genetics. nucleotides, repeats of a single nucleotide, length of the repeat, geometric distribution. Palindromes, probability of any palindrome and of specific palindromes, space in between palindromes. Comparing two sequences of nucleotides. Similarities that happen just by chance. Random walks (and their use in testing for similarities). Sampling distribution of the sample mean and its use in confidence interval estimation and hypotheses testing. Approximated distribution (normal) of the sample proportion and its use in confidence interval estimation and hypotheses testing. Necessary sample size calculation in the case of estimation based on desired precision and confidence and the case of testing hypothesis based on the desired power. The t-student distribution and its application to inference for the sample mean.

Governor’s School Student Projects

Students had the opportunity to be engaged in a variety of research projects. The projects centered around the following topics: Forensic Entomology, Discrete Probability Distribution, Cancer Cells/Cell Culture, Peptide Identification, Probability, Micro-Array Data Analysis and Bayesian Statistics. In each project, model building and data analysis played a critical role and was interwoven in a statistical and biological context. Listed below is a brief description of each project as well as the names of students involved in the research. The students reported their research findings to their parents and university faculty on the last day of the Governor’s School.

Dr. Joplin: (ForensicEtomology) Dr. Hugh Miller : (Cancer Cells/Cell Culture) 1. Spenser Johnson 4. Todd Simmons 2. Brandon Patel 5. Kaleb 1. Anup Challa 5. Madison Hostetler Roderick 2. Allycia Lee 6. Shailey Shah 3. Cameron Stone 6. Brenna Flynn 3. Ashwin Jagadish 4. Mary Katherine Dewane Insects perform a valuable service of breaking down carcasses in the environment and are A lymphoma cell line called U937 appears to known to utilize dead organisms in a secession have heterogeneous sizes. The students tried to that can be used to date time of death where answer the question; does the size of U937 cells other methods are inconclusive or where change as the cells age in culture? Cells that had evidence is lacking. We have utilized new pieces been cultured for various times were applied to of liver to collect species that appear on dead microscope slides and images of random fields meat to ask how many species are involved, how were captured. Cell areas were analyzed using the species composition change with time and the Image J software. what is the natural history of this secession. Dr. Nicole Lewis: (Probability) Dr. Karl Joplin: (Circadian Acitivity of Lucilia Flies) 1. Mitchell Long 3. David Massie 1. Matthew Toppenberg 4. Alexis 1. Caroline Wilson 3. Annie Tieu Greene 2. Cortlyn Holdren

Probability – Sampling With Replacement versus a. Discuss and provide examples for these Sampling Without Replacement discrete probability distributions.

A box contains n tickets numbered 1, 2... n. A b. Under what conditions do they give random sample of n tickets is selected from the similar probabilities? box, one at a time. A “match” occurs if the ticket numbered i is selected on the ith draw.

a. Find the probability of at least one match if sampling is done With replacement Without replacement b. What happens as n reaches infinity?

Dr. Nicole Lewis: (Bayesian Statistics). Spin a Dr. Karl Joplin : (Micro-Array Data penny on a table. Let p denote the probability that it Analysis) lands heads. We want to estimate this probability starting with different prior beliefs about p. 1. Cameron Austin 3. Brianna Wheeler

2. Kassandra Ayala 1. Aiden Gonzalez 2. Amelia Baran

a. We will use a histogram to model the Students were introduced to microarray data prior belief. from a study of diapausing and non-diapausing b. We will use a uniform prior. flesh flies, Sarcophaga crassipalpis. The data were c. Simulate the posterior distributions from normalized and examined for genes that are the priors and compare the results. Suppose one is diapause up- or down-regulated during this interested in predicting the number of heads y in a developmental state. Genes were then identified future sample of size 25. Compute the predictive using the GenBank dataset. probabilities of y using the different priors. Compare the results. Dr. Nicole Lewis: (Arc-Sine & Other Bathtub Shaped Distributions)

1. Abigail Ezell 5. Mackinzie Hutchison 2. Mya Spivey 6. Jacob Raines 3. Julia Goncalves 4. Mia Spivey

(a) Look at a coin toss game between two people.

(b) Explain what happens as n approaches infinity in the coin toss game.

