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Florida Tech, Kennedy Space Center to Study Waste Treatment in Space

Associate professor of chemical engineering Toufiq Reza has spent years researching sustainable waste conversion techniques on Earth. When Florida Tech offered him a sabbatical, he took the chance to learn what that conversion process looks like in outer space while further strengthening the university’s already deep ties to NASA. In Fall 2023, Reza became the first professor to leverage school funding to spend a semester at NASA’s Kennedy Space Center. He worked with Annie Meier, who leads a team developing ways to convert astronaut-generated trash into fuel during missions, known as in-situ resource utilization (ISRU). “I wanted to do something different that I haven’t done. I have been doing research in my field; I know who the players are,” Reza said.” I could have easily gone to a research lab at another university and continued my research. But I wanted to learn something new.” His sabbatical prompted a new partnership between NASA Kennedy and Florida Tech. This summer, they signed an annex to their existing Space Act Agreement which will allow Kennedy Space Center (KSC) and the university to conduct joint research regarding logistical waste treatment and ISRU. “At NASA, we want researchers who are doing something that could help us, that could be synergistic, and to not reinvent the wheel,” said Jose Nuñez, university partnerships and small sat capabilities manager at NASA Kennedy. “The goal is to find professors who can benefit the agency in an area that needs more research.” As part of the agreement, KSC will share raw materials, waste simulant samples and information such as gas composition data with Florida Tech. In return, the university will analyze and share findings, such as what useful products can be taken from trash-to-gas waste for use as plant nutrients, and evaluate value-added applications. “I will encourage students to work on some of their technologies, test them in our lab and vice versa. This is a massive thing,” Reza said. “We can learn from each other to help each other.” Already, Reza’s students have visited Meier’s lab, and Meier and her KSC team came to Florida Tech to present her research and visit the university’s research facilities. Meier’s goals are similar to Reza’s: Both researchers want to find sustainable ways to convert trash and waste into energy, materials and chemicals. However, the methods aren’t completely transferrable between the two different environments of Earth and space. On Earth, Reza explained, waste can be burned or stored in a landfill. Neither of those options are viable in space. “You cannot dig up the moon soil and start burying. There is no oxygen or air to actually burn it…there is no water,” Reza explained. Currently, astronaut waste, such as food packaging, clothing, hygiene items and uneaten food, is launched back towards Earth and incinerates on the way there. However, Meier is working to advance waste mitigation technology, which Reza got to see up close. One of her projects, the Orbital Syngas/Commodity Augmentation Reactor (OSCAR), mixes oxygen, heat and trash in a reactor, which burns the trash and collects the gas it creates. Over the course of the semester, Reza assisted in KSC’s Applied Chemistry Lab, where Meier’s research took place. He offered both expertise and extra hands, from helping measure samples to reading through literature. He also took note of innovative technology for potential new research ideas, such as potentially developing a way of protecting metal coatings in space using the tools he learned. Meier’s waste conversion technology is built for a space environment, but Reza said it is unlikely that her complete systems could be used for waste conversion on Earth. Just as water and oxygen are limited resources in space but are plentiful on Earth, vacuums are plentiful resources in space but are expensive to create back home. However, that doesn’t stop the researchers from seeking inspiration through the new partnership. “We can learn from them and then take a part of their technology and integrate it with ours to make our technology more sustainable and vice versa,” Reza said. “They can improve their technology by utilizing part of our technology as well. As Meier said, “I wanted to learn on the terrestrial side how we can infuse some of our technology, and he wanted to learn from us to grow into the space sector, so it was a really cool match.”

‘You Can Do and Be Anything Coming From an HBCU’

