Since its inception, Environmental Ethics has been interested in articulating why and how we should value the environment beyond human interests. This includes articulating how to properly value and respect non-human animals, which in turn requires understanding their potential needs and interests. Several philosophers (including Lori Gruen, Silvia Panizza, and Kristian Cantens) have argued that proper attention is necessary to accurately perceive non-human animals’ realities and determine how to properly value, respect, and act towards them. Many disagree, however, about which approach is best for attention to non-human animals. Some authors argue for involving cognitive capacities in attention while others argue for involving emotional capacities. Most state that the two approaches are mutually exclusive. I argue that any proper framework for attention to non-human animals should incorporate a combination of both emotional and cognitive capacities in order to gain a more accurate perception of non-human animals’ realities and situations. Engaging one’s emotional or cognitive capacities each brings a host of benefits to attention. Relying exclusively on either is nevertheless insufficient. I explain how combining emotional and cognitive capacities provides individuals with the tools necessary for avoiding the issues that may arise through the use of either capacity alone. I conclude that combining emotional and cognitive capacities in attention better enables people to respond ethically to individual non-human animals.

While the bio-logging revolution has provided a wealth of data on animal movement and survival, small rodents have typically been excluded due to the challenges of creating small transmitters relative to animal body weight and short battery life.
Very rarely do bio-logging studies track the actual impact of attaching transmitters to wild animals on their behavior and survival, which can lead to biased estimates of population health and dynamics.We studied contacts between deer mice (Peromyscus maniculatus) in experimental enclosures as part of study on Sin Nombre Virus transmission, an endemic disease in deer mice.To track mouse interactions, we tested a novel proximity sensor system called Dulog, which uses a tiny miniature Bluetooth transmitter weighing only 1.1 grams; this is the smallest transmitter of its kind available.This technology has never been used on North American rodents before and represents an potentially important step forward for tracking small mammals and understanding disease transmission and social behavior.
We discovered that while the transmitters did capture contact events, deer mice are not a suitable species for this technology at this time due to additional weight from protective casing required to prevent conspecifics chewing on the transmitters. We investigated changes in body weight and leukocyte profiles to assess the impact of the transmitters on the mice. We also recorded novel methods for animal handling and transmitter attachment, including systematic testing of materials and placement.
Our research includes both the best practices and unintended consequences of bio-logging for cryptic small mammals, in hopes that our transparent discussion of the impacts of tracking technology will be followed by other researchers.

Body image encompasses how one perceives, thinks, acts, and feels toward their body. Dance is a highly athletic art form that requires significant strength, flexibility, and artistry. Thus, a dancer must constantly self-reflect on and receive feedback regarding parts of their body, potentially impacting their body image. Additionally, dancers are at a higher risk of developing disordered eating behaviors than the general population. Although several studies have explored the relationship between dancers and body image or disordered eating concerns, few studies have examined college dance students specifically.

This mixed methods study examines college-age dancers’ training experiences, body image, and eating behaviors. It is hypothesized that participants with more years of training and those who primarily trained in ballet will experience more negative body image and higher rates of disordered eating. Students in the UM Dance Department have been invited to complete a survey with questions regarding their past and current training and measures of body image and eating behaviors. Twelve participants will also complete a recorded qualitative interview. In addition to questions about participant experiences, the interview will include two dance improvisation prompts. The interviews will be transcribed, and the data will be coded and analyzed for themes. Dance movement will also be analyzed for trends in speed, use of space, and resistance.

In addition to addressing a gap in the literature on body image and eating behaviors in college-age dancers, this study will offer insight about the needs of the students in the UM Dance Department. This information can be used to develop nutrition and body-image programming to address these needs. Furthermore, the data from the qualitative interviews will be used as a basis to create a choreographic work to be performed, extending the reach of the findings of this study.

