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A disposable paper-based glucose biosensor with direct electron transfer (DET) of glucose oxidase (GOX) was developed through simple covalent immobilization of GOX on a carbon electrode surface using zero-length cross-linkers. This glucose biosensor exhibited a high electron transfer rate (ks, 3.363 s−1) as well as good affinity (km, 0.03 mM) for GOX while keeping innate enzymatic activities. Furthermore, the DET-based glucose detection was accomplished by employing both square wave voltammetry and chronoamperometric techniques, and it achieved a glucose detection range from 5.4 mg/dL to 900 mg/dL, which is wider than most commercially available glucometers. This low-cost DET glucose biosensor showed remarkable selectivity, and the use of the negative operating potential avoided interference from other common electroactive compounds. It has great potential to monitor different stages of diabetes from hypoglycemic to hyperglycemic states, especially for self-monitoring of blood glucose. 

A low-cost, sensitive, and disposable paper-based immunosensor for instrument-free colorimetric detection of pancreatic cancer biomarker PEAK1 was reported for the first time by capitalizing the catalytic properties of gold nanoparticles in colour dye degradation. This simple signal amplification method enhances the detection sensitivity by about 10 fold. 

This research to practice full paper presents the work of an academic-industry research partnership to explore the internship experiences of summer interns at a large global engineering company. Engineering internships give students the opportunity to apply the engineering skills they have been learning to real products and can have a high impact on innovation and engineering task self-efficacy. The relationship between internships and innovation and engineering task selfefficacy matters because self-efficacy is an important predictor of major and career choice. Innovation interests is another measure that measures the individual’s interest in innovative behaviors, unlike ISE which measures their confidence in practicing these behaviors. This paper focuses on understanding the relationship between internship work assignment and supervisor interaction and innovation interests. Furthermore, the relationship between the internship experience and the intern’s likelihood of accepting a job offer from the same company is explored. A survey administered to engineering interns (N = 115) at the end of their summer 2017 internship at a large global engineering company forms the main dataset for this work. Keywords—Engineering Education Research, Industrial Partnerships and Collaborations, Engineering Education Research, Innovation and Creativity 

Does engagement in high impact practices such as technical internships and undergraduate research influence engineering students’ career decisions and future plans? And how is learning that comes from these high impact practices related to “school learning”? These high impact educational practices have been shown to increase the rates of student engagement and retention in higher education. While access to and participation in these activities is often unsystematic across various institutions, these practices have been shown to benefit college students with diverse backgrounds and learner qualities. This paper establishes a context for understanding the characteristics and attitudes of students who participate in internships and undergraduate research by drawing from analyses of the first administration of the Engineering Majors Survey (EMS), a longitudinal study designed to examine engineering students’ career objectives related to creativity and innovation, and the experiences and attitudes that might influence those goals. In addition, using interview data from product development interns at a single engineering firm, we add insights into the specific skills that interns identify as learning in their internship and suggest connections between school-and-work learning. The more general picture of the impact of internship and research experiences (from the EMS), complemented with a “deep dive” into the learning that happens in internship experiences (from the interviews) provides a solid starting point for future exploration of how high impact practices such as internships and research experiences might be better integrated into a student’s educational development. 

Does engagement in high impact practices such as technical internships and undergraduate research influence engineering students’ career decisions and future plans? And how is learning that comes from these high impact practices related to “school learning”? These high impact educational practices have been shown to increase the rates of student engagement and retention in higher education. While access to and participation in these activities is often unsystematic across various institutions, these practices have been shown to benefit college students with diverse backgrounds and learner qualities. This paper establishes a context for understanding the characteristics and attitudes of students who participate in internships and undergraduate research by drawing from analyses of the first administration of the Engineering Majors Survey (EMS), a longitudinal study designed to examine engineering students’ career objectives related to creativity and innovation, and the experiences and attitudes that might influence those goals. In addition, using interview data from product development interns at a single engineering firm, we add insights into the specific skills that interns identify as learning in their internship and suggest connections between school-and-work learning. The more general picture of the impact of internship and research experiences (from the EMS), complemented with a “deep dive” into the learning that happens in internship experiences (from the interviews) provides a solid starting point for future exploration of how high impact practices such as internships and research experiences might be better integrated into a student’s educational development.