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1. Developing diverse workforce for Oklahoma Aerospace Industry - Collaboration Between a Two year and a Four year Institutions

   https://doi.org/10.18260/1-2--34413  

   Siddique, Zahed; L’Afflitto, Andrea; Sun, Wei; Lee, Jiyoon; Fowler, Steven; Jones, Wayne (June 2020, ASEE's Virtual Conference 2020)

   Unmanned Aerial Systems (UAS) have become popular in the past two decades because of their key role in numerous military applications, which range from aerial support of troops involved on the battlefield to surveillance and border patrol. The versatility of UAS platforms make it extremely appealing for several civilian applications, and considerable cost reduction for critical components has made this technology a powerful resource for private operators. In this paper we present a collaborative effort with the objective of establishing a competitive UAS educational program at the Rose State College (RSC, a two-year institute) and creating a pipeline to develop a UAS workforce in Oklahoma. The approach modified freshman and sophomore aerospace and mechanical engineering courses at RSC to incorporate UAS design into applicable courses. Experiential learning opportunities involving UAS are included through class projects. Modifying the “Introduction to Aerospace Engineering” course at the University of Oklahoma (OU, 4-year institute) and applying the theoretical concepts learned in class to real examples involving UAS. UAS platforms are not considered as mere special cases, but will be given proper attention both in class and through dedicated homework assignments and projects. We also investigate pipeline of students from RSC to OU. Many of the RSC students attending selected undergraduate classes at OU decide to continue their education by pursuing a bachelor’s degree in engineering. This positive trend is encouraged by providing UAS students at RSC to perform undergraduate (UG) research at OU. This paper presents different activities to establish curriculum and collaboration between the two institutions to support Oklahoma’s workforce. 

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2. Using a Summer Bridge Program to Develop a Situational Judgment Inventory: From Year 1 to Year 2

   https://doi.org/10.18260/1-2--45493  

   Josiam, Malini; Lee, Walter (February 2024, ASEE Conferences)

   The College of Engineering at [University] offers a comprehensive five-week summer program known as a summer bridge program (SBP) for incoming students. The primary objective of this program is to familiarize first-time-in-college students with the university environment and community, setting them up for success in their academic journey. During this period, students engage in non-credit courses that cover subjects typically deemed challenging and necessary for first-year students, including calculus, chemistry, and engineering fundamentals. In addition to these courses, over the course of the program, students actively participate in informative seminars conducted by different campus offices, providing them with a comprehensive understanding of the wide array of opportunities and resources available to support their them during their academic journey. In the previous year, we organized a workshop during the SBP with a total of 60 participating students. The purpose of this workshop was to gauge students' reactions to a series of open-ended scenarios that reflected potential opportunities and constraints commonly encountered in the field of engineering. Students were given the opportunity to respond to these scenarios both individually and in groups, with each group assigned four unique scenarios. To further enhance our understanding, we also conducted interviews with 11 students. By analyzing the individual and group responses, along with the interview data, we developed a Situational Judgment Inventory (SJI), aggregating students’ open ended responses into closed-ended responses to the scenarios. The primary objective of this SJI is to promote better alignment between students' navigational tendencies and the expectations of professionals regarding students' navigational approaches within the learning environment. The purpose of this presentation is to provide a comprehensive overview of our instrument refinement process and present preliminary findings regarding the anticipated navigational approaches of incoming engineering students. To address this purpose, we conducted a 90-minute workshop with SBP students, where we administered the piloted SJI containing the closed-ended responses we developed earlier. The primary purpose of piloting the SJI was to understand how to enhance the instrument's accuracy in capturing the full spectrum of navigational tendencies that students possess and expect to employ prior to commencing their engineering studies. The quantitative analysis of the pilot results will not only identify areas of improvement for the instrument but also contribute to our understanding of how incoming students anticipate navigating the field of engineering. 

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3. A year of internal Poincaré waves in southern Lake Michigan: YEAR OF LM P WAVES

   https://doi.org/10.1029/2012JC007984  

   Choi, Jun; Troy, Cary D.; Hsieh, Tsung-Chan; Hawley, Nathan; McCormick, Michael J. (July 2012, Journal of Geophysical Research: Oceans)
4. A 10-year prospectus for mathematical epidemiology

   https://doi.org/10.3389/fpsyg.2023.986289  

   Orr, Mark; Mortveit, Henning S.; Lebiere, Christian; Pirolli, Pete (June 2023, Frontiers in Psychology)

   There is little significant work at the intersection of mathematical and computational epidemiology and detailed psychological processes, representations, and mechanisms. This is true despite general agreement in the scientific community and the general public that human behavior in its seemingly infinite variation and heterogeneity, susceptibility to bias, context, and habit is an integral if not fundamental component of what drives the dynamics of infectious disease. The COVID-19 pandemic serves as a close and poignant reminder. We offer a 10-year prospectus of kinds that centers around an unprecedented scientific approach: the integration of detailed psychological models into rigorous mathematical and computational epidemiological frameworks in a way that pushes the boundaries of both psychological science and population models of behavior. 

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5. A Year in K-12 AI Education

   https://doi.org/10.1609/aimag.v40i4.5289  

   Touretzky, David; Gardner-McCune, Christina; Breazeal, Cynthia; Martin, Fred; Seehorn, Deborah (January 2020, AI Magazine)

   The time is ripe to consider what 21st-century digital citizens should know about artificial intelligence (AI). Efforts are under way in the USA, China, and many other countries to promote AI education in kindergarten through high school (K–12). The past year has seen the release of new curricula and online resources for the K–12 audience, and new professional development opportunities for K–12 teachers to learn the basics of AI. This column surveys the current state of K–12 AI education and introduces the work of the AI4K12 Initiative, which is developing national guidelines for AI education in the USA.   A Note to the Reader This is the inaugural column on AI education. It aims to inform the AAAI community of current and future developments in AI education. We hope that the reader finds the columns to be informative and that they stimulate debate. It is our fond hope that this and subsequent columns inspire the reader to get involved in the broad field of AI education, by volunteering their expertise in their local school district, by providing level-headed input when discussing AI with family and friends or by lending their considerable expertise to various decision makers. We welcome your feedback, whether in the form of a response to an article or a suggestion for a future article. – Michael Wollowski, AI in Education Column Editor 

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