This study examines the impact of data-informed interventions (Datnow & Hubbard, 2015) on early numeracy and literacy development in Pre-Kindergarten (PreK) and Transitional Kindergarten (TK) classrooms, utilizing a Project-Based Learning (PBL) framework. Recognizing the strong predictive relationship between early numeracy and literacy success (Purpura & Napoli, 2015), this research explores targeted instructional strategies to address specific learning gaps.

Quantitative data student assessments (myIGDI’s and PELI) were collected twice during this study. Initial findings in the fall revealed strong literacy foundations but significant gaps in numeracy, particularly in quantity comparison and number naming. For instance, 89.88% of students scored below benchmark in quantity comparison, with 37.03% classified as "at-risk." Literacy assessments demonstrated overall strong performance, with 70% of PreK and 81% of TK students exceeding benchmark expectations. To address these gaps, an intervention titled "Which One Doesn’t Belong?" was introduced, integrating daily within whole-group and small-group PBL lessons. After four weeks, assessments indicated notable improvements in quantity comparison, with a reduction in "at-risk" students and an increase in "on-target" learners. Students also demonstrated greater fluency and confidence in numeracy tasks. Literacy assessments indicated steady growth, although Alphabet Knowledge emerged as an area needing targeted intervention as well as Number Naming in Numeracy. Challenges persisted in number naming, where 20 students remained "at-risk," particularly in identifying two-digit numbers. It was noted that further differentiation and targeted strategies are needed to support growth in this area. This study highlights the effectiveness of data-driven, integrated interventions in enhancing early numeracy and literacy skills. It underscores the interconnected nature of literacy and numeracy development and offers practical recommendations for educators to address specific learning gaps through PBL-aligned strategies. Future research could explore sustained interventions and professional development to enhance teacher proficiency in data-informed instruction.

My MFA thesis project, ‘Index of Obsessions,’ is an extended lyric essay that explores my experience with obsessive-compulsive disorder and my path towards healing. As a Ridge Scholar, ‘Index of Obsessions’ is an example of a creative project at the intersection of humanities and health. It is an experimental piece of creative writing that seeks to push the boundaries of what an essay can be, while also incorporating research that seeks to demystify the disorder and illuminate its individualistic nature. OCD is severely misunderstood in modern society. How many times have you heard, or you yourself have said, That’s so OCD, without a clear understanding of what that means. This is a symptom of the misrepresentation of OCD in contemporary media. It is a disorder that is exceptionally personal and thus difficult to explain. By documenting my experience through an intimate literary form, I hope to make accessible what is so often pathologized. In this way, ‘Index of Obsessions’ works to expand the canon of mental illness narratives by blending personal life-writing with technical research, and by offering a queer, feminist perspective. ‘Index of Obsessions’ explores the etiology and symptomatology of OCD, the historical prevalence of OCD in society—from its correlation to religious scrupulosity to the approach by psychoanalysts and behaviorists—as well as modern treatment methods. In poetic vignettes, the piece juxtaposes this scientific and historical research with specific scenes from a childhood and adolescence marked by disorder to reparative adulthood experiences with therapy, medication, and my work as a river-guide, all of which have led to remission.

For my master’s thesis, I am examining the narratives of transmasculine birthers, or trans men who have given birth. Specifically, I focus on how these individuals navigate and redefine their reproductive bodies within the context of dominant discourses that say only cisgender women bear children. Recently, there has been a rise of online communities that offer transmasculine individuals who become pregnant a space to share their stories. “Seahorse dad” is a label that transmasculine birthers commonly adopt, and these digital platforms offer a space for seahorse dads to narrate their birthing experiences and find community. At the core of this study is an analysis of Instagram posts labeled #seahorsedad. I employ metaphorical criticism, focusing on the metaphors seahorse dads employ in Instagram posts to describe their reproductive experiences, bodies, and parental identities that function to challenge, reshape, and sometimes reinforce dominant maternal rhetorics. Despite the increasing representation in online spaces, there is a large gap in academic research to date with a focus on transmasculine individuals who bear children. Feminist scholarship has increasingly attended to examining the dominant discourses surrounding parenting, highlighting the challenges faced by non-cisgender individuals. Childbirth is an archetypal feminist discussion, and the difficulty of finding trans-inclusive ways to talk about bodies and experiences is not new for feminist studies. This project seeks to bridge this gap by exploring how the metaphors used by seahorse dads in social media posts serve to uphold and resist traditional notions of gender and pregnancy. By centering the narratives of transmasculine birthers, I hope this research will contribute to a shift in the dominant discourse surrounding gender and reproduction. This includes contributing to broader conversations within both the humanities and healthcare fields regarding inclusivity and the need for a more diverse understanding of reproductive health.

