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International Ocean Discovery Program (IODP) Site U1556, located on a basement high above Site U1557, is one of the oldest sites drilled on the South Atlantic Transect with a basement age of ~61 Ma. Here, we present semiquantitative X-ray fluorescence core scan data from the Site U1556 splice and compare them with shipboard magnetic susceptibility and natural gamma ray (NGR) measurements to characterize elemental composition changes downcore. Elements primarily associated with detrital (e.g., Al, Fe, K, Ti, and Zr) and biogenic (e.g., Ca) sources are inversely correlated. Biogenic and detrital sourced elements vary synchronously with magnetic susceptibility and NGR measurements following alternations between silty clay and calcareous nannofossil ooze/chalk in Unit I, whereas biogenic sourced elements tend to dominate Unit II, corresponding to a lithology change to predominantly calcareous nannofossil ooze/chalk. 

International Ocean Discovery Program (IODP) Expeditions 390C, 395E, 390, and 393 recovered deepwater sediments from the western flank of the Mid-Atlantic Ridge in the South Atlantic Ocean along the South Atlantic Transect (SAT) at ~31°S. Collectively, these expeditions recovered ~2 km of sediment cores that have the potential to capture key features of Cenozoic climate change. In this report, we show semiquantitative bulk elemental results from X-ray fluorescence (XRF) scanning of the sediment cores from IODP Site U1560 recovered during Expeditions 395E and 393. The oceanic basement at this site is ~15 My old, making it the second youngest of the SAT sites located west of the Mid-Atlantic Ridge. Here, XRF data are compared with pass-through magnetic susceptibility and natural gamma radiation of the sediment cores, measured aboard JOIDES Resolution. The resulting trends and correlations highlight elemental variations through time, mainly reflecting lithologic and compositional differences. At Site U1560, Ca counts reflect the occurrence of nannofossil ooze, which is the dominant lithology for the whole site. In the Miocene-aged Lithologic Units IE–IA from 140 to 50 m core composite depth below seafloor (CCSF), several high-intensity spikes of detrital elements (i.e., Fe, Ti, Al, Si, and Zr) correspond to intervals of clay-rich nannofossil ooze. Detrital elemental counts in the entire Pliocene record (50 to ~25 m CCSF) are the lowest. A sharp shift is observed at the Pliocene/Pleistocene boundary at ~25 m CCSF, with the uppermost Pleistocene record showing high-frequency and high-intensity variations in siliciclastic elements, which correlates well with the pass-through magnetic susceptibility. 

We report semiquantitative elemental data from X-ray fluorescence (XRF) scanning of Site U1558 sediment cores drilled during International Ocean Discovery Program Expeditions 390C and 393. These expeditions, together with Expeditions 395E and 390, form the South Atlantic Transect, which collected sediment and basement cores from the western flank of the southern Mid-Atlantic Ridge. XRF scanning of the continuous splice of Site U1558, using Holes U1558A and U1558F, was conducted at three acceleration voltages to capture a range of major, minor, and trace elements. At Site U1558, positive correlations exist between terrigenous-sourced elements (Al, Si, Ti, and Fe) and a negative correlation exists between the terrigenous-sourced elements and Ca. XRF geochemistry is correlated with lithologic changes, most notably at the boundary of Lithologic Units I and II, where Unit I is brown and reddish brown nannofossil-rich clay and Unit II is pink, pinkish white, pinkish gray, and light brown nannofossil ooze and chalk with varying amounts of clay and foraminifera. Peaks in XRF data align with the boundaries of Lithologic Subunits IIA and IIB and Subunits IIB and IIC. 

Site U1557 is the deepest and one of the oldest sites drilled during International Ocean Discovery Program Expeditions 390C, 395E, 390, and 393 on the South Atlantic Transect. It differs from the nearby Site U1556, which also sits on early Paleocene crust, by its stratigraphically expanded Paleocene–Eocene section. Here, we present the results of programmatic X-ray fluorescence (XRF) core scanning of the entire thickness of the sedimentary section at Site U1557. We find a major shift in XRF geochemistry at the boundary between Lithologic Units I and II, coincident with a shift in spectral gamma ray and magnetic susceptibility, as well as a shift from alternating pelagic carbonate and pelagic clay in Unit I to pelagic carbonate in Unit II. Within Unit I, shifts in major elemental composition of core material track alternations between carbonate-rich and clay-rich intervals. 

The western South Atlantic Ocean is a relatively understudied area of the world’s ocean, in part because of the lack of scientific ocean drilling and complete sedimentary sequences. During 2020–2022, a series of International Ocean Discovery Program Expeditions (390C, 395E, 390, and 393; South Atlantic Transect) sailed to this area, recovering material from the western flank of the Mid-Atlantic Ridge at a latitude of ~31°S. Here, we used X-ray fluorescence scanning of the sediment cores recovered and combined the data with shipboard magnetic susceptibility and natural gamma radiation to generate long-term geochemical records at Site U1561. These records enable us to document climatic and environmental perturbations on varying timescales and explore the paleoclimatic and paleoceanographic history of the western South Atlantic Ocean during the Cenozoic. 

