Search for: All records

The museum field has begun exploring the effects of facilitation on visitors’ learning, focusing on facilitation by museum staff inside museum buildings. However, some museum professionals contend that museums have a responsibility to serve their communities in the spaces where community members spend time, rather than expecting the public to come to them. Less is known about the effects of facilitation on visitors in urban outdoor spaces where interactions with facilitators are unexpected. The present study contributes to this line of literature by describing a quasi-experimental study that assessed the effects of exhibition facilitation led by community stewards using a trauma-informed approach in an outdoor, freely accessible civic plaza. Video observation and visitor interview data were collected. The present study found that facilitation increased visitors’ exhibit usage, overall satisfaction, and some but not all assessed areas of affective and metacognitive learning. The study highlights the value of research conducted in partnership and the power of content-humanizing facilitation. 

Industry leaders rarely remark that the technical skills of engineering students are lacking; however, they frequently indicate that new engineers should be better prepared in communication skills, particularly written communication skills. In contrast, the visualization ability, or spatial skills, of engineering majors are typically excellent. Prior research has demonstrated that spatial ability is a significant predictor for graduating from STEM fields, particularly in engineering. This paper is part of a larger project that is exploring whether these two phenomena – poor written communication skills and well-developed spatial skills – are linked. In other words, is there a negative correlation between these two types of skills for engineering students? Data for this study was collected from first-year engineering students at a large university in the U.S. An online survey was administered that consisted of two validated spatial visualization tests, a verbal analogy task, and questions regarding students’ self-perceived communication ability. Student scores on spatial visualization tests and a verbal analogy task were compared between student groups and students’ perceived ability to communicate. Results identified statistically significant differences in test scores between domestic and international male students on all three tests. Interestingly, no gender-based differences were observed in spatial skills. Results from this study will contribute to future exploration of the link between spatial and technical communication skills. Results can also help inform the development of an intervention aimed at improving the written technical communication skills of our engineering students by helping them learn to write about spatial phenomena. 

Poly(3,4-ethylene dioxythiophene) (PEDOT) has a high theoretical charge storage capacity, making it of interest for electrochemical applications including energy storage and water desalination. Nanoscale thin films of PEDOT are particularly attractive for these applications to enable faster charging. Recent work has demonstrated that nanoscale thin films of PEDOT can be formed using sequential gas-phase exposures via oxidative molecular layer deposition, or oMLD, which provides advantages in conformality and uniformity on high aspect ratio substrates over other deposition techniques. But to date, the electrochemical properties of these oMLD PEDOT thin films have not been well-characterized. In this work, we examine the electrochemical properties of 5–100 nm thick PEDOT films formed using 20–175 oMLD deposition cycles. We find that film thickness of oMLD PEDOT films affects the orientation of ordered domains leading to a substantial change in charge storage capacity. Interestingly, we observe a minimum in charge storage capacity for an oMLD PEDOT film thickness of ∼30 nm (60 oMLD cycles at 150 °C), coinciding with the highest degree of face-on oriented PEDOT domains as measured using grazing incidence wide angle X-ray scattering (GIWAXS). Thinner and thicker oMLD PEDOT films exhibit higher fractions of oblique (off-angle) orientations and corresponding increases in charge capacity of up to 120 mA h g −1 . Electrochemical measurements suggest that higher charge capacity in films with mixed domain orientation arise from the facile transport of ions from the liquid electrolyte into the PEDOT layer. Greater exposure of the electrolyte to PEDOT domain edges is posited to facilitate faster ion transport in these mixed domain films. These insights will inform future design of PEDOT coated high-aspect ratio structures for electrochemical energy storage and water treatment. 

