Search for: All records

Previous studies have shown that fats, oils, and greases (FOG) can be deoxygenated to fuel-like hydrocarbons over inexpensive alumina-supported Ni catalysts promoted with Cu or Fe to afford excellent yields of renewable diesel (RD). In this study, supports other than alumina—namely, SiO2-Al2O3, Ce0.8Pr0.2O2, and ZrO2—were investigated to develop catalysts showing improved RD yields and resistance to coke-induced deactivation relative to Al2O3-supported catalysts. Results showed that catalysts supported on Ce0.8Pr0.2O2 and ZrO2 outperformed SiO2-Al2O3-supported formulations, with 20%Ni-5%Fe/ZrO2 affording a quantitative yield of diesel-like hydrocarbons. Notably, the abundance of weak acid sites varied considerably across the different supports, and a moderate concentration of these sites corresponded with the best results. Additionally, temperature-programmed reduction measurements revealed that Ni reduction is greatly dependent on both the identity of the promoter and catalyst support, which can also be invoked to explain catalyst performance since metallic Ni is identified as the likely active site for the deoxygenation reaction. It was also observed that Ce0.8Pr0.2O2 provides high oxygen storage capacity and oxygen mobility/accessibility, which also improves catalyst activity. 

A novel engineered Ni–Cu/Al₂O₃decarboxylation/decarbonylation catalyst achieved quantitative conversion of brown grease, excellent yield of diesel-like hydrocarbons, effective heteroatom removal, and remarkable resistance to deactivation. 

An ongoing National Science Foundation Research Traineeship (NRT) aims to enhance graduate education by integrating research and professional skill development within a diverse, inclusive, and supportive academy. This contribution will describe several interventions within this NRT, namely, a graduate certificate on Innovations at the Nexus of Food, Energy, and Water Systems (INFEWS) – which is the research topic of the NRT – field trips to sites related to INFEWS, internships and international experiences. Moreover, the assessment and outcomes of each of these interventions will be discussed. A graduate certificate on INFEWS established through this NRT aims to 1) impart both conceptual and technical knowledge related to INFEWS to students; 2) provide them with training on key transferable skills; and 3) equip them to consider the societal, cultural, behavioral, and economic aspects of research on the food, energy, and water nexus. The starting point of the certificate is a multi-departmental and interdisciplinary course on INFEWS. In a subsequent semester students receive training on key transferrable skills in a course designed to integrate these skills with content covered in the foregoing INFEWS course. Completing these core courses gives students 6 of the 12 credit hours needed to attain the certificate. Students earn the other 6 credits by choosing from a list of elective courses. Notably, courses fulfill both certificate and degree requirements, so anticipated time-to-degree is not extended. The certificate is evaluated by assessing student learning outcomes with multiple measures, which include teacher course evaluations of individual courses, the rubric used to review a research proposal that students prepare in the transferable skills course, a professional skills dossier, competency assessments, and student post-surveys. While field trips to facilities related to INFEWS and internships at sites best aligned with their career interests – inside or outside academia – helped foster a sense of community among trainees and exposed them to various work sites and career paths, international experiences helped them gain a global perspective and appreciation for the international nature of STEM research. Evaluation data related to field trips, internships, and international experiences are collected via student focus group discussions, student post-surveys, student follow-up surveys, and alumni surveys. Additionally, the number and type of internships are tracked, and student placement with the internship host after graduation is also monitored. By sharing a description of these interventions and details about their evaluation as well as their outcomes, this contribution will inform practitioners interested in similar educational programs and experiences of both challenges and opportunities associated with these initiatives. In turn, this will help the higher education community in its pursuit to identify and implement the best and most effective practices. 

A recently launched National Science Foundation Research Traineeship (NRT) aims to enhance graduate education by integrating research and professional skill development within a diverse, inclusive and supportive academy. This contribution will describe three initial interventions within this NRT, namely, an onboarding and orientation event, a career exploration symposium, and a multidisciplinary introductory course. In addition, the assessment of each of these interventions – and the outcomes thereof – will be presented and discussed. Prior to the onboarding and orientation event, trainees received the event’s agenda and checklists summarizing pre- and post-event assignments. Pre-event assignments were designed to familiarize trainees with the NRT, the process of drafting an individual development plan (IDP), and the consent form required for traineeship evaluation purposes. During the event – held online due to COVID-19 – and following introductions, trainees were given the opportunity to ask questions stemming from the pre-event assignments. Subsequently, trainees were introduced to several tools (e.g., checklists as well as sample developmental network maps and mentoring contracts) to guide and track their development and progression through the traineeship. The event concluded with a discussion on topics that also constituted post-event assignments, including registering and preparing for both the career exploration symposium and the multidisciplinary introductory course. Survey data collected after the event indicated that trainees valued the opportunity to learn more about the NRT, ask questions, and meet faculty who expressed a commitment to student success. Shortly thereafter, trainees attended a career exploration symposium and moderated sessions featuring speakers representing careers of interest. Indeed, the symposium was purposely designed to expose trainees to a wide range of career pathways. In addition, practical career tools and skills for STEM professionals were discussed in several breakout sessions. Finally, the symposium ended with a panel discussion comprising four diverse and accomplished recent Ph.D. graduates, who discussed mental health and communication issues prior to answering questions asked by trainees. Trainee responses to a post-symposium survey were also positive as trainees reported the following: an increase in knowledge of career paths and hiring sectors, an appreciation for the diversity of the presenters and career paths, and the attainment of at least one new skill or strategy they felt would aid in their graduate school success. In their first semester in the NRT, trainees take an interdisciplinary course covering the high priority convergent research topic targeted by the traineeship. This course is co-taught by faculty of seven different departments and is composed of four units, each focused on a research question requiring extensive interdisciplinary collaboration to be answered. Teams of at least three core faculty with the cumulative expertise needed to answer each question co-teach each unit, emphasizing concepts that students must understand to address the question at hand. During this course, four multi-departmental interdisciplinary student teams are formed, each focusing on – and conducting a critical review of the literature in – one of the research questions. Indeed, emphasis is placed on providing students with the knowledge and tools to find, critically evaluate, summarize, and present literature on the topic. 

Abstract The use of γ‐Al₂O₃‐supported Ni catalysts promoted with either Cu or Fe was investigated for the reductive catalytic fractionation (RCF) of hybrid poplar in methanol at 200 and 250 °C. The effectiveness of lignin depolymerization was quantified in terms of the lignin oil production, the quantity and distribution of identifiable monomers present in the lignin oil, and the yield of residual solids. All of the Ni‐based catalysts tested provided improved yields of lignin oil and monomers, along with reduced char formation, relative to blank (sans catalyst) runs. The highest monomer yield of 51 % was obtained at 250 °C over a 20 wt.% Ni‐5 wt.% Cu/Al₂O₃catalyst, the improved performance obtained through Cu promotion being attributed to the ability of Cu to facilitate NiO reduction, resulting in an increased amount of Ni⁰on the catalyst surface and, consequently, improved hydrogenation activity. The main monomers formed were propanol‐, propyl‐ and propenyl‐substituted guaiacol and syringol, the S/G ratio of the products corresponding closely to that in the native lignin.