Comparison of Spatial Skills of Students Entering Different Engineering Majors

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A model curriculum for service systems engineering using a Delphi technique

Over the past 100 years, the US economy has evolved from one based primarily in the goods-producing sector (agriculture, manufacturing, and mining) to the service sector. Today the service sector accounts for more than 80% of US Gross Domestic Product and more than 85% of the workforce. In fact, today many engineering graduates go on to work in service sector industries instead of more traditional manufacturing industries. In part, the service sector may be such a large segment of our economy because its processes are highly inefficient. Engineering problem-solving and talent, if properly applied to processes in the service sector, could serve to significantly increase efficiency and reduce costs, similar to advances made in the goods-producing sector over the past century. In 2003 Michigan Tech received a planning grant from the National Science Foundation to define curricular characteristics for Service Sector Engineering through a Delphi Study. Armed with these characteristics, a workshop was convened at Michigan Tech in August 2006 to define a Service Systems Engineering curriculum. Workshop participants consisted of faculty from several universities as well as industry leaders interested in engineering for the service sector. An additional grant from NSF’s Course Curriculum and Laboratory Improvement (CCLI) program was recently awarded for the implementation of this curriculum

Spatial Encoding Strategy Theory: The Relationship between Spatial Skill and STEM Achievement

Learners’ spatial skill is a reliable and significant predictor of achievement in STEM, including computing, education. Spatial skill is also malleable, meaning it can be improved through training. Most cognitive skill training improves performance on only a narrow set of similar tasks, but researchers have found ample evidence that spatial training can broadly improve STEM achievement. We do not yet know the cognitive mechanisms that make spatial skill training broadly transferable when other cognitive training is not, but understanding these mechanisms is important for developing training and instruction that consistently benefits learners, especially those starting with low spatial skill. This paper proposes the spatial encoding strategy (SpES) theory to explain the cognitive mechanisms connecting spatial skill and STEM achievement. To motivate SpES theory, the paper reviews research from STEM education, learning sciences, and psychology. SpES theory provides compelling post hoc explanations for the findings from this literature and aligns with neuroscience models about the functions of brain structures. The paper concludes with a plan for testing the theory’s validity and using it to inform future research and instruction. The paper focuses on implications for computing education, but the transferability of spatial skill to STEM performance makes the proposed theory relevant to many education communities

Chondrule-Forming Shock Fronts in the Solar Nebula: A Possible Unified Scenario for Planet and Chondrite Formation

Chondrules are mm-sized spherules found throughout primitive, chondritic meteorites. Flash heating by a shock front is the leading explanation of their formation. However, identifying a mechanism for creating shock fronts inside the solar nebula has been difficult. In a gaseous disk capable of forming Jupiter, the disk must have been marginally gravitationally unstable at and beyond Jupiter's orbit. We show that this instability can drive inward spiral shock fronts with shock speeds of up to about 10 km/s at asteroidal orbits, sufficient to account for chondrule formation. Mixing and transport of solids in such a disk, combined with the planet-forming tendencies of gravitational instabilities, results in a unified scenario linking chondrite production with gas giant planet formation.Comment: 2 figures. ApJ Letters, in pres

AA-Amyloidosis Can Be Transferred by Peripheral Blood Monocytes

Spongiform encephalopathies have been reported to be transmitted by blood transfusion even prior to the clinical onset. Experimental AA-amyloidosis shows similarities with prion disease and amyloid-containing organ-extracts can prime a recipient for the disease. In this systemic form of amyloidosis N-terminal fragments of the acute-phase reactant apolipoprotein serum amyloid A are the main amyloid protein. Initial amyloid deposits appear in the perifollicular region of the spleen, followed by deposits in the liver. We used the established murine model and induced AA-amyloidosis in NMRI mice by intravenous injections of purified amyloid fibrils (‘amyloid enhancing factor’) combined with inflammatory challenge (silver nitrate subcutaneously). Blood plasma and peripheral blood monocytes were isolated, sonicated and re-injected into new recipients followed by an inflammatory challenge during a three week period. When the animals were sacrificed presence of amyloid was analyzed in spleen sections after Congo red staining. Our result shows that some of the peripheral blood monocytes, isolated from animals with detectable amyloid, contained amyloid-seed that primed for AA-amyloid. The seeding material seems to have been phagocytosed by the cells since the AA-precursor (SAA1) was found not be expressed by the monocytes. Plasma recovered from mice with AA amyloidosis lacked seeding capacity. Amyloid enhancing activity can reside in monocytes recovered from mice with AA-amyloidosis and in a prion-like way trigger amyloid formation in conjunction with an inflammatory disorder. Human AA-amyloidosis resembles the murine form and every individual is expected to be exposed to conditions that initiate production of the acute-phase reactant. The monocyte-transfer mechanism should be eligible for the human disease and we point out blood transfusion as a putative route for transfer of amyloidosis

