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1. Multi-Disciplinary Summer Orientation Sessions for First-Year Students in Engineering, Engineering Technology, Physics, and Computer Science

   https://doi.org/10.18260/p.25760  

   Novoa, Clara ; Ortiz, Araceli ; Talley, Kimberly ( January 2016 , American Society of Engineering Education)

   This work in progress is motivated by a self-study conducted at Texas State University. The study revealed that the average second year science, technology, engineering and math (STEM) student retention rate is 56% vs. 67% for all majors, and that 16% of STEM majors are female while 57% of all undergraduate students are female. Using these statistics, the authors identified the need to offer motivating experiences to freshman in STEM while creating a sense of community among other STEM students. This paper reports on the impact of two interventions designed by the authors and aligned with this need. The interventions are: (1) a one-day multi- disciplinary summer orientation (summer15) to give participants the opportunity to undertake projects that demonstrate the relevance of spatial and computational thinking skills and (2) a subsequent six-week spatial visualization skills training (fall 2015) for students in need to refine these skills. The interventions have spatial skills as a common topic and introduce participants to career applications through laboratory tours and talks. Swail et al.1 mentions that the three elements to address in order to best support students’ persistence and achievement are cognitive, social, and institutional factors. The interventions address all elements to some extent and are part of an NSF IUSE grant (2015-2018) to improve STEM retention. The summer 2015 orientation was attended by 17 freshmen level students in Physics, Engineering, Engineering Technology, and Computer Science. The orientation was in addition to “Bobcat Preview”, a separate mandatory one-week length freshman orientation that includes academic advising and educational and spirit sessions to acclimate students to the campus. The effectiveness of the orientation was assessed through exit surveys administered to participants. Current results are encouraging; 100% of the participants answered that the orientation created a space to learn about science and engineering, facilitated them to make friends and encouraged peer interaction. Eighty percent indicated that the orientation helped them to build confidence in their majors. Exit survey findings were positively linked to a former exit survey from an orientation given to a group of 18 talented and low-income students in 2013. The training on refining spatial visualization skills connects to the summer orientation by its goals. It offers freshman students in need to refine spatial skills a further way to increase motivation to STEM and create community among other students. It is also an effective approach to support students’ persistence and achievement. Bairaktarova et al.2 mention that spatial skills ability is gradually becoming a standard assessment of an individual’s likelihood to succeed as an engineer. Metz et al.3 report that well-developed spatial skills have been shown to lead to success in Engineering and Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics. The effectiveness of the fall 2015 training was assessed through comparison between pre and post tests results and exit surveys administered to participants. All participants improved their pre-training scores and average improvement in students’ scores was 18.334%. 

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2. Multi-Disciplinary Orientation Sessions for Fist-Year Students in Engineering, Engineering Technology, Physics, and Computer Science

   Novoa, C. ; Martinez, Ortiz A. ; Talley, K.G. ( January 2016 , ASEE Annual Conference proceedings)

