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Abstract Squatting is an intensive activity routinely performed in the workplace to lift and lower loads. The effort to perform a squat can decrease using an exoskeleton that considers individual worker’s differences and assists them with a customized solution, namely, personalized assistance. Designing such an exoskeleton could be improved by understanding how the user’s muscle activity changes when assistance is provided. This study investigated the change in the muscle recruitment and activation pattern when personalized assistance was provided. The personalized assistance was provided by an ankle–foot exoskeleton during squatting and we compared its effect with that of the no-device and unpowered exoskeleton conditions using previously collected data. We identified four main muscle recruitment strategies across ten participants. One of the strategies mainly used quadriceps muscles, and the activation level corresponding to the strategy was reduced under exoskeleton assistance compared to the no-device and unpowered conditions. These quadriceps dominant synergy and rectus femoris activations showed reasonable correlations (r = 0.65, 0.59) to the metabolic cost of squatting. These results indicate that the assistance helped reduce quadriceps activation, and thus, the metabolic cost of squatting. These outcomes suggest that the muscle recruitment and activation patterns could be used to design an exoskeleton and training methods. 

A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K-12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the Covid-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, are discussed. 

The foot center of pressure (COP) variability is an important indicator of balance, particularly relevant for rehabilitation and training using wearable lower limb exoskeletons. This study aimed to evaluate the effectiveness of our exoskeleton in assisting squatting motion using the COP variability as a metric. Six human subjects performed alternate squatting and standing movements while their foot pressure and COP trajectories were recorded using insole pressure sensors. The exercises were performed under three conditions: i) no device, ii) unpowered device, and iii) device with optimal stiffness. Results showed that the variability of the COP trajectory in the anterior-posterior direction of the foot during squatting tended to be lower for the optimal stiffness condition than the no device and unpowered device conditions, indicating the potential usefulness of the device in improving balance during squatting. This study has implications for human-inthe-loop optimization and balance control of the exoskeleton based on COP. 

Activities and physical effort have been commonly estimated using a metabolic rate through indirect calorimetry to capture breath information. The physical effort represents the work hardness used to optimize wearable robotic systems. Thus, personalization and rapid optimization of the effort are critical. Although respirometry is the gold standard for estimating metabolic costs, this method requires a heavy, bulky, and rigid system, limiting the system’s field deployability. Here, this paper reports a soft, flexible bioelectronic system that integrates a wearable ankle-foot exoskeleton, used to estimate metabolic costs and physical effort, demonstrating the potential for real-time wearable robot adjustments based on biofeedback. Data from a set of activities, including walking, running, and squatting with the biopatch and exoskeleton, determines the relationship between metabolic costs and heart rate variability root mean square of successive differences (HRV-RMSSD) (R = −0.758). Collectively, the exoskeleton-integrated wearable system shows potential to develop a field-deployable exoskeleton platform that can measure wireless real-time physiological signals.

 

This poster focuses on the experiences of TA Coaches in a comprehensive graduate teaching assistant training program in mathematical sciences that was designed and refined at one institution and is being replicated at two peer institutions. During program development, TA coaches were tasked with working with GTAs teaching recitation sections of college algebra and calculus I to facilitate active learning pedagogy and were asked to free-form journal about their experience. At the two institutions replicating the program, the duties changed to support the structure and needs of each department. Recent TA coaches at the three institutions participated in interviews about their experiences. This poster summarizes the roles of the TA Coaches across the three universities and explores their perceptions of the unique benefits that the TA coach role provides to the GTAs they assist and their own instructional experiences. 

Peer mentoring programs are one approach to improving the pedagogical development of mathematical sciences graduate students. This paper describes the peer mentoring experiences at three institutions that have implemented a multi-faceted GTA professional development program. Data was collected from surveys and focus groups conducted with graduate teaching assistants at each institution regarding mentees’ ratings of their mentors, mentors’ ratings of their impact on mentees, mentors’ impressions of the benefits and challenges of peer mentoring, and mentees and mentors’ ratings of program components related to support from mentors, their TA coach, program staff, and other graduate students. Most GTAs found value in participating in the peer mentoring program. While the mentees found their mentors to be significant to their own success and effectiveness, the mentors did not rate themselves as high as the mentees rated them with respect to their own significance in impacting the effectiveness of their mentee. 

This completely evidence-based paper focuses on the impact of the Engineering Learning Communities” on the retention rate of the first-year students. The University of Colorado at Denver has recognized the need to increase retention rates at the Engineering College and has created a Learning Community to aid in this effort. The Engineering Learning Community (ELC) was launched in 2016 and works to increase student collaboration from day one, and to increase interest in engineering through an introductory design course for first year freshman students. ELC students not only take this design course but are matriculated into common first year Math and English courses. These attributes are thought to enhance the student’s ability to overcome the hurdles of their first year and improve their interest in completing a four-year degree at the Engineering College. Since then, three cohorts of ELC students have been observed through the lens of retention, and this study is intended to show how the ELC is affiliated with retention. The results from this study indicate that first year GPA is strongly related to first year retention at the Engineering College, and that students participating in the ELC are observed to have a higher GPA at the end of their first year when compared to the rest of the students in the Engineering College. 

This completely evidence-based paper focuses on the impact of the “Engineering Learning Community” on the retention rate of the first-year students. The Engineering Learning Community (ELC) was launched in 2016 and works to increase student collaboration from day one, and to increase interest in engineering through an introductory design course for first year freshman students. ELC students not only take this design course but are matriculated into common first year Math and English courses. These attributes are thought to enhance the student’s ability to overcome the hurdles of their first year and improve their interest in completing a four-year degree at the Engineering College. Since then, three cohorts of ELC students have been observed through the lens of retention, and this study is intended to show how the ELC is affiliated with retention. The results from this study indicate that first year GPA is strongly related to first year retention at the Engineering College, and that students participating in the ELC are observed to have a higher GPA at the end of their first year when compared to the rest of the students in the Engineering College. In addition, interviews with ELC members further demonstrate the influence of a cohort-style learning community on first-year students’ experiences in higher education.