Lorraine Fleming

Leachant pH effects on the leachability of metals from fly ash

Abstract The leachability of metals from fly ash produced by a coal‐fired electric plant and a municipal waste incinerator under acidic conditions was experimentally investigated. The results of these column‐leaching experiments show that a decrease in the pH of the leachant favors the extraction of metal ions from solid particles of both coal combustion fly ash and municipal waste incinerator fly ash. The significant increase in the extraction of cadmium, chromium, zinc, lead, mercury, and silver ions from the ash is attributed to the instability of the mineral phases that contain these metals under acidic conditions.

Special session - linking research findings on engineering student learning and engineering teaching: Implications for engineering education

The goal of this special interactive session is to engage attendees in (1) knitting the results of two linked studies (of engineering undergraduates and engineering faculty) into the larger body of engineering education scholarship and (2) developing ways of thinking about these findings that can be used to inform engineering education program planning and classroom practice. The findings are from an extensive set of data collected over multiple years by the Academic Pathways Study (APS) and Studies of Engineering Educator Decisions (SEED), both of which are part of the NSF-funded Center for the Advancement of Engineering Education (CAEE). These data sets present a unique opportunity to examine the intersections between research on engineering learning from the student perspective and research on engineering teaching from the faculty perspective.

Special session - communities in practice in engineering education: what are we learning?

Engineering education research crosses multiple disciplines and as such there are no discrete or clear guidelines. Rather, it is evolving through practice - and the community is at a point in time where dialogue and community building are important next steps for advancing engineering education scholarship. The goal of this interactive session is to make visible and shared what we as a community are learning - a form of knowledge that has typically been outside the realm of formal presentations and publications. We will do this by creating an interactive knowledge creating community of practice forum on challenges of engaging in engineering education research and strategies for success. To anchor the forum, we will draw on the shared experiences of engineering faculty and graduate students who participated in a year long engineering education research program, the Institute for Scholarship on Engineering Education (ISEE)

Behavioral Cybersecurity: Human Factors in the Cybersecurity Curriculum

As more concentrations in cybersecurity in the computer science undergraduate curriculum are being offered to meet a high demand, these offerings have not reflected a major concern of cybersecurity researchers, namely that there is little emphasis on the behavioral questions involved in the study and analysis of cybersecurity events. To this end, Howard University has introduced an upper division undergraduate course and graduate course to complement its cybersecurity course offerings, called “Behavioral Cybersecurity.” The behavioral approach also includes considerations of human factors. This paper reviews the course development, pedagogical choices made, and outcomes of its initial offering.

Behavioral Cybersecurity: A needed aspect of the security curriculum

As more concentrations in cybersecurity in the computer science undergraduate curriculum are being offered to meet a high demand, these offerings have not reflected a major concern of cybersecurity researchers, namely that there is little emphasis on the behavioral questions involved in the study and analysis of cybersecurity events. To this end, Howard University has introduced an upper division undergraduate course to complement its cybersecurity course offerings, called “Behavioral Cybersecurity.” This paper reviews the course development, pedagogical choices made, and outcomes of its initial offering.

Special session - academic pathways study: Special interactive session on findings and implications for engineering education and practice

The Academic Pathways Study (APS) is a mixed- methods longitudinal study of engineering students at four institutions. The goals of this special interactive session are to begin the processes of (1) knitting APS knowledge into the larger body of engineering education scholarship, and (2) develop ways of thinking about these findings that inform engineering education program planning and classroom practice.