During International Ocean Discovery Program (IODP) Expeditions 390C, 395E, 390, and 393, deepwater sediments were recovered from the western flank of the southern Mid-Atlantic Ridge along a crustal flow line at ~31°S. This multidisciplinary experiment allowed the recovery of data fundamental to reconstructing past climate changes as well as variations in ocean circulation, productivity, and chemistry (i.e., fluctuations in the carbonate compensation depth) in the South Atlantic Ocean. Here, we report semiquantitative elemental results from X-ray fluorescence (XRF) scanning of the sediment package cored at IODP Site U1559 in the South Atlantic Ocean. Located at 15°02.0941′W, Site U1559 is the easternmost site of the South Atlantic Transect and the closest to the Mid-Atlantic Ridge, located on ~6.6. Ma ocean crust. The XRF data are also compared with magnetic susceptibility and natural gamma radiation measured on the R/V JOIDES Resolution to assess correlations with the different lithologic units/subunits. At Site U1559, sediments are predominantly nannofossil ooze with varying amounts of foraminifera, which is reflected by the dominant Ca counts. Trends in elemental counts reflect the slight variations in siliciclastic materials within the Pleistocene. Major shifts in elemental counts were observed at the sharp contact between Pliocene–Pleistocene Subunits IC and ID, as well as the Miocene–Pliocene transition. 

The western South Atlantic Ocean has not been drilled since the end of the Deep Sea Drilling Program, leading to a dearth of sedimentary sequences available from this sector of the Atlantic Ocean. In 2020–2022, a transect of new sites was drilled during International Ocean Discovery Program Expeditions 390C, 395E, 390, and 393 at 31°S and spanning from 28.8°W to 15.2°W. Here, we use X-ray fluorescence data, combined with shipboard magnetic susceptibility and natural gamma radiation, to characterize the sediments below the oligotrophic South Atlantic Gyre at Site U1583. These geochemical data add to the otherwise understudied southwest Atlantic Ocean. 

The College Internship Study wrapped up its third and final wave of data collection in the Spring of 2022. This report provides a summary of key findings from the longitudinal analyses across eight institutions that participated in the third and final wave of data collection. As an excerpt of the extensive dataset, this summary addresses the most pressing issues in college internship research and practice, as suggested in the Internship Scorecard (Hora et al., 2020). Developed for assessing the purpose, quality, and equity of internship programs, the Internship Scorecard provides a framework for this report to address three main issues of college internships: (a) access and barriers to internships, (b) internship program features and quality, and (c) effects of internships on post-graduate outcomes. Each of these issues are examined in this report, with special considerations for how the COVID-19 pandemic impacted student experiences in college, life, and work. 

In this paper we explore the ability of educational frameworks focused on developing the entrepreneurial mindset to be used to develop students’ abilities to approach convergent problems. While there is not a single widely accepted definition of convergence, there are some general aspects noted by the NSF including: socially relevant, multidisciplinary, complex, and not being adequately addressed by current methods and practices. Convergent problems require existing disciplines to collaborate to create new knowledge, skills, and approaches in order to be appropriately addressed. We believe that there are aspects of the entrepreneurial mindset and the learning of it that can support the development of knowledge, skills, and attitudes to approach convergent problems. This is relevant because most work on convergent problems happens at the graduate level and beyond and our interest is to create experiences for undergraduates that prepare them to embark on this work after graduation. This study maps entrepreneurial mindset learning (EML) onto a framework based on prior work on convergence to identify the aspects of EML that directly support convergence work or preparation for convergence work. The existing dataset of KEEN cards is used as a proxy for existing work in this space, as well. If existing work in EML can address some or all of the knowledge, skills, and attitudes needed for convergent problem solving then engineering educators have a set of tools and practices that can contribute towards creating engineers who are better prepared to work on the hard problems of tomorrow. 

This NSF Grantees poster discusses an early phase Revolutionizing Engineering Departments (RED) project which is designed to address preparing engineering students to address large scale societal problems, the solutions of which integrate multiple disciplinary perspectives. These types of problems are often termed “convergent problems”. The idea of convergence captures how different domains of expertise contribute to solving a problem, but also the value of the network of connections between areas of knowledge that is built in undertaking such activities. While most existing efforts at convergence focus at the graduate and post-graduate levels, this project supports student development of capabilities to address convergent problems in an undergraduate disciplinary-based degree program in electrical and computer engineering. This poster discusses some of the challenges faced in implementing such learning including how to decouple engineering topics from societal concerns in ways that are relevant to undergraduate students yet retain aspects of convergence, negotiations between faculty on ways to balance discipline-specific skills with the breadth required for systemic understanding, and challenges in integrating relevant projects into courses with different faculty and instructional learning goals. One of the features of the project is that it builds on ideas from Communities of Transformation by basing activities on a coherent philosophical model that guides theories of change. The project has adopted Amartya Sen’s Development as Freedom or capabilities framework as the organizing philosophy. In this model the freedom for individuals to develop capabilities they value is viewed as both the means and end of development. The overarching goal of the project is then for students to build personalized frameworks based on their value systems which allow them to later address complex, convergent problems. Framework development by individual students is supported in the project through several activities: modifying grading practices to provide detailed feedback on skills that support convergence, eliciting self-narratives from students about their pathways through courses and projects with the goal of developing reflection, and carefully integrating educational software solutions that can reduce some aspects of faculty workload which is hypothesized to enable faculty to focus efforts on integrating convergent projects throughout the curriculum. The poster will present initial results on the interventions to the program including grading, software integration, projects, and narratives. The work presented will also cover an ethnographic study of faculty practices which serves as an early-stage baseline to calibrate longer-term changes.