Elizabeth Dell

Creating Technology Rich Learning Environments for the Classroom

This chapter reviews student engagement and learning over of a six year study period (>500 students) in a technology rich learning environment. The technology rich learning environment in this project consists of tablet PCs for each student (1:1 environment), visually immersive multiple projection screens, and collaborative digital inking software. This chapter reviews the education problem being addressed, and the learning theory used as a lens to focus specific active learning pedagogical techniques to address the educational problem. From this problem-based learning theory grounded approach, the features desired in a technology rich learning environment were developed. The approach is shared in this chapter with specific detailed examples to allow others to implement technology rich learning environments with active learning pedagogical approaches to address specific education problems in their institution. The technology rich learning environment implemented and studied includes multiple hardware/software pieces to create a system level solution versus a single device or single app solution.

Anaerobic Biodegradation of Bioplastic Packaging Materials

With multiple initiatives to keep food-waste away from landfills, packaging systems that are compatible with the alternative end of life scenario (e.g., composting, biodigestion) are required. Anaerobic digestion converts biodegradable materials into energy-rich biogas. However, currently, the plastic packaging for handling food scraps have to be separated before digestion even if the plastic is regarded as biodegradable because they do not degrade in the required timeframe. If the biodegradation rate of bioplastics can match that of organic waste, the foodwaste and packaging can be comingled in a single stream. Polymers such as polylactic acid (PLA), polycaprolactone (PCL) and polybutylene succinate (PBS) have a diverse range of applications. However they take a prolonged period to degrade completely. On the contrary, thermoplastic starch and polyhydroxyalcanoate (PHA) stand out as fast degrading polymers that can be compounded into polylactic acid to improve biodegradation. This study investigated the anaerobic biodegradation of commercially available bioplastics and potential ways to increase biodegradation rates. Commercial polymers were melt blended and converted into films including PLA and PLA blends with PCL and PBS. The effect of calcium carbonate as an additive was also evaluated. A laboratory scale automated methane potential testing system was used to study the degradation behavior. Calcium carbonate at low concentrations showed potential to improve biodegradation rates by providing a pathway for microbial activity. Co-digestion of PLA with food-waste resulted in a 10% increase in biomethane potential, indicating a synergistic effect. The results showed the potential for developing packaging solutions for handling food-waste that can readily degrade in industrial anaerobic digestion facilities.

Using Self-Determination Theory to build communities of support to aid in the retention of women in engineering

ABSTRACT Diverse perspectives are required to address the technological problems facing our world. Although women perform as well as their male counterparts in math and science prior to entering college, the numbers of women students entering and completing engineering programmes are far below their representation in the workforce. This paper reports on a qualitative, multiyear study of the experiences of women students in an Engineering Technology programme. The project addressed some of the unique, fundamental challenges that female students face within their programmes, and the authors describe a programmatic framework based on Self-Determination Theory as an intervention for the recruitment and retention of female engineering students. Data from focus groups and interviews show how students were supported in their undergraduate experiences and how inclusive learning environments are needed to further improve outcomes. Conceptual issues and methodological considerations of our outcomes are presented.

Reimagining and Refining Campus Cultures: Promoting Vibrant Learning Environments at RIT

This interactive session explores the journey of a university to intentionally and strategically transform its campus culture. Many organizations exclusively approach cultural change by creating and enforcing rules and regulations to promote gender equity and inclusion. Within this session, we will explore the possibility of augmenting this well-established campus paradigm with intentional organizational development initiatives. Through understanding best practices and developmental models utilized at other ADVANCE funded universities, we reimagine the campus culture and develop possible strategies to achieve the desired state. The AdvanceRIT team shares the story and impacts of their five-year effort to refine and influence campus culture to support a more inclusive campus environment. Campus efforts have included the creation and administration of interactive and high-energy unconscious bias education workshops, theatrical productions that explore navigating key faculty career milestones, bystander awareness sessions using Playback Theater, theatrical readings with discussion forums, and a new campus organization to actively engage faculty men in the cultural transformation process. Data related to these sessions will be shared, including participation numbers and workshop evaluations. The team feature the work of key partners from aligned organizations both within and external to RIT who have worked closely with the project team throughout this journey.