A late July dinner was the finale to her second internship with ChristianaCare for Tania Paden. Her eight weeks at Christiana Hospital had left her feeling more confident in herself and excited to continue exploring direct patient care as she prepares to head back to Delaware State University in the fall. “I learned how to be more comfortable with direct patient care and communicate with the patients,” Paden said. “My favorite thing would have to be going to tour the different units and getting shadowing experiences throughout the hospital.” Paden is one of 10 Future of Health Scholarship Program recipients at ChristianaCare. Graduates from Delaware high schools attending Historically Black Colleges and Universities (HBCUs) were each awarded a $12,500 annual scholarship and a paid summer internship in 2021 each year until they graduate. The program, a partnership between ChristianaCare and the HBCU Week Foundation, is designed to help support HBCU students as they pursue degrees in health care. Teachable moments and big opportunities Paden’s enthusiasm is shared by Natalie Torres, director of Inclusion & Diversity at ChristianaCare, who oversees the scholarship program. “This experience is so much more than offering the scholarship funding,” Torres said. “It’s the time, it’s those quiet moments in-between meetings and their experiences where the teachable moments really take place. “When they come to us, we really want to lock into their lived experiences, and not only make sure they can thrive at ChristianaCare, but in life.” With these scholarships and other community-based endeavors, ChristianaCare continues to work to build a diverse workforce and represent its communities. Forbes recently listed ChristianaCare as one of America’s Best Employers for Diversity for the fourth year in a row. Although she is a young intern herself, Aniyah Barnett, a rising biochemistry junior at Hampton University, jumped at the chance to help make new caregivers feel comfortable at ChristianaCare. She played a key role welcoming medical and dental residents to campus. “My favorite project was probably the new resident orientation,” Barnett said. “I spent time getting all the new residents together, making sure they have all the information they need, and getting to meet them!” A pathway to medicine For Ashley Christopher, Esq., founder and CEO of HBCU Week Foundation, these scholarships mean a lot. Ten years ago, Christopher had a stroke that left her feeling scared and alone as she lay in hospital. Her cardiologist, a Black woman, was the only one who made her feel heard, she told the students during their summer-end dinner. With IT experiences gained at ChristianaCare, Future of Health scholar Solomon Devard is thinking about continuing on that path to become a system administrator for a big corporation. “She was the only one who made me feel safe, secure and seen during a time where I was questioning life as I knew it,” Christopher said. “You can do and be anything coming from an HBCU. This scholarship gives students who want to go to HBCUs a pathway to the field of medicine for more people who look like me to tend to the care of patients.” The HBCU Week Foundation creates opportunities through coaching and scholarships for students who want to attend HBCUs. To support these efforts, ChristianaCare committed $500,000 to providing financial and networking support, and hands-on experiences for HBCU students. “These students are energized, they’re talented, and I’m so excited for the next step,” Christopher said. “I just feel so happy to be a part of that process.”

University of Delaware experts share insights and strategies for navigating the upcoming school year

The College of Education and Human Development in the University of Delaware has a number of stories and experts for the upcoming school year.  Stories Bridging the language gap: How AWE software fosters inclusivity for English Language Learners and Non-English Language Learners alike Creating a mindful classroom: Tips for teachers on how to have a peaceful transition into the 2024-2025 school year Empowering Black and Latinx Boys in Their Postsecondary Journeys: The Role of School Communities UD assistant professor Eric Layland shares new research on LGBTQ+ developmental milestones and supporting LGBTQ+ youth University of Delaware assistant professor explores the tensions between hopes and expectations in vocational planning for autistic young adults Experts Allison Karpyn – an associate professor who can speak to topics related to hunger, obesity, school food, supermarket access, and food insecurity. She has spoken extensively about food in schools and can offer context to those subjects. Roderick Carey – an assistant professor whose current interdisciplinary research serves to make sense of the school experiences of black and Latino adolescent boys and young men in urban contexts. He can also talk about teacher education as it relates to men in the field/the impact of male teachers. To contact Karpyn or Carey, click their profiles.  More experts... If you would like to pursue any of these stories or speak to any of the following experts, they are all willing and excited to chat. Contact mediarelations@udel.edu to speak to them. Eric Layland – an assistant professor who can speak about LGBTQ+ student experiences from a research perspective. His work bridges LGBTQ+ developmental research to community impact through developmentally-informed, affirmative interventions. Sarah Mallory – an assistant professor who specializes in special education with a special focus on autism and other intellectual and developmental disabilities. She also works within the Center for Disabilities Studies. Sarah Curtiss – an assistant professor who specializes in special education with a special focus on autistic youth. Brittany Zakszeski – an assistant professor and nationally certified school psychologist, licensed psychologist and behavior analyst. She focuses on student and teacher mental health and can comment on what concealed weapons carried by teachers can do for the mental wellbeing of both students and teachers. Lauren Bailes – an associate professor who focuses on the ways in which organizational, social-cognitive, and leadership theory unite to promote the success of school leaders and K-12 students. Bryan VanGronigen – an assistant professor who specializes in organizational resilience and change management in K-12 schools with specific interest areas in efforts to improve schools, the preparation and professional development of educational leaders and educational policy analyses. Lynsey Gibbons – an associate professor specializing in mathematics education, in teacher professional learning and school partnerships across content areas.  Contact mediarelations@udel.edu to speak to these experts or for more information on the stories above. 