   This work in progress is motivated by a self-study conducted at Texas State University. The study revealed that the average second year science, technology, engineering and math (STEM) student retention rate is 56% vs. 67% for all majors, and that 16% of STEM majors are female while 57% of all undergraduate students are female. Using these statistics, the authors identified the need to offer motivating experiences to freshman in STEM while creating a sense of community among other STEM students. This paper reports on the impact of two interventions designed by the authors and aligned with this need. The interventions are: (1) a one-day multi- disciplinary summer orientation (summer15) to give participants the opportunity to undertake projects that demonstrate the relevance of spatial and computational thinking skills and (2) a subsequent six-week spatial visualization skills training (fall 2015) for students in need to refine these skills. The interventions have spatial skills as a common topic and introduce participants to career applications through laboratory tours and talks. Swail et al.[1] mentions that the three elements to address in order to best support students’ persistence and achievement are cognitive, social, and institutional factors. The interventions address all elements to some extent and are part of an NSF IUSE grant (2015-2018) to improve STEM retention. The summer 2015 orientation was attended by 17 freshmen level students in Physics, Engineering, Engineering Technology, and Computer Science. The orientation was in addition to “Bobcat Preview”, a separate mandatory one-week length freshman orientation that includes academic advising and educational and spirit sessions to acclimate students to the campus. The effectiveness of the orientation was assessed through exit surveys administered to participants. Current results are encouraging; 100% of the participants answered that the orientation created a space to learn about science and engineering, facilitated them to make friends and encouraged peer interaction. Eighty percent indicated that the orientation helped them to build confidence in their majors. Exit survey findings were positively linked to a former exit survey from an orientation given to a group of 18 talented and low-income students in 2013. The training on refining spatial visualization skills connects to the summer orientation by its goals. It offers freshman students in need to refine spatial skills a further way to increase motivation to STEM and create community among other students. It is also an effective approach to support students’ persistence and achievement. Bairaktarova et al.[2] mention that spatial skills ability is gradually becoming a standard assessment of an individual’s likelihood to succeed as an engineer. Metz et al.[3] report that well-developed spatial skills have been shown to lead to success in Engineering and Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics. The effectiveness of the fall 2015 training was assessed through comparison between pre and post tests results and exit surveys administered to participants. All participants improved their pre-training scores and average improvement in students’ scores was 18.334%. 

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3. National Symposium on PRedicting Emergence of Virulent Entities by Novel Technologies (PREVENT)". NSF Predictive Intelligence for Pandemic Prevention (PIPP) Workshop Summary Report. Atlanta, GA: Georgia Tech. 52 pages.

   Prakash, B.A. ; Torrens, P.M. ; Wigginton, K. ; Yin, J. ( January 2021 , National Symposium on PRedicting Emergence of Virulent Entities by Novel Technologies (PREVENT))

   null (Ed.)

   The National Science Foundation (NSF) held a virtual Symposium on PRedicting Emergence of Virulent Entities by Novel Technologies (PREVENT), on February 22 – 23, 2021 as part of its series on Predictive Intelligence for Pandemic Prevention (PIPP). The workshop brought together more than 60 leading experts, representing NSF research directorates for Biological Sciences (BIO), Computer Information Science and Engineering (CISE), Engineering (ENG), Social, Behavioral and Economic Sciences (SBE), and the Office of International Science and Engineering (OISE), to discuss how the global behavior of an infectious entity can emerge from the interactions that begin occurring between components at the molecular level and expand to physiological, environmental, and population scales. The workshop was divided into four sessions, each focusing on one of four different scales: 1) end-toend (or multi-scale) 2) molecular, 3) physiological and environmental, and 4) population and epidemiological. Particular focus was given to identifying challenges and opportunities in each of these domains. The workshop aimed to: • Identify interdisciplinary advances in science, technology, and human behavior to enable prediction and prevention of future pandemics • Begin to build the necessary convergence to be optimally prepared to prevent future pandemics • Establish convergent data commons and cyberinfrastructure for PIPP This workshop report summarizes the plenary presentations, panel discussions, and breakout group sessions that took place at this event. The results presented here are drawn from the viewpoints expressed by the participants and do not necessarily reflect those of the broader pandemic research community. 

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4. DeapSECURE: Empowering Students for Data- and Compute-Intensive Research in Cybersecurity through Training

   https://doi.org/10.1145/3332186.3332247  

   Purwanto, Wirawan ; Wu, Hongyi ; Sosonkina, Masha ; Arcaute, Karina ( January 2019 , Proceedings of ACM Practical Experience in Advanced Research Computing Conference (PEARC’19))

