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1. 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)

   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 inmore »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.« less
2. A Virtual Workshop for Science Communication Skills in Early Career Scientists

   https://doi.org/10.1002/lob.10534  

   Schiebel, Hayley ; Stone, Rebecca ; Rossi, Tullio ; Smisek, Michelle ( December 2022 , Limnology and Oceanography Bulletin)

   To provide early career scientists with professional development related to science communication, we developed a full day workshop funded by the National Science Foundation (NSF) entitledDeveloping the Science of Science Communication. This workshop has been funded since 2019 by NSF and presented in both virtual and in‐person formats. Because of the success of the virtual 2021 workshop and building upon foundations from prior years (in‐person in February 2019 and February 2020), a second virtual workshop was held in conjunction with the Ocean Sciences Meeting in January 2022. 2022 workshop attendees voluntarily participated in a full day virtual workshop comprised of verbal and visual communication skill sessions. In previous years, attendance was capped at 50 participants. In 2022, only 17 participants completed the pre‐workshop survey. The all‐day workshop included two presentation skills‐focused sessions and two poster design sessions. Participants overwhelmingly agreed that they (a) would recommend the workshop to others and (b) found the workshop content would be useful in their careers. The low attendance in 2022 is believed to be due to the virtual format combined with the timing of the workshop. In years prior, the workshop was held the day before the conference. This year, we attempted to holdmore »the workshop 1 month prior to the conference to help students prepare in advance—we think most students simply had not prepared their presentations this far in advance. NSF has already funded an exciting future workshop structure for 2023. The workshop will be held across 2 days with a virtual “pre‐workshop” day for those who are ready and would like extra time and materials along with a second, in‐person workshop the day prior to the conference in Palma de Mallorca, Spain in conjunction with the June 2023 Aquatic Sciences Meeting.

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3. Inclusive Innovation: Creating a Conference To Promote Diversity in Science, Technology, Engineering, and Math

   https://doi.org/10.21300/21.2.2020.123  

   Rahhal, Tojan B. ; Devlin, Steven L. ; Loboa, Elizabeth G. ( March 2020 , Technology & Innovation)

   The College of Engineering at the University of Missouri, Columbia (MU Engineering) develops engineering leaders who positively influence society and bring innovation to the global workforce. Recruiting top students from around the world to fuel an atmosphere of excellence and cutting-edge growth, MU Engineering prepares out-of-the-box thinkers, innovators, and entrepreneurs who stand ready to lead today and adapt to tomorrow. To engage all of our students with industry in an inclusive space, the MU Engineering Office of Diversity and Outreach Initiatives established the Diverse Engineering Professionals Conference in 2017 in partnership with a student committee. The committee included representatives from various organizations, including the National Society of Black Engineers, Society of Hispanic Professional Engineers, Engineering Student Council, Society of Women Engineers, and Out in STEM. Industrial sponsorships were secured with assistance from the MU Engineering Leadership, Engagement and Career Development Academy. The daylong conference recognizes diversity organizations and diverse students and their achievements while promoting our core college values of integrity, excellence, and collaboration. The conference includes professional development and diversity education workshops, research presentations, keynote speakers, and a closing ceremony. In its first year, the conference featured nine companies and attracted about 75 attendees. In year two, the conferencemore »nearly doubled its impact with 12 companies and 150 attendees, including students from all majors, years, and demographics. The conference was well received across both years and continues to grow as an annual effort in the college. Feedback from company representatives and students re-emphasized the need for an intimate company-student environment like that found at the Diverse Engineering Professionals Conference.« less
4. Progress in the Nationwide Dissemination and Assessment of Low-Cost Desktop Learning Modules and Adaptation of Pedagogy to a Virtual Era

   Van Wie, BJ ( July 2021 , American Society for Engineering Education)

