Tools for modulating and measuring intracellular redox environment

Intracellular redox environment, the relative amount of oxidized and reduced chemical species within a cell, is important in regulating cellular processes; however, molecular mechanisms that mediate redox environment are poorly understood largely because of limitations of tools to both modulate and measure the intracellular redox environment. For example, pharmacological methods that modulate intracellular redox environment often lack selectivity, cause cellular toxicity, and perturb intracellular homeostasis. Methods for monitoring intracellular redox environment can also cause toxicity and protocols typically require disruption of cells. The overall goal of my dissertation research therefore was to develop and validate tools for both modulating and measuring the intracellular redox environment. This dissertation describes the development of three-electrode electrochemical platforms to modulate the intracellular redox environment of mammalian cells. The platforms are capable of both oxidizing and reducing the intracellular redox environment of Chinese hamster ovary (CHO) cells in correspondence to applied extracellular potential. I also demonstrate the utility of novel FRET-based biosensors, developed by collaborators, as real-time indicators of reduction/oxidation conditions in CHO and isogenic porcine fibroblasts. These studies will help unravel the role of redox regulation in many biological processes including those connected to normal and tumorigenic cells

Student Engagement in an Online Engineering Afterschool Program During the COVID-19 Pandemic

The COVID-19 pandemic forced much of schooling online and limited students’ access to informal learning opportunities such as afterschool programs. The purpose of this study was to investigate how fourth- and fifth-grade students engaged in an online engineering program and what factors influenced their engagement. We drew on a four-dimensional model of student engagement to describe how students engaged in the afterschool engineering program and to identify the factors that enhanced or inhibited engagement. Using a case study design, we drew on interviews with six program mentors and ten students and observation data from weekly Zoom sessions throughout the 2020–2021 school year. We found examples of all four dimensions of engagement, but also of disengagement. The program influenced student engagement in multiple ways, including through the program mentors’ social, pedagogical, and managerial roles, students’ interest in and enjoyment of engineering, the drawbacks and benefits of the online learning environment and Zoom’s affordances, and the nature of the program’s activities. We connect these factors to the different dimensions of engagement. We conclude with a discussion of how our findings add to research on engineering education in informal online settings and offer implications for practitioners

Who earns engineering degrees? Detecting longitudinal data trends with infographics

Abstract Typical data available to engineering educators about the state of degrees awarded is disseminated via various groups. The most salient limitations to each of these sources are a lack of disaggregating data by multiple personal identities and an annualized reporting schedule hindering interpretations over time. This analysis ascertains how female degrees earned in engineering changed for bachelor's, master's, and doctoral degree levels from 2005 to 2021. We sought to understand trends by disaggregating ASEE records by gender, race, and engineering discipline. Data gathered from EDMS were cleaned, analyzed, and visualized, following principles for data sense making and human factors. Results highlight women gravitating towards Biological, Environmental, and Computational engineering disciplines. The total number of all degrees awarded is increasing for all genders in all disciplines, but these trends are not evenly distributed across disciplines. While it is true that the overall proportion of women in engineering wavered near 20%, this statistic does not tell the whole story of what has been occurring in engineering. By disaggregating infographics, we tracked percentage growth in certain fields as well as overall increases in number of degrees awarded at all levels of higher education. Future research is needed to determine causes for women's choices in engineering

Special Session: Honing the Craft of Conducting Interviews in Engineering Education Research

Engineering education research heavily relies on qualitative studies that utilize interview-based approaches. The quality and depth of knowledge derived from these studies depend heavily on the craft of conducting interviews, a facet often overlooked in prior work on qualitative methods. This special session aims to address this gap by guiding engineering education researchers in honing their interviewing skills for qualitative research. Participants will learn best practices for developing interview protocols, creating an accessible environment, and capturing high-quality data. Through case studies and hands-on activities, attendees will gain confidence in moderating conversations, improving data collection, and enhancing their overall skillset. This session provides an opportunity for researchers interested in qualitative research and scholarly educators to deepen their understanding of conducting meaningful interviews. By bridging the gap between the importance of qualitative studies and the need for skilled interviewers, we aim to contribute to the advancement of engineering education research

Problem-Based Teaching: An Exploratory Analysis of Discourse Methods of Peer Facilitators in a Summer Engineering Bridge Program

As engineering educators attempt to develop solutions to increase student retention and graduation rates and decrease student departures from their majors during the first two years of study, findings from a summer bridge program at a large minority-serving institution (MSI) show promise for practices that could potentially help to mitigate these issues. Summer bridge strategies have been shown to be effective in assisting in college students’ transition from first to sophomore year. This study comprises a case study of a chemical engineering summer bridge program in which undergraduate peer facilitators introduced sophomore-level chemical engineering material and energy balance course material to their peers. The goal of this study was to understand the types of discourse methods used during problem-solving sessions by peer facilitators and how students’ learning experiences were impacted. Data for this study were collected via video observations and a post-program open-ended survey. Authors found that peer facilitators created an environment where students felt encouraged and supported and could relate to facilitators and course materials in new ways. This work further illustrates promising practices of using peer facilitators that need further attention, along with the potential for how engagement and learning could be enhanced by the more formal preparation of peer facilitators

Hands-On Activity Illustrating the Sorting Process of Recycled Waste and Its Role in Promoting Sustainable Solutions