APPENDIX E 2015 Student Evaluation Results The Tennessee Governor’s School for Scientific Models and Data Analysis I. Overall Program (30 out of 30 students completed the evaluation form) Your overall rating of the 2015 Governor’s School for Scientific Models and Data Analysis Program is that it was: Excellent------16/30 53% Very good------11/30 37% Good ------03/30 10% Fair------00/30 00% Unsatisfactory/poor ------00/30 00%

II. Academic Component/Workload The opportunity to earn seven hours of university academic credit was: What is the level of your satisfaction with the Governor’s School Program offered as a university credit program? The for-credit aspect is very important to me------19/30 63% I am neutral on the for-credit aspect------11/30 37% I would have preferred that the program be offered on a non-credit basis------00/30 04% No answer------00/30 00%

III. Core Educational Program Did you find the material covered interesting? All of the time------01/30 04% Most of the time------13/30 43% Some of the time------13/30 43% Occasionally------03/30 10% Not at all------00/30 00%

Do you think the academic material provided was useful to your learning the course material? All of the time------06/30 20% Most of the time------15/30 50% Some of the time------06/30 20% Occasionally------02/30 06% Not at all------01/30 04%

The division of time spent on classroom lectures, team projects and homework was well-balanced: All of the time------08/30 27% Most of the time------15/30 50% Some of the time------04/30 13% 23

Occasionally------01/30 04% Not at all------02/30 06%

In general, did you have enough time (in and out-of class) to finish all of your homework and project assignments: Yes------29/30 97% No------01/30 03%

Weekly tests appropriately covered material presented in class and in-class learning exercises: All of the time------06/30 20% Most of the time------13/30 43% Some of the time------08/30 27% Occasionally------02/30 06% Not at all------01/30 04%

You feel that the scores you earned on tests reflected the actual extent to which you mastered course material: Very closely------08/30 27% Somewhat------15/30 50% Not very much------05/30 17% Not at all------02/30 06%

The assigned team design projects were interesting and contributed to your learning experience: All of the time------02/30 06% Most of the time------12/30 40% Some of the time------09/30 30% Occasionally------03/30 10% Not at all------04/30 14%

IV. On-Campus Meals Did you feel that the food served on-campus was of good variety and quality: Excellent------00/30 00% Very Good ------03/30 10% Good------10/30 33% Fair------10/30 33% Poor/Unacceptable------07/30 24%

V. Dormitory Lodging You feel that your stay in the Luntsford Apartments dormitory was: Excellent ------17/30 55% Very Good ------10/30 33% Good------01/30 04% Fair------01/30 04% Poor/Unacceptable------01/30 04% 24

VI. Faculty (Professor)/Courses The teaching effectiveness and general helpfulness of Professor Dr. Karl Joplin was: Excellent------01/30 04% Very good------04/30 13% Good------07/30 23% Fair------11/30 37% Poor/Unacceptable------07/30 23%

The teaching effectiveness and general helpfulness of Professor Dr. Nicole Lewis) was: Excellent------17/30 56% Very good------12/30 40% Good------01/30 04% Fair------00/30 00% Poor/Unacceptable------00/30 00%

VII. Resident Counselors

The effectiveness and helpfulness of the four Governor’s School Counselors (as a group) in providing dormitory oversight and in accompanying you on group activities were: Excellent------06/30 20% Very Good ------10/30 33% Good------04/30 14% Fair------07/30 23% Poor/Unacceptable------03/30 10%

VIII. Special Activities The following activities included in the 2015 Governor’s School for Scientific Models and Data Analysis Program were of substantial value and should be repeated in future programs: Based on “Excellent”, “Very Good”, and “Good”.

ETSU Campus Arboretum/Planetarium (Travis Watson)------20/30 67% SNAP-ON Tools (Jon J. Carley )------15/30 50% ETSU Planetarium/Observatory (Dr. Gary Henson)------30/30 100% ETSU Medical School Laboratory (Dr. Mitch Robinson)------28/30 93% Gray Fossil Site, Paleontology Dig ------28/30 93% Eastman Chemical Company, Kingsport, TN (Ms. Angela Haga)------25/30 83% Aerojet-Rocketdyne (Mary Jane Greene/Ms. Angela Haga)------20/30 67% Historic Jonesborough, Jonesborough, TN ------27/30 90% Roan Mountain State Park, Roan Mountain, TN (Jennifer Bauer)------22/30 73% Bays Mountain State Park, Kingsport, TN ------27/30 90% The Carter Family Fold, Hiltons, VA ------22/30 73% White’s Organic Farm, Afton, TN (Dr. Robert White)------30/30 100% Off-campus meal events------25/30 83% 25

