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Purdue University's commitments as a public land grant institution that purposefully integrates education, research, and service has enabled the university to develop as a site of innovation and impact at scale, making strategic investments and taking bold risks that produce benefits within wider social, political, and economic systems. We present a description of Purdue's culture and processes reflecting a research-practice innovation cycle, illustrated by examples spanning seven decades in the engineering education space where practice is a generative site for emergence of new ideas, and research in turn informs practice. Innovation as part of a research-practice cycle is not undertaken for its own sake, but with meaning and purpose. It keeps in view how to enable infrastructure, how to scale, adapt, and personalize, and how to make education inclusive and global. Innovation at scale requires relationship building and working within institutional cultures, building towards transformation and impact using what is available, with a knowledge of how it can travel on to other destinations.

In light of both social and ABET expectations, engineering educators need to consider how to effectively infuse engineering ethics education into current engineering curricula. This article describes our initial efforts in that realm. We considered how to improve ethics education in engineering through establishing an academic-industry partnership, which facilitated conversation between engineering faculty members and practicing engineers in industry. We formed a College-level Ethics Advisory Council with representation from industry partners across all 13 engineering departments in Purdue's College of Engineering. As the first official activity, we held an Ethics Advisory Council Workshop to define common goals and share mutual expectations for long-term relationships. This article shares some basic information about the academic-industry partnership and outputs from the Ethics Advisory Council Workshop. We also discuss lessons we learned from the initial work on the partnership, including limitations and other considerations important for potential adopters of such a strategy at their institution. This article can provide insights to engineering educators who are interested in adopting the academic-industry partnership approach to facilitate direct conversations between academia and industry, especially for better engineering ethics education.

Background: Educating engineers to reason through the ethical decisions they encounter when developing or implementing new technologies is a critical challenge. However, engineering educators have not widely adopted a framework for preparing engineering students to analyze ethical issues. Purpose/Hypothesis: We developed and tested an approach for enhancing the ethical reasoning of engineering students. This approach integrates reflexive principlism, an ethical reasoning approach, within a structured learning framework, scaffolded, interactive, and reflective analysis, or SIRA. We hypothesized that students' ethical reasoning abilities and empathic perspective-taking tendencies would increase. Design/Method: We implemented and tested the integrated approach over five semesters with graduate-level engineering students through a quasi-experimental, controlled research design. We measured changes in ethical reasoning using the Engineering Ethical Reasoning Instrument (EERI) and the Defining Issues Test 2 (DIT2) and empathic tendencies using the Interpersonal Reactivity Index (IRI). We examined relationships among measures through correlation analysis. Results: The EERI instrumentation indicated that the approach significantly increased the ethical reasoning abilities of graduate-level engineering students. However, the DIT2 findings did not indicate change. The IRI indicated perspective-taking tendencies were enhanced and personal distress tendencies were reduced. Postcourse correlational data indicated moderate relationships between perspective-taking and ethical reasoning as measured by the IRI and the EERI indexes. Conclusions: This study provides a theoretical approach for developing ethical reasoning and empathic perspective-taking among graduate-level engineering students. It also provides a theoretical framework, a pedagogical approach, and evaluation methods that others may utilize.

Background: Perspective-taking, a key component of engineering, is particularly salient in engineering ethics. Yet practices for promoting its development in engineering students both within and outside of ethics education remain largely underexplored. Purpose: The objective of this investigation was twofold: first, we explored the aspects of an engineering ethics course that contributed to changes in perspective-taking among graduate-level engineering students. Second, we explored the nature of these changes. Design/Method: We used Critical Incident Technique to explore these two research objectives. To enhance the rigor of this qualitative investigation, we implemented Walther, Sochacka, and Kellam's Quality Framework. Results: The analysis of 24 critical incidents extracted from post-course interviews resulted in five distinct but related themes representing potential causes of changes in perspective-taking. Themes included the sharing of diverse perspectives, the challenge of ethical decision-making, projection exercises, repetitive application of Reflexive Principlism, and experiencing cognitive dissonance. Second, we found four themes representing the nature of perspective-taking changes, including open-mindedness, holistic perspective-taking, principle-based perspective-taking, and worldview broadening. Conclusions: These findings elucidate nuances engineering educators might consider when seeking perspective-taking development among their students, such as the nature of case study prompts and the relationship between perspective-taking and ethical reasoning processes.

