Category: STEM

  • want-to-build-a-robot- The Cengage Blog

    want-to-build-a-robot- The Cengage Blog

    Reading Time: 2 minutes

    Welcome to “System Dynamics and Controls,” 1e by Dr. S. Graham Kelly — a new first edition and comprehensive guide to understanding and controlling interdisciplinary engineering systems. The goal of this text is to provide the reader with a general understanding of how to mathematically model a linear engineering system and how to control it effectively.

    The fundamentals

    Engineering is inherently interdisciplinary, and successful engineers often navigate and work in multi-disciplinary teams. Whether you’re a mechanical engineer learning about electrical systems or an electrical engineer diving into chemical processes, understanding diverse disciplines is key. All engineers should have some familiarity with the modeling of physical systems of any kind, as well as with the time-dependent responses of these systems. This knowledge isn’t just theoretical, it’s integral to designing control systems that guide these systems’ operations.

    Take robotics, for example. Designing a robot requires expertise in both mechanical and electrical systems. A control system for the robot, usually an electrical controller, is designed to make the robot respond appropriately to certain inputs.

    The prerequisites

    Before diving in, it’s important to come prepared. This text is meant for those with a background in:

    • Single-variable calculus, including ordinary differential equations
    • Engineering physics, with a focus on mechanics, electromagnetism, and thermal systems
    • Core concepts from statics and dynamics, especially rigid body dynamics in planar motion

    For more advanced sections, knowledge of multi-variable calculus will be helpful. Additionally, while not essential, prior or concurrent study in chemistry, circuit analysis, fluid mechanics, and thermodynamics will enrich your understanding of specific topics and examples.

    MATLAB and Simulink

    This text frequently uses MATLAB as a tool for the determination of the response of a dynamic system. MATLAB is used as a computational tool, a programming tool, and a graphical tool. From determining dynamic system responses to programming and graphical analysis, MATLAB is used extensively throughout the text. Some specific applications include:

    Simulink, a MATLAB-developed simulation and modeling tool, is also integrated throughout this text. Simulink allows development of models, using either the transfer function or the state-space formulation, without the programming required for MATLAB.

    This text’s comprehensive approach, combining theory with practical tools like MATLAB and Simulink, equips students to tackle the complexities of interdisciplinary engineering systems.

    Written by Dr. S. Graham Kelly, Ph.D., Professor Emeritus, University of Akron and author of “System Dynamics and Controls,” 1e.

     

    Interested in this title? Dr. Kelly’s new first edition text is available for your engineering course now.

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  • Butterflies and Biology for Life

    Butterflies and Biology for Life

    Reading Time: 4 minutes

    When I was in sixth grade, my homeroom teacher brought monarch caterpillars into our classroom. One of our homework assignments was to walk around our backyard and find milkweed (the only kind of plant monarch caterpillars eat) to feed our caterpillars. Now, over 25 years later, I still clearly remember the excitement of hunting around in my backyard to find milkweed and checking every day to see the metamorphosis from caterpillar to butterfly.

    You might say that raising monarch caterpillars gave me the bug to want to be a biologist.

    An early interest in biology sparks a lifelong dedication

    As the years went by, my interest in biology didn’t wane. In college, molecular biology became my primary focus area. During graduate school and beyond, I trained in both molecular biology and the learning sciences, settling into a career in biology education. I taught Non-Majors and Majors Biology while running a research lab dedicated to understanding how people learn biology.

    A lack of enthusiasm from students

    When I taught Non-Majors Biology, I noticed a concerning trend among my students: All in all, they didn’t like biology.

    That may be too gentle. The comments from an “introduce yourself” activity that I use in the first week of class revealed that most of my students were either afraid to take a biology class, thought the subject was boring, or didn’t think they could succeed at it. Some people even flat-out admitted they hated the subject.

    Now, as a self-professed biology nerd, those comments took me aback. As a learning sciences researcher, I wanted to know why there were such pervasive negative feelings about biology. As a biology educator, I wanted to know what to do about it.

