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The COVID-19 pandemic was highly disruptive and Institutions of Higher Education struggled to effectively educate undergraduate Science, Technology, Engineering, and Mathematics (STEM) students, who were facing unique challenges in their modified learning environments. While some research has focused on educational challenges encountered in high-risk pandemic environments, limited empirical evidence exists to provide insights into the positive experiences of STEM students during the pandemic. Considering that motivation and positive psychology theorists emphasize that positive processes strengthen the optimal functioning of people and institutions, the purpose of this present research was to explore positive experiences that strengthened undergraduate STEM students’ motivation to complete their STEM course requirements during the COVID-19 pandemic.  Data was obtained from an open-ended Qualtrics-based survey question requiring research participants to explain why salient positive experiences influenced motivation. An inductive thematic analysis method was adopted to analyze statements from 131 STEM students enrolled in six U.S. institutions.  Utilizing the NVivo-12 qualitative analysis software, data analysis involved coding and theme development. Grounded in the data, the emergent theme, Perceiving Advancements, explained specific experiences that were described as positive and motivated the completion of STEM educational requirements. Drawing from previous lived experiences and expectations, STEM student motivation was attributed to the perceived capacity or potential of positive experiences to advance to academic, career, and personal goals. Theoretical insights contribute to understanding motivation in STEM students during high-risk contexts, while practical implications inform interventions for resource optimization and improved STEM student and institution resiliency in high-risk contexts such as pandemics. With caution, findings may be extended to inform positive psychology and motivation research, policies, and practices of non-STEM, non-undergraduate, and non-U.S. populations. 

Epoxy is the most prevalent thermosetting resin in the field of polymer composite materials. There has been a growing interest in the development of bio-based epoxy resins as a sustainable alternative to conventional petrochemical epoxy resins. Advances in this field in recent years have included the use of various renewable resources, such as vegetable oils, lignin, and sugars, as direct precursors to produce bio-based epoxy resins. In the meantime, bio-oils have been produced via the decomposition of biomass through thermochemical conversion and mainly being used as renewable liquid fuels. It is noteworthy that bio-oils can be used as a sustainable resource to produce epoxy resins. This review addresses research progress in producing bio-oil-based epoxy resins from thermochemical processing techniques including organic solvent liquefaction, fast pyrolysis, and hydrothermal liquefaction. The production of bio-oil from thermochemical processing and its use to inject sustainability into epoxy resins are discussed. Herein, we intend to provide an overall picture of current attempts in the research area of bio-oil-based epoxy resins, reveal their potential for sustainable epoxy resins, and stimulate research interests in green/renewable materials. 

Abstract GenX is an environmental contaminant with wide industrial use and found in drinking water. These chemicals have high bioaccumulation and cause adverse health effects in animals and humans. Previous study has shown that pre GenX perfluoroalkyl/polyfluoroalkyl substances (PFAS) and GenX affect immune cells but there is limited study on their impact on innate immune cells (neutrophils) in livestock, such as cows. This study evaluated the effect of GenX exposure on innate and adaptive immune response gene transcription in bovine neutrophils ex vivo. Whole blood was collected using Acid citrate dextrose as a coagulant from cows (n = 5). Neutrophils were isolated using differential centrifugation and hypotonic lysis of red cells. Isolated neutrophils were treated with GenX (100 ng), or untreated (control group) for hour at 37oC, 5%CO2 and 85% relative humidity. After treatment, total RNA was extracted using Trizol reagent, reverse transcribed to cDNA, and quantitative PCR was performed using the innate and adaptive immunity RT2 profiler array (Qiagen) with 84 genes. The qPCR data were analyzed using Livak’s method to calculate fold change (FC) in gene expression between GenX-treated and control neutrophils, and FC >2, (p < 0.05) was considered significant. Normalization of data was performed with GAPDH and Beta Actin as an internal control. Out of the 84 genes tested, 78 were expressed, 25 were upregulated and4 were downregulated, in response to GenX exposure. Exposure to GenX upregulated the expression of TLR8 (FC = 24.75), NOD2 (FC = 7.65), STAT1 (FC = 49.35), HLA-A (FC = 14.07), and NKB1A (FC = 16.52). Treatment with GenX decreased the expression TICAM1 (FC = -2.30), CD86 (FC = -2.27) and RAG1 (FC = -2.50). These results indicate that GenX exposure can activate and modulate the expression of innate and adaptive immune response genes in cow neutrophils. STAT1 is involved in transcriptional regulation and activation of TLR7/8 shifts neutrophil function from phagocytosis to NETosis. Thus, the mechanism of action of GenX on identified gene targets and their function and possible animal health consequences warrants further study. 

Nascent Professional Identity Development in Freshman Architecture, Engineering, and Construction (AEC) Women Increasing the persistence of talented women into male-dominated architecture, engineering, and construction (AEC) professions could reduce prevailing workforce shortages and improve gender diversity in AEC industry. Identity theorists advocate that professional identity development (PID) improves students’ persistence to become professionals. However, little empirical research exists to inform and guide AEC educators and professionals on AEC-PID in undergraduate AEC women. As the preliminary part of a larger nationwide and longitudinal research study investigating PID processes in undergraduate AEC women, the objective of this research is to examine the characteristics and nascent AEC-PID in 69 women enrolled in freshman AEC courses in five U.S. institutions. A purposive sampling approach ensures participants have a wide range of demographic characteristics. Data from a recruitment survey is analyzed using the NVivo qualitative data analysis software. Content and relational inductive open coding are conducted vertically for each participant and horizontally across different participants. Results indicate passion/interest, inherent abilities, significant others, benefits from industry, and desire to contribute to industry influence decisions to pursue AEC careers. With 52% of participants having science, technology, engineering, art, and math (STEAM) subject preferences, an in vivo code, Perfect Middle Ground, demonstrated the quest to combine STEM and visual art preferences in AEC career decisions. A participant noted that ‘this major (civil engineering) is the perfect middle ground because I can be creative, but still use my strong gift which happens to be math’. Girls with STEAM strengths and passion, particularly in math and fine art, are most likely to develop nascent AEC-PID. Beyond STEM pre-college programs, AEC educators should consider recruiting from sports, as well as visual and performing arts events for pre-college students. Participants’ positive views focus on the importance and significant societal impact of the AEC industry; while, negative views focus on the lack of gender and racial diversity. A combination of participants’ AEC professional experiences and views reveal four increasing levels of nascent AEC-PID which are categorized as the 4Ps: Plain, Passive, Progressive, and Proactive. As a guide to AEC education and professional communities, recommendations are made to increase the AEC-PID of women in each category. With the highest nascent AEC-PID, women in the Proactive category should serve as leaders in AEC classrooms and student organizations. Considering their AEC professional experience and enthusiasm, they should serve as peer mentors to other students, particularly AEC women. Furthermore, they should be given the opportunity to step into more complex roles during internships and encouraged to pursue co-op opportunities. Insights can guide more targeted recruitment, mentoring, preparation, and retention interventions that strengthen the persistence of the next generation of AEC women professionals. In the long term, this could reduce AEC workforce shortages, improve gender diversity, and foster the innovation and development of more gender friendly AEC products and services.