Success stories: How Team USA racked up so many medals

Team USA took home 120 medals from the 2024 Paris Olympics – the highest total of any nation. This didn’t come as a big surprise to Matt Robinson, professor of sport management at the University of Delaware. Robinson says the U.S. is an example of a trend in Olympic success: Nations perform better when they are hosting the next Olympics. "With the 2028 L.A. Olympics on the horizon, Team USA performed as expected for a nation that is next in line for hosting the games," he said. Robinson, who was in Paris to watch the Summer Games, has researched and published text about the Olympics and can give the backstory on The International Coaching Enrichment Certificate Program (ICECP). Robinson is the author of a number of highly successful sport management texts: Profiles of Sport Industry Professionals: The People Who Make the Games Happen and Sport Club Management and has authored over 25 articles and has made over 100 national and international scholarly and professional presentations.   He can be contacted by clicking his profile. 

A future with one plug: how universal EV outlets simplify charging for electric vehicle owners

Have you ever found yourself frustrated with the numerous types of charging plugs for electric vehicles when going to charge your car? Picture this: a future where every charging station supports a universal outlet. No more worrying about whether your plug will fit or if you need an adapter. Sounds like a dream, right? Well that dream is now real.  University of Delaware professor Willett Kempton and his coauthors have recently released a new paper outlining a new universal EV outlet standard in World Electric Vehicle Journal. His coauthors include University of Delaware PhD graduates Rodney McGee and Garrett Ejzak.  There are three standard EV charging connectors – the part you hold in your hand that plugs into EVs with matching inlets – in North America. Rather than requiring three charging stations at each location, Willett and his team proposed to have a universal EV outlet on the charging station, and cars would come with a cable with a universal plug to plug into the station.  The solution for EV charging is similar to what has already evolved for charging cell phones and other portable electronics. Cell phones and laptops have many different types of power inlet connections on the device, incompatible with each other. This solution was deliberately designed so that todays’ EVs and charging stations do not need to be replaced. Because these new standards have resulted from a consensus of more than 150 participants from the automotive, charger, and power industries, new innovations will also be coming with the adoption of the new standards. These include lower-cost and lower-maintenance charging stations, higher energy efficiency.  Kempton, McGee and Ejzak can be reached by clicking Kempton's contact button. 

Bridging the language gap: How AWE software fosters inclusivity for ELs and Non-ELs alike

When ChatGPT burst onto the scene in November 2022, many educators and parents worried that new writing tools powered by artificial intelligence (AI) would help their students bypass important learning opportunities. Instead, as University of Delaware associate professor Joshua Wilson has shown, AI-powered writing and evaluation tools have actually helped students develop their writing skills and have supported teachers in providing meaningful feedback. Now, in a recent study published in Learning and Instruction, Wilson and his co-authors turn their attention to elementary English learners (EL), investigating how this growing population of students interacts with and benefits from automated writing evaluation (AWE) software. AWE is a class of educational technology tools that use natural language processing and AI to provide students with automated formative feedback that supports improvements in writing quality.  They found that AWE technologies are equally beneficial for ELs as they are for non-ELs. Study participants accessed writing feedback to a similar extent, achieved equal gains in writing quality, focused on consistent dimensions of writing when revising and endorsed the AWE system to similar degrees, regardless of their language status. “As AI-based feedback applications become increasingly prevalent, it’s critical that researchers examine the consequences of implementing those tools in authentic educational settings, with a particular focus on equity,” said Wilson.  Wilson’s study focuses on MI Write, an AWE system designed to improve the teaching and learning of writing by providing students with automated feedback and writing scores. To investigate interaction with the AWE software, Wilson and his co-authors looked at three dimensions of engagement: behavioral, or the actions students take in response to feedback; cognitive, or the thinking and revision strategies that students use in response to feedback; and affective, or how students feel about and perceive feedback. Across all three dimensions, Wilson and his co-authors found similar levels of engagement across all students. They also found that the overall improvements in student writing over the course of the school year was not related to language status. But, even in light of these positive findings, Wilson emphasizes that it’s important to view AWE as a teaching tool rather than as a replacement for classroom teaching. For more on Wilson's research or to speak to him about AI in the classroom, click on his profile and reach out to him. 

