skip to main content

Search for: All records

Creators/Authors contains: "Torres, D."

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. Free, publicly-accessible full text available November 1, 2022
  2. The lack of diversity and inclusion has been a major challenge affecting engineering programs all over the United States. This problem has been persistent over the years and has been difficult to address despite considerable amount of attention, enriched conversations, and money that has been put towards addressing it. One of the reasons behind this lack of diversity could be the presence of exclusionary behaviors, such as bias and discrimination that permeate the culture of engineering. To address this “wicked” problem, a deeper understanding of current culture and of potential change strategies toward integrating inclusion and diversity is necessary. Our larger NSF funded research project seeks to achieve this understanding through design thinking. While design thinking has been documented to successfully achieve desired outcomes for numerous other problems, its effectiveness as a tool to understand and solve the “wicked problem” of transformation of disciplinary culture related to diversity and inclusion in engineering is not yet known. This Work-in-Progress paper will address the effectiveness of using a design thinking approach by answering the research question: How did stakeholder participants perceive the impact of design sessions on their understanding and value of diversity and inclusion in the professional formation of biomedical engineers?more »To address this research question, our research team is coordinating six design sessions within each of two engineering schools: Electrical and Computer Engineering (ECE) and Biomedical Engineering (BME) at a large Midwest University. Currently, we have completed the initial phases of the design sessions in the BME school, and hence this paper focuses on insights from preliminary data analysis of BME Design sessions. BME design sessions were conducted with 15 key stakeholders from the program including students, faculty, staff and administrators. Each of the six design session was two hours long. The research team facilitated the inspiration and ideation phase of the design thinking process throughout. Facilitation involved providing prompts and activities to guide the stakeholders through the design thinking processes of problem identification, problem scoping, and prototype solution generation related to diversity and inclusion within the school culture. A mixed-methods approach involving both qualitative and quantitative data analysis is being used to evaluate the efficacy of design thinking as a tool to address diversity and inclusion in professional formation of engineers. Artifacts such as journey maps, culture maps, and design notebooks generated by our stakeholders throughout the design sessions will be qualitatively analyzed to evaluate the role and effectiveness of design thinking in shaping a more diverse and inclusive culture within BME and, eventually ECE. Following the design sessions, participants were interviewed one-on-one to understand how their thoughts about diversity and inclusion in professional formation of biomedical engineers may have changed, and to gather participants’ self-assessment of the design process. Coupled with the interviews, an online survey was administered to assess the participants’ ranking of the solutions generated at the conclusion design sessions in terms of their novelty, importance and feasibility for implementation within their school. This Work-in-Progress paper will discuss relevant findings from initial quantitative analyses of the data collected from the post-design session surveys and is an interim report evaluating participants’ perceptions of the impact of these design sessions on their understanding of diversity and inclusion in professional formation of biomedical engineers.« less
  3. This project explores how engineering students understand diversity and inclusion within their engineering programs, and how these understandings are shaped by aspects of the environment in which they are situated. Our study is a component of a broader research project that is examining the seemingly intractable problems of diversity and inclusion that emerge through the converging threads of formation of professional identity and culture of engineering disciplines. In this study we utilized a qualitative analysis of interview data to explore the undergraduate students’ perceptions of diversity and inclusion within the School of Electrical and Computer Engineering (ECE) at Purdue University [1]. Our interview draws upon cultural dimensions of engineering disciplines that encourage student to reflect upon and assess diversity and inclusion efforts within ECE [2]. To interrogate students’ perceptions of diversity and inclusion, we interviewed 13 current or past undergraduate ECE students. With nearly 40 percent of the undergraduate ECE students identifying as international students, such a significant international population poses tremendous learning opportunities as well as challenges related to diversity and inclusion. Thus, formal efforts within ECE have been made to bridge cultural differences, develop intercultural competencies, and promote inclusion of internationally and domestically diverse ECE members. However, thesemore »efforts have met with mixed results. Our analysis of the interview data suggests that these efforts often were not aligned with literature about how to successfully bridge culture differences in that they lacked an explicit focus on students’ understandings of diversity and inclusion, nor did they provide opportunities for students to reflect on their personal and educational experiences. In what follows, we first examine the framing of scholarship about diversity and inclusion within engineering and then draw upon literature using Kolb’s experiential learning models to illuminate the transformational nature that reflection plays within establishing ways of viewing complex social problems. With this combination and reimagining of reflection as a pathway to more deeply understanding diversity and inclusion, we describe our research methods, data analysis, and the findings from our qualitative analysis. Finally, we conclude with a discussion of the tensions pertaining to difference and sameness that emerged through our analysis. Namely, formal efforts within ECE required both scaffolding and intentionality. Without proper facilitation, the central role that diversity and inclusion plays within professional formation appeared forced, created more cultural isolation, or students ignored these efforts altogether to complete assignments. We conclude by offering both theoretical and pragmatic implications for engineering curriculum.« less
  4. To provide an observational basis for the Intergovernmental Panel on Climate Change projections of a slowing Atlantic meridional overturning circulation (MOC) in the 21st century, the Overturning in the Subpolar North Atlantic Program (OSNAP) observing system was launched in the summer of 2014. The first 21-month record reveals a highly variable overturning circulation responsible for the majority of the heat and freshwater transport across the OSNAP line. In a departure from the prevailing view that changes in deep water formation in the Labrador Sea dominate MOC variability, these results suggest that the conversion of warm, salty, shallow Atlantic waters into colder, fresher, deep waters that move southward in the Irminger and Iceland basins is largely responsible for overturning and its variability in the subpolar basin.
  5. Abstract The results of gamma-ray observations of the binary system HESS J0632 + 057 collected during 450 hr over 15 yr, between 2004 and 2019, are presented. Data taken with the atmospheric Cherenkov telescopes H.E.S.S., MAGIC, and VERITAS at energies above 350 GeV were used together with observations at X-ray energies obtained with Swift-XRT, Chandra, XMM-Newton, NuSTAR, and Suzaku. Some of these observations were accompanied by measurements of the H α emission line. A significant detection of the modulation of the very high-energy gamma-ray fluxes with a period of 316.7 ± 4.4 days is reported, consistent with the period of 317.3 ± 0.7 days obtained with a refined analysis of X-ray data. The analysis of data from four orbital cycles with dense observational coverage reveals short-timescale variability, with flux-decay timescales of less than 20 days at very high energies. Flux variations observed over a timescale of several years indicate orbit-to-orbit variability. The analysis confirms the previously reported correlation of X-ray and gamma-ray emission from the system at very high significance, but cannot find any correlation of optical H α parameters with fluxes at X-ray or gamma-ray energies in simultaneous observations. The key finding is that the emission of HESS J0632more »+ 057 in the X-ray and gamma-ray energy bands is highly variable on different timescales. The ratio of gamma-ray to X-ray flux shows the equality or even dominance of the gamma-ray energy range. This wealth of new data is interpreted taking into account the insufficient knowledge of the ephemeris of the system, and discussed in the context of results reported on other gamma-ray binary systems.« less
    Free, publicly-accessible full text available December 1, 2022