    A common point of view

    Negative perceptions around biology are common, driving people away from engaging with the big biology issues we face today. Lack of knowledge around scientific topics can make it easier to be duped by misinformation, leading one to potentially make decisions against their own best interests. We see this with issues ranging from climate change to vaccines.

    Acknowledging that biology is all around us is important not only because it enriches our lives, but because it’s also important to the health and welfare of our society. Biology is everywhere, and engagement starts with reimagining how we think about biology’s role in our lives. It’s about reigniting wonder and emphasizing  relevance. It’s about giving students the chance to learn biological material in a way that makes sense to them. When we start to make connections between the classroom and the real world,  it becomes easier to engage with bigger concepts and ideas.

    Connecting biology to the everyday

    Let’s look at hand washing, as an example of how to relate lipid biochemistry to our everyday routines.

    Okay, fine, we all know we’re supposed to do it, and yet nasty microorganisms like norovirus (transmitted mainly by the fecal-oral route, ahem) still tend to spread rampantly. Isn’t hand sanitizer sufficient? Or Lysol? The soap dispenser is out again — does it matter?

    According to the Centers for Disease Control, hand sanitizer doesn’t work well against norovirus. Think of norovirus as wearing a protective coat — hand sanitizer doesn’t penetrate, and since the virus doesn’t readily dry out on surfaces, it remains ready to infect on the surface of the skin. In order to effectively remove the virus, you have to use soap and water and rub your hands together. Why?

    Soap particles have water-repellant and water-loving components. Those water-repellant portions, combined with rubbing your hands back in forth, causes the virus to break apart. The soap particles surround the bits of virus, and water washes it away.

    If I talked about the structure of soap as a fatty acid with a carboxylic acid functional group, sodium ion, and fatty acid tail, and how with other fatty acids, it forms a micelle in water, students’ eyes would glaze over. On the contrast, breaking down the basics of why hand-washing works to illustrate the biochemistry proves far more interesting.

    Impacting student perceptions

    When biological principles are applied to our daily lives, they become inherently interesting. When students realize they can understand the biological principles behind their daily experiences, it becomes accessible. By viewing biology through a personal lens, students learn to appreciate rather than hate the subject.

    When students see biology everywhere, as an integral part of their lives, they are more likely to engage. As they engage, they realize they can understand biology, and that it’s actually interesting.

    Think back to the opening example — my homework was looking in my backyard for milkweed to feed to the classroom caterpillars. Biology was relatable and accessible and that made it exciting. That’s the driving framework behind my biology education practice. I always consider the relevancy in students’ lives as the main touchstone in my teaching practice.

    What is something that you can do in your classroom to bring your own excitement about the material in? What kind of real-world examples can you bring into your classroom? Come tell me about it on social media!

    LinkedIn

    Facebook

    Instagram

    Written by Dr. Melanie Peffer, Teaching Assistant Professor and Research Scientist Level II at the University of Colorado Boulder, and author of “Biology for Life: A Guide to Our Living World,” 1e.

     

    Interested in this first edition text for your biology course? Look for Peffer’s first edition text, “Biology for Life: A Guide to Our Living World,” 1e coming spring, 2025, and check out other available biology titles on the discipline page. 



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  • A Novel Approach to Intro Engineering

    A Novel Approach to Intro Engineering

    Reading Time: 2 minutes

    The new first edition of “Discovering Engineering Design in the 21st Century: An Activities-Based Approach” is a practical and applied introduction to the engineering needs of today’s world. By integrating practical activities, sustainability principles, and cross-disciplinary insights, this companion guide prepares students to think critically and creatively about the challenges they will face as engineers in the modern era.

    A Hands-On Approach to Learning

    Research shows that engineering students learn best when they can connect theoretical concepts to real-world applications. Written by Professor Brad Striebig of James Madison University, this curriculum-based intro engineering text bridges the gap between foundational knowledge, traditional engineering skills, and hands-on experiential learning. The author focuses on applying engineering principles to real-world design and problem analysis. It includes specific step-by-step examples and case studies for solving complex conceptual and design problems in several different engineering fields.