Those last days of summer: How to entertain your kids before the break ends

Are you one of the parents who is panicked at the prospect of entertaining your children for those final weeks of the summer? Did you miss the day camp sign ups early in the summer?  University of Delaware expert Roberta Golinkoff has you covered. Golinkoff is an education professor in the fields of education and psychology with over 30 years of experience in childhood education. She is currently Unidel H. Rodney Sharp Chair and Professor in UD's School of Education as well as a member of the Departments of Psychological and Brain Sciences and Linguistics and Cognitive Science. She also directs the Child’s Play, Learning, and Development laboratory. She gives tips on how to keep kids entertained throughout the summer, particularly this last month of summer.  Work with others in your neighborhood in the same boat to create an at home day camp.   What happens at day camps can be duplicated at home. Consider how they work. Peers get together under the supervision of a young adult and engage in outdoor activities such as foot races and ball games and indoor activities such as arts and crafts. Camps are hotbeds for playful learning – the way that children learn best. Camps unwittingly nurture communication between peers and adults, collaboration in helping your team, and creative thinking of all types – during craft activities but much more. Making a tentative agenda for kids with other parents in the same boat will be invaluable. But there is no room for a rigid schedule! Time has to be flexible. During the regular year when parents are rushing hither and yon, there is little time to stop and let the action continue. But the summer changes all that. Discoveries like hungry turtles in a nearby pond can be a delight for children. Even if you can’t find a teen helper or another parent to trade off with, you can engage your children in many activities they will love. Limited screen time can be beneficial.   There is nothing wrong with playing with apps or watching television as long as parents make sure the content is appropriate for the age of their children. There are shows that amuse children and that they can learn from – Sesame Street and Reading Rainbow are prime examples. And parents can build on these shows by asking children to design the next episode, “What would happen if Peppa Pig couldn’t find a playmate?” or draw pictures showing the characters at the beach! A new website called Stories with Clever Hedgehog and designed in Ukrainian for Ukrainian children suffering from the war is also available in English. Designed by developmental psychologists – including Golinkoff herself – has numerous activities such as games, songs, art, fun facts for children to enjoy. But media that takes place indoors should just be used as cool down periods and even then only briefly, or on rainy days. Luxurious breezes, sunshine, and physical activities are what summer is meant for. Boredom is ok.  Boredom is not a bad thing and can be a time for reflection and inner growth. Ask children to think about what they want to do next and make a plan for the rest of the day. Ask children to come up with a brand new activity that other kids would like. Media is not a great solution to boredom anyway but developing strategies to consider boredom a plus can be. Golinkoff is available to give more tips. She also welcomes reporters to visit her lab to see what she and her group are working on. Contact her by clicking on her profile. 

Stephen Pearlman, M.D., Honored for Excellence in Neonatology Education

Stephen Pearlman, M.D., MSHQS, will receive the 2024 Avroy Fanaroff Neonatal Education Award at the American Academy of Pediatrics’ annual meeting in September. This honor, presented by the AAP’s section on Neonatal-Perinatal Medicine, recognizes an educator who makes outstanding contributions in neonatal-perinatal medicine for health care students, professionals or the public. Pearlman, an expert in neonatology, intensive care and pediatrics, is clinical effectiveness officer for acute care at ChristianaCare. He is also professor of pediatrics at Sidney Kimmel College of Medicine at Thomas Jefferson University. “Stephen is deeply committed to excellence in neonatal education and the highest quality care,” said Kert Anzilotti, M.D.,MBA, system chief medical officer at ChristianaCare. “As a faculty member, physician and leader, he continues to make a lasting impact at ChristianaCare and beyond with his pioneering initiatives in quality improvement and safety in health care.” A faculty member for almost 40 years, Pearlman has served ChristianaCare in clinical, educational and administrative roles. Among them, he was chair of the Pediatric and Neonatal Safety Committee, director of Neonatal Quality Improvement, associate director of Neonatology and director of Pediatric Medical Education. Pearlman has led initiatives that have been spotlighted by the federal government as exemplars of how to improve safety at health systems. He developed an innovative quality-improvement curriculum for neonatal fellows, which the Organization of Neonatal-Perinatal Training Program Directors adopted. “I’m passionate about educating clinicians about ways to improve the quality of patient care, so it’s humbling to receive this recognition,” Pearlman said. “I am honored to have been selected as a recipient of this award.” Pearlman is also an associate editor of Quality Improvement for the Journal of Perinatology and an executive committee member of the American Academy of Pediatrics’ Perinatal Section.

