Particle Motion in Flows: Contributions to Airborne Aerosol Measurement

Accurate, in situ measurement of airborne particles is critical in understanding the global atmosphere. An airborne instrument is designed to sample and measure the aerodynamic diameter of particles in the size range of 1-30 mm. Knowledge of the aerodynamic size of a particle includes the impact of unknown variables such as shape, size and density of a particle. Particles of the same aerodynamic diameter have the same trajectory and settling velocity in air, regardless of their actual size, density or shape. Knowing the time a particle resides in air can improve the climate models substantially. The developed instrument consists of a low turbulence inlet and a laser-Doppler velocimeter to sample and measure the super-micron particles all in one unit. Air enters the inlet at true air speed of the aircraft, which is a relatively high speed in the range of 100-200 ms-1. The low turbulence inlet reduces the air speed to 5-10 ms-1 in a short distance without generation of additional turbulence. It uses boundary layer suction through a porous diffuser to remove a substantial amount of air that is responsible for turbulence generation and particle loss in deposition to the inlet walls. Reduction of turbulence makes it possible to model and solve the flows inside the inlets and calculate the particle trajectories using computational fluid dynamic (CFD) tools. A new technique is developed to determine the size distribution of particles based on the motion of particles and measurement of the particles\u27 velocity. Velocimetric measurement of particle size is achieved by slowing the velocity of the flow that is carrying the particles and measuring the velocity of the particles in response to this change. Larger particles have higher tendency to continue at a higher speed, while smaller particles tend to follow the air stream lines. A laser Doppler velocimeter (LDV) measures the velocity of the particles as they pass through the viewing volume of the velocimeter. The aerodynamic diameter of the particles and their concentration is determined from the velocity measurements. Accurate determination of particle size distribution at the location of measuring sensor does not guarantee the accuracy of the ambient size distribution. The modification of number of particle due to particle loss, enhancement, and particles bouncing off the leading edge of the inlet is considered to accurately measure the ambient size distribution of particles. This research work also focuses on quantifying the effects of particle enhancement in the low turbulence inlet used in ACE-Asia sampling inlet and the deposition of particles in transport through the bends of ACE-Asia and NOAA inlets. The effect of force of gravity on deposition efficiency of particles has also been analyzed

How Students View the Role of Faculty Advisors in the SWE Organization

The Society of Women Engineers (SWE) collegiate sections attract many men and women to the society, and they can be among the largest and most active student organizations on the university campuses. A key factor to boost membership is the active involvement of faculty advisors, who serve as the liaison between SWE collegiate sections, the university, the National SWE organization, and professional SWE members. A group of SWE faculty advisors previously conducted a survey of faculty advisors and counselors, with advisors and counselors aggregated in the results, to determine what aspects of their role they consider most significant, and how they engage with the students. The study showed that faculty advisors play an important role in providing continuity to the section, participation in and understanding of the larger organization, and in mentoring students on both general leadership and SWE leadership. This paper examines how students view the role of their faculty advisor in their SWE collegiate section. The objectives of this study are to understand the challenges that collegiate sections face and what types of support they need from their faculty advisor. A survey about the level of importance of different roles of faculty advisors was conducted. Additional ways students feel their faculty advisor could help them was also addressed. The data was analyzed to identify key factors that faculty advisors should consider while serving in these roles within student sections. The findings were then compared to the results of the self-assessment of the faculty advisors

Long non-coding RNAs and JAK/STAT signaling pathway regulation in colorectal cancer development

Colorectal cancer (CRC) is one of the main fatal cancers. Cell signaling such as Janus kinase/signal transducer and activator of transcription (JAK/STAT) signaling substantially influences the process of gene expression and cell growth. Long non-coding RNAs (lncRNAs) play regulatory roles in cell signaling, cell proliferation, and cancer fate. Hence, lncRNAs can be considered biomarkers in cancers. The inhibitory or activating effects of different lncRNAs on the JAK/STAT pathway regulate cancer cell proliferation or tumor suppression. Additionally, lncRNAs regulate immune responses which play a role in immunotherapy. Mechanisms of lncRNAs in CRC via JAK/STAT regulation mainly include cell proliferation, invasion, metastasis, apoptosis, adhesion, and control of inflammation. More profound findings are warranted to specifically target the lncRNAs in terms of activation or suppression in hindering CRC cell proliferation. Here, to understand the lncRNA cross-talk in CRC through the JAK/STAT signaling pathway, we collected the related in vitro and in vivo data. Future insights may pave the way for the development of novel diagnostic tools, therapeutic interventions, and personalized treatment strategies for CRC patients

