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A novel two-photon direct laser writing-based hybrid strategy for 3D nanoprinting microfluidic vessels with sophisticated 3D architectures and custom-designed micropores. 

The Technology Ambassador’s Program (TAP) was established in 2012 as an extra-curricular program and has been offered as a service learning course since spring 2016. To investigate the impact on program participants, we launched a longitudinal study in fall 2022 and surveyed the students who completed the course from spring 2016 to spring 2021. Analysis of the survey results discovered that students strongly agree that this program has provided them opportunities to conduct research, to network with other professionals in the field, and apply technical skills. Further analysis also revealed a strong correlation of these opportunities with improving soft skills and career readiness among participants. Overall, this program increased the confidence of the students and prepared them to learn new skills on their own. This paper describes the overall structure of the service learning program and presents the details of this study including the process and survey results. 

This Tutorial Review highlights strategies for leveraging the micron-to-submicron-scale additive manufacturing technique, “direct laser writing”, to enable 3D microfluidic technologies. 

Diagnostic classification models (DCMs) have seen wide applications in educational and psychological measurement, especially in formative assessment. DCMs in the presence of testlets have been studied in recent literature. A key ingredient in the statistical modeling and analysis of testlet-based DCMs is the superposition of two latent structures, the attribute profile and the testlet effect. This paper extends the standard testlet DINA (T-DINA) model to accommodate the potential correlation between the two latent structures. Model identifiability is studied and a set of sufficient conditions are proposed. As a byproduct, the identifiability of the standard T-DINA is also established. The proposed model is applied to a dataset from the 2015 Programme for International Student Assessment. Comparisons are made with DINA and T-DINA, showing that there is substantial improvement in terms of the goodness of fit. Simulations are conducted to assess the performance of the new method under various settings. 

Blind and low-vision (BLV) people watch sports through radio broadcasts that offer a play-by-play description of the game. However, recent trends show a decline in the availability and quality of radio broadcasts due to the rise of video streaming platforms on the internet and the cost of hiring professional announcers. As a result, sports broadcasts have now become even more inaccessible to BLV people. In this work, we present Immersive A/V, a technique for making sports broadcasts —in our case, tennis broadcasts— accessible and immersive to BLV viewers by automatically extracting gameplay information and conveying it through an added layer of spatialized audio cues. Immersive A/V conveys players’ positions and actions as detected by computer vision-based video analysis, allowing BLV viewers to visualize the action. We designed Immersive A/V based on results from a formative study with BLV participants. We conclude by outlining our plans for evaluating Immersive A/V and the future implications of this research.