Creating a mindful classroom: Tips for teachers on how to have a peaceful transition into the 2024-2025 school year

Teacher mindfulness doesn't begin on the first day of classes in the late summer or early fall. It is an invaluable skill that can be practiced and perfected all throughout the year, especially when teachers are on summer break.  Leigh McLean is an an associate research professor in the School of Education and Center for Research in Educational and Social Policy at the University of Delaware. In her program of research, she investigates how teachers’ emotions and emotion-related experiences including well-being impact their effectiveness. Her work particularly focuses on how teachers’ emotions impact their instructional practices, and the role that early-career teachers’ emotions play as they transition into the career. She holds expertise in quantitative, mixed-methods, and longitudinal study design and implementation, multileveled data analysis, and classroom observation.   Below she gives a few tips on how teachers can begin preparing themselves – and by extension their future students – for all the ups and downs of the upcoming school year.  Engage in restorative rest this summer.  One of the ways to prepare for the upcoming school year is to get restorative rest. It's important to let your brain disengage for a short time, but it's also beneficial to set aside time, before the school year begins, to think about the past school year. What went well? What might you want to do differently?? What techniques are you hoping to improve in the coming school year? As we as a society still reel from the COVID-19 pandemic, meaningfully reflect on the past four years and ask yourself what you've see with your students. What might they need to succeed this upcoming year? How can you facilitate an environment where students are getting supports for the unique challenges that the pandemic created?  Incorporate mindfulness into your daily habit.  A mindfulness practice is a daily regime of awareness, contemplation, and processing of all the things going on both within and outside of you. Mindfulness is a key skill when it comes to the larger goal of emotional understanding and regulation, and it has been shown to be a particularly helpful practice for teachers. However, you cannot expect to dive into mindfulness on day one of a new school year, it take practice. A great place to start is to pay attention to your emotions and work on emotional awareness in the weeks leading up to the school year. Shift your thinking fromo "emotions are noise that get in the way" to "My emotions are important signals that I have to pay attention to." This type of shift can be difficult to do for the first time in the heat of teaching so summer is a great time to practice these techniques.  As educators, teachers experience the full range of human emotions every day, and they are usually the only adults in the room. While this might at the outset seem intimidating, teachers have the unique opportunity to use their emotions intentionally as cues for their students to pick up on. Dr. Jon Cooper, Director of Behavioral Health for the Colonial School District in New Castle, Delaware noted: "We want teachers to be the emotional thermostat, not the thermometer," and "We want them to intentionally set the emotional tone of the classroom." During the summer, think about how to set classroom norms and expectations to be responsive to your emotions and those of your students in a way that will create a more mindful classroom all around.  This could look like including a classroom norm stating that aAll emotions are ok, even the bad ones. It could also look like acknowledging in your classroom management approaches that there is a difference between emotions and behaviors; so while all emotions are ok, not all behaviors that come from those emotions are ok. Take yourself through a school day and anticipate the needs of your students.  One major mindfulness practice is taking yourself through a typical school day and identifying parts where students are most likely to have difficulties. Do students have challenging moments during small groups? Is there a lot of math anxiety going on in your class? Try structuring your day, approach, even your expressions so that you set yourself and your students up for success during these moments that are more likely to be challenging. Utilize mindfulness websites and apps.  There are websites and apps teachers can use to further incorporate mindfulness into their daily lives, including: The Center for Healthy Minds UCLA's Free Mindfulness App For more tips... McLean is available for interviews and can expound on the ways teachers can set themselves – and their students – up for success. Click on her profile to connect. 

Olympics 2024: Expert details the danger of headings in soccer

One of the most popular Olympic sports is soccer, and one of its most exciting plays – headers – is more commonly deployed by international teams. Given the risk of concussions during that play, experts like the University of Delaware's Thomas Kaminski will be watching the event closely during the 2024 Summer Games. Kaminski, professor of kinesiology and applied physiology in UD's College of Health Sciences, is a leading expert on concussions in soccer and serves as the sole U.S. representative on the FIFA Heading Expert Group. “FIFA is concerned about the disparity in concussions between men and women,” Kaminski said. “Women are at a higher risk of concussion due to a variety of reasons, including neck strength and overall body strength.” Concussions often occur during aerial challenges. “When players compete for the ball at the same time, they need to use their body to protect their head space, taking the strain off the head,” Kaminski said. Expect the ball to be in the air quite a bit in Olympic competition. “Many international teams tend to play the ball in the air more, but the USA will be ready for that. They know what to do,” Kaminski said. What to keep an eye out for: “Anytime a ball is scored from a header, it’s a picture of beauty in the game,” Kaminski said.