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Noninvasive Ground Penetrating Radar Investigation of Fallicambarus fodiens Subsurface Habitations
Zachariah Seaman, Harvey Henson

Abstract: Ground penetrating radar (GPR) is a geophysical technique that uses electromagnetic energy to image and identify subsurface objects and structures. This methodology has been used in areas such as geology, archaeology and engineering; however, recent research has applied this geophysical method within the zoological community. Several studies have discussed the utility and benefit of using GPR to image wombat burrows, badger setts, gopher tortoise burrows, and pocket gopher tunnels. Our team sought to determine if subsurface structures constructed by burrowing crayfish could be imaged noninvasively, despite their comparatively smaller burrow sizes. In previous research, imaging crayfish burrows was a challenge when collecting data in clay derived soils. However, given the proper timing of rainfall and ground water infiltration, imaging of crayfish related structures in silt loam and clay soils is possible. Our studied species, the Digger Crayfish (Fallicambarus fodiens), was located and observed in southern Illinois, and 3D GPR scans were conducted and collected. The preliminary data show various subsurface anomalies where crayfish burrows (i.e. crayfish chimneys) were observed above ground. These anomalies were interpreted as subsurface structures created by crayfish activity.

Poster | News Article | Award 

A Predictive Early Intervention Metric for Remedial and Gateway Mathematics Courses
Mark Amos, Gregory Budzban, Mary Wright, Heather Jaffe

Abstract: Early intervention strategies at the university level are becoming increasingly prevalent to aid student retention efforts.  For these strategies to become optimal, they must be accompanied by precise data analysis tools to help focus limited resources precisely where these resources can most effective.  Research indicates that gateway university math courses, including remedial math courses, are one of the most critical paths that students must negotiate to be successful and emerge with a degree.  In this paper, we present an easily calculated early-intervention metric implemented in our gateway math courses.  In addition, we present data indicating it is highly predictive of eventual student success and/or the lack of that success in these courses.  Finally, we discuss how this data will be used to craft more effective student success  programs at Southern Illinois University.

Poster | News Article