Two different thermoset biocomposite systems are experimented in this study with the hope to improve their mechanical properties. Fiberglass and hemp, in form of fabrics, are used to reinforce the thermoset polymer matrix, which includes a traditional epoxy resin and a linseed oil-based bioresin (UVL). The fiber/polymer matrix interface is modified using two different approaches: adding a plant-based oil (pine or linseed) to the polymer matrix or coating the fibers with 3-(aminopropyl)triethoxysilane (APTES) prior to integrating them into the polymer matrix. Epoxy resin is cured using an amine-based initiator, whereas UVL resin is cured under ultraviolet light. Results show that hemp fibers with APTES prime coat used in either epoxy or UVL matrix exhibit some potential improvements in the composite’s mechanical properties including tensile strength, modulus of elasticity, and ductility. It is also found that adding oil to the epoxy matrix reinforced with fiberglass mostly improves the material’s modulus of elasticity while maintaining its tensile strength and ductility. However, adding oil to the epoxy matrix reinforced with hemp doubles the material’s ductility while slightly reducing its tensile strength and modulus of elasticity.
She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean's Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies.
She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean's Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies.
This paper discusses a global program for first-year engineering students that typically combines a spring semester course with an international module in the summer. This year, due to the COVID-19 global pandemic, the course component of the program was redesigned for the post-COVID environment. The purpose of this paper is to present the decisions made during this process and explore their outcomes through analysis of students’ feedback and global competence survey results. Four major decisions shaped the program redesign by balancing the desire for students to develop global competence with the acknowledgement that student motivation and energy would be impacted by the lack of travel and COVID-19. Data from students’ responses on assignments, survey administration and teaching evaluations were analyzed to understand student experiences after the program redesign. Results from our analysis show students were able to develop global competence without international travel. Implications from the results and next steps are discussed in this paper.
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