   As the volume and sophistication of cyber-attacks grow, cybersecurity researchers, engineers and practitioners rely on advanced cyberinfrastructure (CI) techniques like big data and machine learning, as well as advanced CI platforms, e.g., cloud and high-performance computing (HPC) to assess cyber risks, identify and mitigate threats, and achieve defense in depth. There is a training gap where current cybersecurity curricula at many universities do not introduce advanced CI techniques to future cybersecurity workforce. At Old Dominion University (ODU), we are bridging this gap through an innovative training program named DeapSECURE (Data-Enabled Advanced Training Program for Cyber Security Research and Education). We developed six non-degree training modules to expose cybersecurity students to advanced CI platforms and techniques rooted in big data, machine learning, neural networks, and high-performance programming. Each workshop includes a lecture providing the motivation and context for a CI technique, which is then examined during a hands-on session. The modules are delivered through (1) monthly workshops for ODU students, and (2) summer institutes for students from other universities and Research Experiences for Undergraduates participants. Future plan for the training program includes an online continuous learning community as an extension to the workshops, and all learning materials available as open educational resources, which will facilitate widespread adoption, adaptations, and contributions. The project leverages existing partnerships to ensure broad participation and adoption of advanced CI techniques in the cybersecurity community. We employ a rigorous evaluation plan rooted in diverse metrics of success to improve the curriculum and demonstrate its effectiveness. 

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5. Findings Report: Workshop on Resilient Supply of Critical Minerals

   Locmelis, Marek ; Lueking, Angela ; Moats, Michael ; Awuah-Offei, Kwame ; Alagha, Lana ; Fitch, Mark ; Krolikowski, Alanna ; Clark, Shelby ( October 2021 , NSF Workshop Reports)

   null (Ed.)

   On August 2-3, 2021, the Thomas J. O’Keefe Institute for Sustainable Supply of Strategic Minerals at Missouri University of Science and Technology (Missouri S&T) hosted the NSF-funded virtual workshop ‘Resilient Supply of Critical Minerals’. The workshop was convened via Zoom and attracted 158 registrants, including 108 registrants from academia (61 students), 30 registrants from government agencies, and 20 registrants from the private sector. Four topical sessions were covered: A. Mineral Exploration and Source Diversification. B. Supply Chain and Policy Issues. C. Improving Mineral Recycling and Reprocessing Technologies. D. Technological Alternatives to Critical Minerals. Each topical session was composed of two keynote lectures and followed by a breakout session that was designed to identify promising pathways towards increasing critical supply chain resilience in the United States. During each breakout session, participants were asked to address five questions: Q1. What are the roadblocks that affect the resilient supply of critical minerals? Q2. What are the most pressing research needs? Q3. What opportunities can lead to the fastest and biggest impact? Q4. What skills training is required to meet future workforce demands? Q5. What other questions should be asked, but are commonly overlooked? Several issues that limit critical mineral supply chain resilience in the United States were identified and discussed in all breakout sessions, including: 1. Insufficient understanding of domestic critical minerals resources. To address this issue, workshop participants highlighted the need for (i) more geologic research to identify new and evaluate existing resources; and (ii) a qualitative and quantitative assessment of critical minerals that may be recovered as by/co-products from existing production streams. 2. Technical limitations of current mineral processing and recycling technologies. To address this issue, workshop participants highlighted the need for (i) innovative mineral processing technologies, including more environmentally friendly chemicals/solvents, and (ii) automated recycling technologies for appliances and e-waste. Participants also highlighted the need for a centralized and simplified way to collect recyclable materials, and incentives for the public to participate in recycling. 3. Long permitting processes for mining and mineral processing operations, with often unpredictable outcomes. To address this issue, workshop participants suggested the development of new critical mineral focused policies with faster processing times and more transparent / predictable decision-making processes. 4. The negative public image of mining and mineral processing operations. To address this issue, workshop participants suggested to design public outreach / education initiatives and to include local communities into decision-making processes. 5. Limited availability of a critical mineral workforce. To address this issue, workshop participants suggested an increased focus on critical mineral specific skill training in higher education institutions, and advanced training of the existing workforce. 

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