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Abstract Purpose of ReviewThe purpose of this review is to share insights from recognized experts in 3D biopriniting on the recent advances in these technologies discussed during a recent workshop held in conjunction with the 2024 ISS National Laboratory Research and Development Conference (ISSRDC). We seek to answer how microgravity can be used as a disruptor to make further advances not possible through conventional means. Recent FindingsThis review will cover current efforts underway to use microgravity for 3D bioprinting. For instance multi-levitation biofabrication technology funded under the EU PULSE project is currently being used to create cardiovascular 3D in vitro models to better mimic cardiac and vascular physiology compared to organoids. These types of models could be expanded to other organ systems and disease models to use the environment of microgravity to unlock new signaling pathways to cure disease. SummaryThe major takeaway from this review is that microgravity will unlock new opportunities for 3D bioprinting that were simply not possible using conventional means. We provide forward looking answers to what microgravity will inspire from advanced biomaterials to new disease models to even creating a knowledge hub for 3D bioprinting to launch new platforms at record speeds. 

This paper analyses the methods and technologies involved in flapping-wing flying robots (FWFRs), where the actuation of the flapping wing produces thrust and lift force that mimics birds’ and insects’ flight. The focus is on the evolution of the flapping-wing technology and the challenges in prototyping, modeling, navigation, and control. The mechanism for flapping production, frequency control of the flapping, and wing/tail control for positioning the robot are important topics for successful prototyping. The article includes the study of the dynamics and aerodynamics of the FWFR. Using the combination of flapping and gliding has led researchers to seek more energy savings through this hybrid-in-nature dynamic system, which benefits from the wind, a natural and free energy source. The paper reviews the dynamics, design, and categorization of flapping-wing systems; it also includes control and onboard intelligent functionalities, particularly environment perception for positioning and guidance, as well as obstacle detection and avoidance. 

Abstract Recently, additive manufacturing (AM) fabrications are commonly applied to produce acoustic metamaterials or phononic crystals (PnCs) as tools for complex geometrical designs. However, the material properties of those additive manufactured materials are less involved in the core portion of those PnC designs. Here we report a purely materials-driven, temperature switchable PnC in which Bragg gaps appear or vanish as the lattice medium toggles between liquid water and solid ice. Six widely used AM polymers were acoustically characterized, where stereolithography (SLA) resins showed an impedance mismatch of ≈50% with water but <1% with ice, whereas inkjet agar gel exhibited the opposite trend. A 10 × 10 SLA resin PnC therefore displayed >20 dB on/off contrast at 145 kHz and around 300 kHz when cycled across 0 °C, confirmed experimentally and with plane wave and simulation models. Unlike previous thermally tuned PnCs that depend on volumetric swelling or liquid metal infiltration, the present approach preserves geometry, requires no external actuators and operates with sub 1 °C stability. This simple, robust strategy lays the foundation for band pass filters, steerable lenses and non-reciprocal acoustic circuits that can be frozen or thawed on demand. 

   In West Virginia, the unemployment rate is 3.6% (2024) and the workforce participation rate is 55.1% (2024) suggesting 44.9% of work-eligible people are not participating in the workforce while another 3.6% are looking for work. We have identified attracting and retaining job-ready employees, inadequate communication and collaboration, and misperceptions among students and job seekers concerning the diverse career opportunities available in WV as challenges within the region. The ARC POWER grant project, “Building Connections to Grow Capacity: Breaking Down Regional Barriers in the STEM Workforce Pipeline” addresses these challenges and have proposed many opportunities to overcome these barriers making a connection between  industry, academics and educators, students and other jobseekers, and workforce entities to develop the STEM workforce in the service region of Fairmont State University (FSU) and Glenville State University (GSU) through a Regional Career Services and Workforce Development Collaborative. Several areas of the grant are likely of interest to educators in academia, including an emphasis on forming industry advisory boards to help build stronger relationships between academia and industry and also aid in refining curriculum and a focus on both student and industry engagement and instructor and industry engagement to create opportunities for job shadowing, internships and other opportunities between these groups.  This grant provides resources for fostering collaboration among people who might not normally interact, and this collaboration can produce an enormous impact on the STEM workforce in our region.     

The manuscript shares findings from a study engaging secondary mathematics preservice teachers using Artificial Intelligence (AI) chatbots to design mathematics lesson plans. Phenomenology was employed to investigate how six secondary preservice teachers used AI chatbots and navigated this new resource compared to their knowledge and experience in developing culturally responsive mathematics lesson plans that included mathematics and social justice goals. Our data analysis revealed that PSTs’ confidence in their Mathematical Content Knowledge and Pedagogical Content Knowledge allowed them to be critical of using AI-generated lesson plans. This finding contrasted with previous research on elementary education preservice teachers who gave away their decision-making agency to AI chatbots, especially about mathematics. The data suggests that the secondary PSTs had confidence in their Mathematical and Pedagogical Content Knowledge, making them more critical of the AI-generated lesson plans. The findings also indicate that AI tools can help teachers learn about Technological Pedagogical Knowledge (TPK). Overall, the data stressed the need to support PSTs in using AI chatbots critically. The implications of this study provide possible ways to help PSTs overcome their overconfidence in AI chatbots and imply that more professional development tools and programs must be constructed to help inservice teachers use AI tools.