   The development of tools that promote active learning in engineering disciplines is critical. It is widely understood that students engaged in active learning environments outperform those taught using passive methods. Previously, we reported on the development and implementation of hands-on Low-Cost Desktop Learning Modules (LCDLMs) that replicate real-world industrial equipment which serves to create active learning environments. Thus far, miniaturized venturi meter, hydraulic loss, and double-pipe and shell & tube heat exchanger DLMs have been utilized by hundreds of students across the country. It was demonstrated that the use of DLMs in face-to-face classrooms results in statistically significant improvements in student performance as well as increases in student motivation compared to students taught in a traditional lecture-only style classroom. Last year, participants in the project conducted 45 implementations including over 600 DLMs at 24 universities across the country reaching more than 1,000 students. In this project, we report on the significant progress made in broad dissemination of DLMs and accompanying pedagogy. We demonstrate that DLMs serve to increase student learning gains not only in face-to-face environments but also in virtual learning environments. Instructional videos were developed to aid in DLM-based learning during the COVID-19 pandemic when instructors were limited tomore »virtual instruction. Preliminary results from this work show that students working with DLMs even in a virtual setting significantly outperform those taught without DLM-associated materials. Significant progress has also been made on the development of a new DLM cartridge: a see-through 3D-printed miniature fluidized bed. The new 3D printing methodology will allow for rapid prototyping and streamlined development of DLMs. A 3D-printed evaporative cooling tower DLM will also be developed in the coming year. In October 2020, the team held a virtual implementers workshop to train new participating faculty in DLM use and implementation. In total, 13 new faculty participants from 10 universities attended the 6-hour, 2-day workshop and plan to implement DLMs in their classrooms during this academic year. In the last year, this project was disseminated in 8 presentations at the American Society for Engineering Education (ASEE) Virtual Conference (June 2020) and American Institute of Chemical Engineers Annual Conference (November 2019) as well as the AIChE virtual Community of Practice Labs Group and a seminar at a major university, ultimately disseminating DLM pedagogy to approximately 200 individuals including approximately 120 university faculty. Further, the former group postdoc has accepted an instructor faculty position at University of Wisconsin Madison where she will teach unit operations among other subjects; she and the remainder of the team believe the LCDLM project has prepared her well for that position. In the remaining 2.5 years of the project, we will continue to evaluate the effectiveness of DLMs in teaching key heat transfer and fluid dynamics concepts thru implementations in the rapidly expanding pool of participating universities. Further, we continue our ongoing efforts in creating the robust support structure necessary for large-scale adoption of hands-on educational tools for promotion of hands-on interactive student learning.« less
5. Progress in the Nationwide Dissemination and Assessment of Low-Cost Desktop Learning Modules and Adaptation of Pedagogy to a Virtual Era

   Van Wie, Bernard ; Bryant, Kristin ; Kaiphanliam, Kitana ; Khan, Aminul ; Olufunso, Oje ; Dutta, Prashanta ; Gartner, Jacqueline ; Thiessen, David ( July 2021 , ASEE Annual Conference proceedings)

   The development of tools that promote active learning in engineering disciplines is critical. It is widely understood that students engaged in active learning environments outperform those taught using passive methods. Previously, we reported on the development and implementation of hands-on Low-Cost Desktop Learning Modules (LCDLMs) that replicate real-world industrial equipment which serves to create active learning environments. Thus far, miniaturized venturi meter, hydraulic loss, and double-pipe and shell & tube heat exchanger DLMs have been utilized by hundreds of students across the country. It was demonstrated that the use of DLMs in face-to-face classrooms results in statistically significant improvements in student performance as well as increases in student motivation compared to students taught in a traditional lecture-only style classroom. Last year, participants in the project conducted 45 implementations including over 600 DLMs at 24 universities across the country reaching more than 1,000 students. In this project, we report on the significant progress made in broad dissemination of DLMs and accompanying pedagogy. We demonstrate that DLMs serve to increase student learning gains not only in face-toface environments but also in virtual learning environments. Instructional videos were developed to aid in DLM-based learning during the COVID-19 pandemic when instructors were limited tomore »virtual instruction. Preliminary results from this work show that students working with DLMs even in a virtual setting significantly outperform those taught without DLM-associated materials. Significant progress has also been made on the development of a new DLM cartridge: a see-through 3Dprinted miniature fluidized bed. The new 3D printing methodology will allow for rapid prototyping and streamlined development of DLMs. A 3D-printed evaporative cooling tower DLM will also be developed in the coming year. In October 2020, the team held a virtual implementers workshop to train new participating faculty in DLM use and implementation. In total, 13 new faculty participants from 10 universities attended the 6-hour, 2- day workshop and plan to implement DLMs in their classrooms during this academic year. In the last year, this project was disseminated in 8 presentations at the ASEE Virtual Conference (June 2020) and American Institute of Chemical Engineers Annual Conference (November 2019) as well as the AIChE virtual Community of Practice Labs Group and a seminar at a major university, ultimately disseminating DLM pedagogy to approximately 200 individuals including approximately 120 university faculty. Further, the former group postdoc has accepted an instructor faculty position at University of Wisconsin Madison where she will teach unit operations among other subjects; she and the remainder of the team believe the LCDLM project has prepared her well for that position. In the remaining 2.5 years of the project, we will continue to evaluate the effectiveness of DLMs in teaching key heat transfer and fluid dynamics concepts thru implementations in the rapidly expanding pool of participating universities. Further, we continue our ongoing efforts in creating the robust support structure necessary for large-scale adoption of hands-on educational tools for promotion of hands-on interactive student learning.« less