The effects of sequential n-doping on a high-electron-mobility naphthalene-diimide-based copolymer poly[( N , N ′-bis(2-decyltetradecyl)-naphthalene-1,8:4,5-bis(dicarboximide)-2,6-diyl)-(selenophene-2,5-diyl)-(benzo[ c ][1,2,5]thiadiazole-4,7-diyl)-(selenophene-2,5-diyl)], PNBS, are reported. Grazing-incidence XRD measurements show that PNBS doped with 2,2′-bis(4-(dimethylamino)phenyl)-1,1′,3,3′-tetramethyl-2,2′,3,3′-tetrahydro-1 H ,1′ H -2,2′-bibenzo[ d ]imidazole, (N-DMBI) 2 , has increased order relative to both the pristine polymer and a film doped with ruthenium pentamethylcyclopentadienyl mesitylene dimer. Films of PNBS optimally doped with (N-DMBI) 2 show electrical conductivities approaching 2 mS cm −1 in air. Temperature-dependent electrical measurements suggest that the polaronic charge carriers are highly localized, which is consistent with the moderate conductivity values obtained. 

First-generation (FG) and/or low-income (LI) engineering student populations are of particular interest in engineering education. However, these populations are not defined in a consistent manner across the literature or amongst stakeholders. The intersectional identities of these groups have also not been fully explored in most quantitative-based engineering education research. This research paper aims to answer the following three research questions: (RQ1) How do students’ demographic characteristics and college experiences differ depending on levels of parent educational attainment (which forms the basis of first-generation definitions) and family income? (RQ2) How do ‘first-generation’ and ‘low-income’ definitions impact results comparing to their continuing-generation and higher-income peers? (RQ3) How does considering first-generation and low-income identities through an intersectional lens deepen insight into the experiences of first-generation and low-income groups? Data were drawn from a nationally representative survey of engineering juniors and seniors (n = 6197 from 27 U.S. institutions). Statistical analyses were conducted to evaluate respondent differences in demographics (underrepresented racial/ethnic minority (URM), women, URM women), college experiences (internships/co-ops, having a job, conducting research, and study abroad), and engineering task self-efficacy (ETSE), based on various definitions of ‘first generation’ and ‘low income’ depending on levels of parental educational attainment and self-reported family income. Our results indicate that categorizing a first-generation student as someone whose parents have less than an associate’s degree versus less than a bachelor’s degree may lead to different understandings of their experiences (RQ1). For example, the proportion of URM students is higher among those whose parents have less than an associate’s degree than among their “associate’s degree or more” peers (26% vs 11.9%). However, differences in college experiences are most pronounced among students whose parents have less than a bachelor’s degree compared with their “bachelor’s degree or more” peers: having a job to help pay for college (55.4% vs 47.3%), research with faculty (22.7% vs 35.0%), and study abroad (9.0% vs 17.3%). With respect to differences by income levels, respondents are statistically different across income groups, with fewer URM students as family income level increases. As family income level increases, there are more women in aggregate, but fewer URM women. College experiences are different for the middle income or higher group (internship 48.4% low and lower-middle income vs 59.0% middle income or higher; study abroad 11.2% vs 16.4%; job 58.6% vs 46.8%). Despite these differences in demographic characteristics and college experiences depending on parental educational attainment and family income, our dataset indicates that the definition does not change the statistical significance when comparing between first-generation students and students who were continuing-generation by any definition (RQ2). First-generation and low-income statuses are often used as proxies for one another, and in this dataset, are highly correlated. However, there are unique patterns at the intersection of these two identities. For the purpose of our RQ3 analysis, we define ‘first-generation’ as students whose parents earned less than a bachelor’s degree and ‘low-income’ as low or lower-middle income. In this sample, 68 percent of students were neither FG nor LI while 11 percent were both (FG&LI). On no measure of demographics or college experience is the FG&LI group statistically similar to the advantaged group. Low-income students had the highest participation in working to pay for college, regardless of parental education, while first-generation students had the lower internship participation than low-income students. Furthermore, being FG&LI is associated with lower ETSE compared with all other groups. These results suggest that care is required when applying the labels “first-generation” and/or “low-income” when considering these groups in developing institutional support programs, in engineering education research, and in educational policy. Moreover, by considering first-generation and low-income students with an intersectional lens, we gain deeper insight into engineering student populations that may reveal potential opportunities and barriers to educational resources and experiences that are an important part of preparation for an engineering career.