An Initial Exploration of Engineering Student Perceptions of COVID’s Impact on Connectedness, Learning, and STEM Identity

This paper studied the development of STEM identity for freshman students in Engineering. An Urban Research University received a 5-year S-STEM award in fall 2018. So far, two cohorts of scholars have received the scholarship as well as academic support, mentoring support, and customized advising from faculty and upper level peers. The objective of this project is to help underrepresented and talented students in engineering to pursue an undergraduate degree. A Multi-Layered Mentoring(MLM) Program was established, and several interviews were conducted with scholarship recipients. The qualitative and qualitative analysis of the student success shows an improvement in GPA of students in the program as compared to the rest of the school. The students not only received financial help through the program based on their unmet needs, they are were placed in an engineering learning community (ELC). The participants in ELC and MLM programs agreed to participate in research studies to assess their success. This NSF funded program also helped freshman students be involved in a hands-on Design Innovations class where they learned design process and human centered design. The students were surveyed on a regular basis to identify their needs and were approached by faculty advisor as well as their mentors to trouble shoot their concerns and help them with both social and academic aspects of their concerns. The first cohort joined the program in AY 2019-2020, as freshmen. This cohort had experienced a full semester of in-person engagement before the COVID-19 hit in the middle of the second semester of their freshman year. We have researched the impact of the pandemic on their academic progress, sense of belonging, and STEM identity. The second cohort joined the program in AY 2020-2021. They have not had the chance to experience the campus life and their perspective of college life is very different than the first cohort. The STEM identity was one of the success indicators for freshman students who entered the university in one of the most difficult and un-usual circumstances under the COVID-19 pandemic

Launching the urban STEM collaboratory

The Urban STEM Collaboratory is a tri-institution collaboration of University of Memphis (UofM), University of Colorado Denver (CU Denver), and Indiana University Purdue University Indianapolis (IUPUI). Each of the three partner universities is embedded in a large city, and serves similar student populations, i.e. students who tend to be first generation, minorities, and/or commuters. These universities encounter similar challenges in first-year retention and graduation rates, especially in the STEM disciplines. As they strive to improve the first year engineering and/or mathematics student experience at their campuses, they have engaged in different approaches; including Peer Led Team Learning (PLTL), formation of an Engineering Learning Community (ELC), and engaging students in outreach as STEM Ambassadors. Incorporating these individual strengths with new activities that will be shared across institutions, the team is currently embarking on a multi-year research project to uncover how students develop STEM identity in an urban context, identify interventions that support this development, and determine the impact that STEM identity has on student success. Through the support of an NSF S-STEM grant, the three universities are also providing scholarships to students engaged in the project. Here, we share the initial efforts of our tri-campus interaction and collaboration, our overarching goals, our systems of recruiting students, and our initial collection of preliminary data and findings for Year 1

Launching the urban STEM collaboratory

The Urban STEM Collaboratory is a tri-institution collaboration of University of Memphis (UofM), University of Colorado Denver (CU Denver), and Indiana University Purdue University Indianapolis (IUPUI). Each of the three partner universities is embedded in a large city, and serves similar student populations, i.e. students who tend to be first generation, minorities, and/or commuters. These universities encounter similar challenges in first-year retention and graduation rates, especially in the STEM disciplines. As they strive to improve the first year engineering and/or mathematics student experience at their campuses, they have engaged in different approaches; including Peer Led Team Learning (PLTL), formation of an Engineering Learning Community (ELC), and engaging students in outreach as STEM Ambassadors. Incorporating these individual strengths with new activities that will be shared across institutions, the team is currently embarking on a multi-year research project to uncover how students develop STEM identity in an urban context, identify interventions that support this development, and determine the impact that STEM identity has on student success. Through the support of an NSF S-STEM grant, the three universities are also providing scholarships to students engaged in the project. Here, we share the initial efforts of our tri-campus interaction and collaboration, our overarching goals, our systems of recruiting students, and our initial collection of preliminary data and findings for Year 1