    This textbook applies the principles of sustainable design with real-world issues in both developed and developing countries, serving as a companion guide for students as they embark on their exploration into the engineering profession. It emphasizes key steps in engineering solutions, including translating societal needs into infrastructures, products, practices, and processes. It also communicates the long-term impacts of these solutions to society and works to prepare the next generation of engineers with the breadth of skills needed to address complex environmental problems.

    Through integrative analysis and sustainable design methods, students will engage with these essential concepts chapter by chapter, as they engage with the pressing issues facing this generation of engineers.

     

    Meet the Author

    Professor Brad Striebig, Professor of Engineering, James Madison University, Harrisonburg, Virginia

    Dr. Striebig earned his PhD from Pennsylvania State University. He is a founding professor of the engineering program at James Madison University and previously taught engineering at Gonzaga University and Pennsylvania State University. Dr. Striebig has served as editor on major journals in environmental engineering and sustainable development. He has led major, funded, award-winning research activities focused on working with developing communities and natural treatment systems. He has published two textbooks on sustainability and engineering and has authored over 100 technical publications, including several book chapters, numerous peer-reviewed journal articles, and peer-reviewed conference proceedings.

     

    Contributing Authors

    The collaborative effort behind this text features contributions from esteemed colleagues at James Madison University. Together, these authors bring a multidisciplinary perspective, ensuring that the text addresses the diverse and interconnected challenges facing today’s engineers.

    Daniel Castaneda, Assistant Professor of Engineering: focuses on the sustainable use of infrastructure materials within diverse societal contexts.

    Jason Forsyth, Associate Professor of Engineering: specializes in wearable computing and safety systems that continuously monitor and protect human life.

    Shraddha Joshi, Assistant Professor of Engineering: explores engineering design, education, and the development of connected products and systems.

     

    Preview Brad Striebig’s first edition intro engineering textbook, “Discovering Engineering Design in the 21st Century: An Activities-Based Approach,” in the Cengage Instructor Center.

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  • August Recess Roundup: Congressional and Regulatory Updates – CUPA-HR

    August Recess Roundup: Congressional and Regulatory Updates – CUPA-HR

    by CUPA-HR | August 22, 2022

    When August arrives, Congress leaves D.C. and heads to their home districts for the annual August recess period. To keep CUPA-HR members apprised of recent and future actions on the Hill and in federal agencies, here are highlights of the latest actions by Congress, nominations they’ll have to consider when they return, and regulations that may be issued throughout the month.

    Legislative Updates

    On August 16, President Biden signed the Inflation Reduction Act into law following its passage, along partisan lines, in both the U.S. Senate and House of Representatives. The Inflation Reduction Act, which is a slimmed down version of the reconciliation bill Democrats have been pushing for, focuses on policies to mitigate the impacts of climate change, reduce healthcare costs and increase tax revenue to reduce the federal budget deficit. This reconciliation bill was narrowed down from the “Build Back Better” agenda, a step necessary to gain support from Senators Joe Manchin (D-WV) and Kyrsten Sinema (D-AZ) to get the bill over the 50-vote threshold. Notably, the final package did not include “Build Back Better” provisions like paid leave, universal community college and childcare.

    Additionally, on August 9, President Biden signed the CHIPS and Science Act, which provided new funding to boost U.S. investments in research and manufacturing of semiconductors. With respect to the research investments, the bill includes a five-year, $81 billion authorization of the National Science Foundation to go toward research funding. Additionally, the bill provides new funding to historically black colleges and universities and other minority-serving institutions, and for STEM programs at colleges and universities.