Enhancing Visualization Skills-Improving Options aNd Success (EnViSIONS) of Engineering and Technology Students

Spatial visualization skills are vital to many careers and in particular to STEM fields. Materials have been developed at Michigan Technological University and Penn State Erie, The Behrend College to assess and develop spatial skills.  The EnViSIONS (Enhancing Visualization Skills-Improving Options aNd Success) project is combining these materials and testing them with pre-college and college students at  seven institutions: Michigan Tech, Penn State Behrend, Purdue University, University of Iowa, Virginia State University, Virginia Tech, and a “Project Lead the Way” course in south-central Arizona.  By removing a barrier to success for students with low visualization skills, particularly women, the project leaders hope to improve the retention of these students in STEM disciplines and to enhance their success. This paper will give a brief overview of the implementations at the university level and the findings

Predicting Academic Performance: A Systematic Literature Review

The ability to predict student performance in a course or program creates opportunities to improve educational outcomes. With effective performance prediction approaches, instructors can allocate resources and instruction more accurately. Research in this area seeks to identify features that can be used to make predictions, to identify algorithms that can improve predictions, and to quantify aspects of student performance. Moreover, research in predicting student performance seeks to determine interrelated features and to identify the underlying reasons why certain features work better than others. This working group report presents a systematic literature review of work in the area of predicting student performance. Our analysis shows a clearly increasing amount of research in this area, as well as an increasing variety of techniques used. At the same time, the review uncovered a number of issues with research quality that drives a need for the community to provide more detailed reporting of methods and results and to increase efforts to validate and replicate work.Peer reviewe

The study of atmospheric ice-nucleating particles via microfluidically generated droplets

Ice-nucleating particles (INPs) play a significant role in the climate and hydrological cycle by triggering ice formation in supercooled clouds, thereby causing precipitation and affecting cloud lifetimes and their radiative properties. However, despite their importance, INP often comprise only 1 in 10³–10⁶ ambient particles, making it difficult to ascertain and predict their type, source, and concentration. The typical techniques for quantifying INP concentrations tend to be highly labour-intensive, suffer from poor time resolution, or are limited in sensitivity to low concentrations. Here, we present the application of microfluidic devices to the study of atmospheric INPs via the simple and rapid production of monodisperse droplets and their subsequent freezing on a cold stage. This device offers the potential for the testing of INP concentrations in aqueous samples with high sensitivity and high counting statistics. Various INPs were tested for validation of the platform, including mineral dust and biological species, with results compared to literature values. We also describe a methodology for sampling atmospheric aerosol in a manner that minimises sampling biases and which is compatible with the microfluidic device. We present results for INP concentrations in air sampled during two field campaigns: (1) from a rural location in the UK and (2) during the UK’s annual Bonfire Night festival. These initial results will provide a route for deployment of the microfluidic platform for the study and quantification of INPs in upcoming field campaigns around the globe, while providing a benchmark for future lab-on-a-chip-based INP studies

A CS1 Spatial Skills Intervention and the Impact on Introductory Programming Abilities

This paper discusses the results of replicating and extending a study performed by Cooper et al. examining the relationship between students’ spatial skills and their success in learning to program. Whereas Cooper et al. worked with high school students participating in a summer program, we worked with college students taking an introductory computing course. Like Cooper et al.’s study, we saw a correlation between a student’s spatial skills and their success in learning computing. More significantly, we saw that after applying an intervention to teach spatial skills, students demonstrated improved performance both on a standard spatial skills assessment as well as on a CS content instrument. We also saw a correlation between students’ enjoyment in computing and improved performance both on a standard spatial skills assessment and on a CS content instrument, a result not observed by Cooper et al