APPENDIX F 2015 Comments (Field Trips) The Tennessee Governor’s School for Scientific Models and Data Analysis

COMMENTS: Opinions of scholars

ETSU Campus Arboretum, Johnson City, TN: (Mr. Travis Watson) Comments: none

Snap-On Tools, Elizabethton, TN: (Mr. Jon Carley) Comments: none

ETSU Planetarium/Observatory, Johnson City, TN: (Dr. Gary Henson) Comments: none

ETSU Medical School Laboratory, Johnson City, TN: (Dr. Mitch Robinson) Comments: none

Gray Fossil Site, Paleontology Dig, Gray, TN: Comments: none

Eastman Chemical Company, Kingsport, TN: (Mrs. Sherry Morelock) Comments: none

Historic Jonesborough, Jonesborough, TN: Comments: none

Roan Mountain State Park, Roan Mountain, TN: (Jennifer Bauer) Comments: none

Aerojet Rocketdyne, Jonesborough, TN: (Mrs. Mary Jane Greene) Comments: none

Bays Mountain State Park, Kingsport, TN: (Mr. Fred Hilton) Comments: none

The Carter Family Fold, Hiltons, VA: Comments: none

White’s Organic Farm, Afton, TN: (Dr. Robert White and his wife Wendee White) Comments: none

On-campus meal events Comments:  It was not very good. Not many options, but the ladies that helped me were some of the nicest ladies I’ve ever met.  More cultural foods  I never went hungry, however occasionally my vegetarian friends often struggled to find something satisfactory to eat.  More variety  More green apples, fountain drinks were sometimes bad, more pizza sauce.  I only ate the pizza  Too many people were in the cafeteria and sometimes it was hard to find a spot to sit.  Not enough food to eat… starving to death.  Too many sweets, more breakfast options, more variety for lunch, dinners were good.  Food is sometimes not fresh. Nothing to die over.  Most food was flavorless, very few vegetarian options and very little in terms of fresh fruit and vegetables.  The cafeteria seriously needed more vegetarian options. Such food was often tasty.  Not many vegetarian options, undercooked food, super greasy pizza, too small portions, need more food.  The salad bar was awesome, good pizza, there wasn’t a ton of variety, but overall it was good.  The food was good sometimes. I really enjoyed the cobbler and the soft serve ice cream. However, I would say that someone needs to man the regular ice cream cart because when kids get a hold of it the ice cream scoop is not very sanitary.

Luntsford Apartments (Dorm) Comments:  They need to replace the recycling more often  More laundry opportunities. 3rd floor access/improvement.  Our room had some problems arise (AC, plumbing), but overall very nice dorms!  My room was the best. It was nice and comfortable for the entire five weeks.

Overall Program Evaluation

Comments:  Adequate preparation for college  This program has taught me many things, both about other people and myself. I wouldn’t have traded this experience for anything else. A great 5 weeks.  More group activities  I enjoyed the topics that were covered in class. The counselors especially Stephanie and Amanda were always energetic and there for me.  My Governor’s School experience is something I will never be able to describe in words. I have had an amazing five weeks here and I have formed extremely strong bonds with the students and most of my counselors. Overall, this has been an unforgettable and amazing learning experience.  I will always remember my time here and the bonds I’ve made hope they will last forever. Overall, the staff at ETSU and most of our counselors have worked well in making our stay memorable and