    Nominations Awaiting Confirmation

    On July 27, President Biden announced Jessica Looman as the new nominee for the Department of Labor (DOL)’s Wage and Hour Division Administrator. Looman has been serving as acting administrator for the agency since June 2021. Her nomination replaces Biden’s previously withdrawn nomination of David Weil, who failed to garner enough support in the Senate to be confirmed. Looman’s nomination will have to go through the Senate Health, Education, Labor and Pensions (HELP) Committee prior to going to the Senate floor for a full vote. Timing on both votes are uncertain at this point.

    Additionally, Kalpana Kotagal’s nomination for the Equal Employment Opportunity Commission (EEOC) continues to be held up in the Senate. In May, the Senate HELP Committee deadlocked on a vote to move her nomination to the full Senate, which means the full Senate will have to vote to advance her nomination out of committee — a logistical hurdle in a 50-50 Senate with sparse time on their legislative calendar. The result of this hold up means the EEOC will continue to operate with a Republican majority as federal statute allows Republican Commissioner Janet Dhillon, whose term expired in July, to remain an active member of the EEOC while her successor’s nomination is pending. If and when nominee Kotagal is confirmed, she will replace Commissioner Dhillon and tip control of the EEOC to a 3-2 Democratic majority. Her confirmation vote is also uncertain at this point.

    Regulatory Updates

    Though not guaranteed, there may be several proposals and final regulations that may be released by the Department of Education, the DOL and other relevant agencies throughout the month. Some of these include the expected proposed rule on Form I-9 remote verification flexibilities from the Department of Homeland Security, which has already had its review completed by the White House; a proposed rule on independent contractor classification, which was sent to the White House for review in July; and a final rule on the Deferred Action for Childhood Arrivals program, which has a target release date set for August.

    In addition to these proposed and final rules CUPA-HR is waiting to be released, the Department of Education is still undergoing its notice-and-comment period for the Title IX proposed rule that was released in June. CUPA-HR is assessing the proposal and will put together comments in response to the proposed rule. Comments are due September 12.

    CUPA-HR will keep members apprised of legislative and regulatory actions as August recess continues and we move into the fall.



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  • White House Announces Actions to Attract STEM Talent – CUPA-HR

    White House Announces Actions to Attract STEM Talent – CUPA-HR

    by CUPA-HR | February 7, 2022

    On January 21, President Biden announced several agency programs at the Department of State (DOS) and Department of Homeland Security (DHS) to help international STEM students and researchers access certain non-immigrant visas to allow them to study and work in the United States. The programs aim to admit and retain more international scholars to help advance STEM competitiveness in the U.S.

    Department of State

    The first announced program was DOS’s Early Career STEM Research Initiative. The initiative will facilitate engagement between J-1 visa recipients coming to the U.S. to participate in STEM research with host organizations, including businesses. Additionally, the department also announced new guidance to allow J-1 visa recipients in STEM fields to obtain up to 36 months of optional practical training. According to the announcement, the guidance will be applicable for exchange students in the 2021-2022 and 2022-2023 academic years, so long as the students meet certain academic training requirements.

    Department of Homeland Security

    Of significance, the president’s announcement also included a decision by DHS to add 22 new fields of study in the STEM Optional Practical Training (OPT) program through the Student and Exchange Visitor Program (SEVP). The program permits F-1 students earning bachelors, masters and doctorate degrees in certain STEM fields to remain in the United States for up to 36 months to complete OPT after earning their degrees. DHS issued a notice in the Federal Register announcing the specific fields of study added to the designated list of STEM fields.

    Additionally, the United States Customs and Immigration Services (USCIS) issued guidance “to clarify how USCIS evaluates evidence to determine eligibility for O-1A non-immigrants of extraordinary ability, with a focus on persons in science, technology, engineering or mathematics (STEM) fields, as well as how USCIS determines whether an O-1 beneficiary’s prospective work is within the beneficiary’s area of extraordinary ability or achievement.”

    CUPA-HR will keep members apprised of any further updates to these programs and any additional policies and guidance documents impacting student visas as released by President Biden and Congress.



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