This project explores the power of game mechanics to cultivate empathy for educators by simulating the multifaceted challenges of teaching. While aspiring teachers may feel prepared through formal education, the realities of the profession, such as managing unpredictable classroom dynamics, asserting authority, and juggling a multitude of tasks—often reveal unexpected complexities. These struggles, though common, are rarely discussed openly for fear of discouraging prospective educators, leaving them unprepared for the realities of the field.

Through the development of a serious game, I aim to illuminate these challenges in a controlled yet immersive environment. The game’s mechanics are meticulously designed to replicate the day-to-day experiences of educators, including classroom management, decision-making, and the cumulative stressors of the profession. By placing players in the role of a teacher, the gameplay invites them to grapple with these realities, fostering a deeper understanding and appreciation for the work of educators.

Playtesting has been integral to this process, engaging teachers, non-teachers, and students to evaluate the game’s effectiveness in increasing empathy and awareness. Feedback will be collected through surveys, interviews, and behavioral observations, yielding valuable qualitative data to refine the experience.

This project underscores the potential of serious games as tools for social insight and transformation. By simulating real-life scenarios, the game bridges the gap between perception and reality, creating an avenue for meaningful dialogue about the complexities of teaching. As this work evolves, future iterations will incorporate playtesting results, expanding the scope and refining the mechanics to enhance its impact.

Through this game, I strive to spark conversations about the teaching profession and advocate for a greater appreciation of the dedication and resilience it demands.

Understanding virus-immune system interactions is critical for preventing future outbreaks in both livestock and humans. This study could help develop treatment strategies to reduce the risk of Rift Valley fever virus (RVFV) becoming a widespread public health crisis. My research involves RVFV, a pathogen regulated by the NIH and USDA due to its ability to cause severe diseases leading to economic losses. By studying RVFV, we identified RIOK3 as a key protein in the immune response.

When the body detects a virus, cell surface receptors identify the danger and send alarm signals triggering a chain reaction, activating antiviral proteins like interferons, which alert nearby cells and activate the immune system to fight the infection.

RIOK3 plays a key role in regulating interferon production during viral infections, but its precise mechanism remains unclear. This led to investigating RIOK3’s interaction with ubiquitin, a protein that modifies others to control their behavior. Ubiquitin chains serve different functions depending on their linkage type: K48 linkages signal protein destruction, while K63 linkages promote immune signaling.

We hypothesize that RIOK3 contains a ubiquitin-binding domain (UBD) that specifically binds K63-linkages to activate cellular immune signaling. This interaction may explain how RIOK3 regulates interferon production. The goal is to confirm the identified UBDs and observe the role K63-linkage bound RIOK3 plays in the production of interferon. We produced fragments of RIOK3 containing either the wild-type (WT)-UBD or mutated (QUAD)UBD and incubated these fragments with K63-linkage. Compared to WT, we observed a decrease in the binding affinity of QUAD-UBD to K63 linkage, confirming that the identified UBD recognizes and binds to ubiquitin. This study’s novelty is that we identified a UBD potentially responsible for binding to the ubiquitin linkages attached to other known proteins. Future work will be to observe how the QUAD mutation changes the interferon production.