pleasant. The few bumps pale in comparison to my enjoyment of being here and I am thankful for the opportunity to attend the 2015 Governor’s School for Scientific Models and Data Analysis.  The weeks were amazing! The connections and experiences I gained make me not want to leave. As much as I miss home, I know I’m going to miss this camp. I don’t regret coming one bit!  Great experience3. Good for personal skills, intellectual skills, resume, nice, free, selective, one of my best opportunities and decisions of my life.  Met some awesome people, learned a lot, I enjoyed seeing the area on field trips. Awesome growing experience.  Good college environment preparation, lots of fun throughout despite the kinks.  Break up the biology lecture.  I feel the experience I had here was invaluable and both my peers and counselors were spectacular.  Most of my experiences were very good.  Governor’s School was one of the best months of my life. I have made a lot of new friends and I am sad to leave them. I have gotten a good taste of college and the work it requires. It was refreshing to be around other people that take school seriously.  More freedom.  The academic portion of Governor’s School was top notch, but I enjoyed the fact that it wasn’t the sole focus of all our time. I not only developed mentally, but I grew socially through this college-like experience (having to live with a roommate, eat in the cafeteria, work cooperatively with a group on a project, etc.). The relationships I have formed over these five weeks have been invaluable, and I feel like I have learned a lot.  Governor’s School was a great experience. Not only were the classes helpful, but the social aspect of it as well. The counselors kept us entertained and overall was a great five weeks. All of Governor’s School was great except I had 3 straight hours of lecture every day.  It was a great experience and am glad I chose to come here for half my summer. I gained some valuable relationships with people all over the state and this was a great way to do it.  Classes and exams were stressful, but there were great people to support and help me through it.  I loved it! The experience was once in a lifetime and I wouldn’t have wanted to do anything else this summer. Never going to forget it.  Need a later curfew, better food  The field trips were not only fun, but they were also extremely interesting. The people here are so great, and I wish I could stay even longer! Classes were very long and they were overwhelming almost every day. My project involved upper level math that I haven’t taken.  Overall, a great experience, but there were some students who needed more discipline. More faith in student abilities.  Honestly, tiring, but worth the effort put forth. The classes were long and compressed, but I wouldn’t want it to span any longer, nor have material taken out. Our counselors did put extra effort to making Governor’s School as fun as possible, and I would call it a very positive experience. Meals are an hour each, we don’t need this much time to eat.  Perfect balance of work, friendships, activities and field trips.  Very good experience overall! Governor’s School has opened my eyes to possible college majors and career paths. I have met many new friends, and I would not spend my June any other way! 28

 I loved it so much. I made so many new friends, and I learned so much about statistics. Need more study time. Would highly recommend to others.  I loved the people at Governor’s School. I really appreciate the experience. Even if I don’t get my credit in or if I decide not to transfer them, this experience really taught me a lot. I know what things I need to work on during my senior year to prepare myself for college. This experience really gave me a broader look about college. The courses were rigorous, but I really appreciate it, because I am able to learn from my experience. I really had a great time.  Great people, fun activities, learned a lot, once in a lifetime experience, loved getting to experience dorm life. For the most part, everything was amazing. The five weeks flew by. I will hold this experience dear to me forever!  In these five weeks I have learned so much. Indeed my knowledge will further my reasoning skills through my career. Statistics was very interesting, and biology was influential. Out-of-class events were well-planned and relaxing. They were informative too. Thank you for this wonderful experience!  I learned a lot, but the material could have been presented better. Stats was good. The group projects were unpleasant due to one person’s antics.  Shorter classes, better food, more interesting field trips, less counselor supervision, no curfew, no counting off.  Overall, it was a nice experience, but if I had the choice to do it again, I wouldn’t.  I was reluctant to attend because of the fact that I would have to away from home and what was familiar to me for five weeks, but the experience was better than I could have imagined. Most of the counselors were fabulous and made the entire thing fun and exciting. For example, the talent show, semi-formal, and Wetlands Water Park could not have been possible without Stephanie and Amanda. They were so much fun. The classes were great and I’m excited for college credit. The thing that made this so great were the people. I’ve made some lifelong friends here and I can’t thank you enough for making it possible for me to meet these people. This is a memory I will look back on and be so grateful that I got to be a part of it. The staff has been so friendly, the RA’s, professors, and Culp Center staff have been most helpful and kind. My project group and project itself has been fun and successful. This was a great experience and I absolutely loved my time here!  More time between class and dinner to do homework so we can enjoy more free time after dinner.  I truly enjoyed going on the field trips, going to the CPA, and engaging in the activities Stephanie an Amanda planned for us. I liked the people here, and our bus driver, Mr. Willie was awesome. We got to do numerous fun things and I got to meet a bunch of interesting and unique people. I made a ton of friends and I will surely miss it here.