Research experience provides critical training for new biomedical research scientists. Students from underrepresented populations studying science, technology, engineering, and mathematics (STEM) are increasingly recruited into research pathways to diversify STEM fields. However, support structures outside of research settings designed to help these students navigate biomedical research pathways are not always available; nor are program support components outside the context of laboratory technical skills training and formal mentorship well understood. This study leveraged a multi-institutional research training program, Enhancing Cross-Disciplinary Infrastructure and Training at Oregon (EXITO), to explore how nine institutions designed a new curricular structure (Enrichment) to meet a common goal of enhancing undergraduate research training and student success. EXITO undergraduates participated in a comprehensive, 3-year research training program with the Enrichment component offered across nine sites: three universities and six community colleges, highly diverse in size, demographics, and location. Sites’ approaches to supporting students in the training program were studied over a 30-month period. All sites independently created their own nonformal curricular structures, implemented interprofessionally via facilitated peer groups. Site data describing design and implementation were thematically coded to identify essential programmatic components across sites, with student feedback used to triangulate findings. Enrichment offered students time to critically reflect on their interests, experiences, and identities in research; network with peers and professionals; and support negotiation of hidden and implicit curricula. Students reported the low-pressure setting and student-centered curriculum balanced the high demands associated with academics and research. Core curricular themes described Enrichment as fostering a sense of community among students, exposing students to career paths and skills, and supporting development of students’ professional identities. The non-formal, interprofessional curricula enabled students to model diverse biomedical identities and pathways for each other while informing institutional structures to improve diverse undergraduate students’ success in academia and research.
This paper presents a generalized compliance model for a three-segment notch flexure hinge with transverse symmetry. This flexure hinge configuration is most frequently employed in planar-motion, small-displacement compliant mechanisms. The axial and bending compliances are derived for this flexure hinge based on the compliances of two flexure components. The derivation is generalized such that it can be applied to various segment geometries. Using this open-ended model, a three-segment right elliptical corner-filleted flexure hinge design was analyzed. This geometric configuration introduces additional geometric parameters, which can be used to optimize the compliance of the flexure hinge without modifying its gross dimensions. The results of the analysis were validated in part by modifying the geometric parameters of the center segment and elliptical corner fillets to form limiting cases corresponding to several previously investigated configurations, namely right elliptical, three-segment right circular corner-filleted, and right circular geometries. Finite element analysis simulation and experimental testing were used to further validate the three-segment right elliptical corner-filleted analytical model. Additional simulations based on the analytical model were performed to highlight the influence of geometric parameters on compliances and to investigate shear effects for short flexure hinges.
The objective of this study was to investigate the accelerations of the head during soccer ball heading by introducing a prototype accelerometer-chip instrumented mouth guard. This mouth guard was evaluated for further use in head impact studies.
recieved her Ph.D. from the University of Illinois, Urbana-Champaign in 2012, where her research focus was on aluminum combustion in explosive fireballs. In addition, she has two teaching certificates from the University of Illinois Center for Teaching Excellence. In the Spring 2013 semester, she was a Term Assistant Professor at the University of Alaska Anchorage in the department of Mechanical Engineering, where she taught the freshman level engineering practices course, with an emphasis on computer programming using MATLAB and communication. Her teaching interests are in the area of thermo-fluids and freshmen engineering. Her current research is focused on the success of freshmen engineering students, and implementing a flipped classroom by using Team-Based Learning in engineering core courses.
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