Effective recycling is not merely a matter of collecting waste; it also requires meticulous categorization to maximize the potential for reusing material and minimizing waste sent to landfills. Education and awareness of the sorting and recycling process bottlenecks need to be emphasized and extended beyond higher educational contexts (e.g., in multiple stages of educational pathways, such as middle or high school). Hence, this project introduces a hands-on plastic sorting activity where students use recycled waste to be sorted based on their physical properties. Several tools were provided to perform the separation, such as water, sieves, magnets, and manual/visual separation while considering the time and cost associated with each tool. The activity was evaluated by pre- and post-evaluations based on Likert-scale and open-ended questions grouped in several categories related to the sorting process. In several categories, we observed that the activity enhanced student knowledge (e.g., general sorting understanding), while in other categories, there was no growth. From open-ended questions, students expressed an understanding of how to sort recycled waste and an appreciation for the trade-offs in developing sorting solutions. This activity effectively enhanced students’ awareness of the sorting process of recycled waste. It lays the foundation for future inquiry and outreach project design

Hands-On Activity Illustrating the Sorting Process of Recycled Waste and Its Role in Promoting Sustainable Solutions

Effective recycling is not merely a matter of collecting waste; it also requires meticulous categorization to maximize the potential for reusing material and minimizing waste sent to landfills. Education and awareness of the sorting and recycling process bottlenecks need to be emphasized and extended beyond higher educational contexts (e.g., in multiple stages of educational pathways, such as middle or high school). Hence, this project introduces a hands-on plastic sorting activity where students use recycled waste to be sorted based on their physical properties. Several tools were provided to perform the separation, such as water, sieves, magnets, and manual/visual separation while considering the time and cost associated with each tool. The activity was evaluated by pre- and post-evaluations based on Likert-scale and open-ended questions grouped in several categories related to the sorting process. In several categories, we observed that the activity enhanced student knowledge (e.g., general sorting understanding), while in other categories, there was no growth. From open-ended questions, students expressed an understanding of how to sort recycled waste and an appreciation for the trade-offs in developing sorting solutions. This activity effectively enhanced students’ awareness of the sorting process of recycled waste. It lays the foundation for future inquiry and outreach project design

Hands-On Activity Illustrating the Sorting Process of Recycled Waste and Its Role in Promoting Sustainable Solutions

Effective recycling is not merely a matter of collecting waste; it also requires meticulous categorization to maximize the potential for reusing material and minimizing waste sent to landfills. Education and awareness of the sorting and recycling process bottlenecks need to be emphasized and extended beyond higher educational contexts (e.g., in multiple stages of educational pathways, such as middle or high school). Hence, this project introduces a hands-on plastic sorting activity where students use recycled waste to be sorted based on their physical properties. Several tools were provided to perform the separation, such as water, sieves, magnets, and manual/visual separation while considering the time and cost associated with each tool. The activity was evaluated by pre- and post-evaluations based on Likert-scale and open-ended questions grouped in several categories related to the sorting process. In several categories, we observed that the activity enhanced student knowledge (e.g., general sorting understanding), while in other categories, there was no growth. From open-ended questions, students expressed an understanding of how to sort recycled waste and an appreciation for the trade-offs in developing sorting solutions. This activity effectively enhanced students’ awareness of the sorting process of recycled waste. It lays the foundation for future inquiry and outreach project design

Hands-On Activity Illustrating the Sorting Process of Recycled Waste and Its Role in Promoting Sustainable Solutions

Effective recycling is not merely a matter of collecting waste; it also requires meticulous categorization to maximize the potential for reusing material and minimizing waste sent to landfills. Education and awareness of the sorting and recycling process bottlenecks need to be emphasized and extended beyond higher educational contexts (e.g., in multiple stages of educational pathways, such as middle or high school). Hence, this project introduces a hands-on plastic sorting activity where students use recycled waste to be sorted based on their physical properties. Several tools were provided to perform the separation, such as water, sieves, magnets, and manual/visual separation while considering the time and cost associated with each tool. The activity was evaluated by pre- and post-evaluations based on Likert-scale and open-ended questions grouped in several categories related to the sorting process. In several categories, we observed that the activity enhanced student knowledge (e.g., general sorting understanding), while in other categories, there was no growth. From open-ended questions, students expressed an understanding of how to sort recycled waste and an appreciation for the trade-offs in developing sorting solutions. This activity effectively enhanced students’ awareness of the sorting process of recycled waste. It lays the foundation for future inquiry and outreach project design

Hands-On Activity Illustrating the Sorting Process of Recycled Waste and Its Role in Promoting Sustainable Solutions

Effective recycling is not merely a matter of collecting waste; it also requires meticulous categorization to maximize the potential for reusing material and minimizing waste sent to landfills. Education and awareness of the sorting and recycling process bottlenecks need to be emphasized and extended beyond higher educational contexts (e.g., in multiple stages of educational pathways, such as middle or high school). Hence, this project introduces a hands-on plastic sorting activity where students use recycled waste to be sorted based on their physical properties. Several tools were provided to perform the separation, such as water, sieves, magnets, and manual/visual separation while considering the time and cost associated with each tool. The activity was evaluated by pre- and post-evaluations based on Likert-scale and open-ended questions grouped in several categories related to the sorting process. In several categories, we observed that the activity enhanced student knowledge (e.g., general sorting understanding), while in other categories, there was no growth. From open-ended questions, students expressed an understanding of how to sort recycled waste and an appreciation for the trade-offs in developing sorting solutions. This activity effectively enhanced students’ awareness of the sorting process of recycled waste. It lays the foundation for future inquiry and outreach project design