In light of both social and ABET expectations, engineering educators need to consider how to effectively infuse engineering ethics education into current engineering curricula. This article describes our initial efforts in that realm. We considered how to improve ethics education in engineering through establishing an academic-industry partnership, which facilitated conversation between engineering faculty members and practicing engineers in industry. We formed a Collegelevel Ethics Advisory Council with representation from industry partners across all 13 engineering departments in Purdue's College of Engineering. As the first official activity, we held an Ethics Advisory Council Workshop to define common goals and share mutual expectations for long-term relationships. This article shares some basic information about the academic-industry partnership and outputs from the Ethics Advisory Council Workshop. We also discuss lessons we learned from the initial work on the partnership, including limitations and other considerations important for potential adopters of such a strategy at their institution. This article can provide insights to engineering educators who are interested in adopting the academic-industry partnership approach to facilitate direct conversations between academia and industry, especially for better engineering ethics education. [ABSTRACT FROM AUTHOR]

The rate of angiogenesis and cellular infiltration into degradable biomaterials determines scaffold persistence in vivo. The ability to tune the degradation properties of naturally derived biomaterials has been a popular goal in tissue engineering, yet has often depended on chemical crosslinking. Small intestinal submucosa (SIS) is a naturally derived, collagen-based, bioactive scaffold that has broad clinical success in many therapeutic applications. Two methods for producing multilayer, non-crosslinked SIS constructs were compared in vitro and in vivo. Traditional and cryo SEM, mercury intrusion porosimetry, and a novel enzymatic degradation assay determined that lyophilization produced an open, porous scaffold, in contrast to the collapsed, denser structure of SIS constructs produced using a vacuum press process. The angiogenic responses to lyophilized and vacuum-pressed SIS constructs were evaluated in vivo using a subcutaneous implant assay in mice. Explanted samples were compared after 7 and 21 days using fluorescence microangiography and light microscopy. Capacity of the implant neovasculature was also determined. These experiments revealed that the lyophilized SIS was infiltrated and vascularized more rapidly than the vacuum pressed. These data demonstrate the tunable incorporation of a non-crosslinked ECM-based biomaterial, which may have implications for the persistence of this degradable scaffold in tissue engineering. [ABSTRACT FROM PUBLISHER]

The author comments on an article on the designing of academic conferences in the second-order cybernetics by researcher Larry Richards. Topics discussed include designing of congress by the American Society for Cybernetics, interconnection between design, cybernetics, and conversation, distinction between conventional academic conferences and conversational conferences, conversation theory in relation to design.

Comparing isolated plasma membrane vesicles and excised hypocotyl segments from etiolated seedlings of soybean [Glycine max (L.) Merr. cv. Williams], certain anti- proliferative agents that inhibited growth inhibited plasma membrane redox activities. Additionally, auxins that stimulated growth stimulated plasma membrane redox activities. Hormone stimulation was restricted to NADH oxidase (determined from disappearance of NADH) and was given both by isolated plasma membranes and by a solubilized enzyme preparation. Comparing IAA, the native auxin regulator. and 2,4-D, a synthetic regulator, stimulation was observed, but the dose-response curves were different. Yet, the dose-response relationships of both stimulation of auxin growth and stimulation of NADH oxidase were parallel, inhibition of auxin-induced growth by antiproliferative drugs was more complex. Some. like actinomycin D, preferentially inhibited NADH oxidase (EC 1.6.99.2) hut inhibited NADH-ferricyanide oxidoreductase (EC 1.6.99.3) as well. Others, like adriamycin, inhibited primarily the NADH-ferricyanide oxidoreductase. Therefore, growth control by auxin appeared to involve NADH oxidase as a rate-limiting terminal oxidase to link electron flow from NADH to oxygen. This observation may provide a fundamental difference from animal cells. With the latter, impermeant electron acceptors such as diferric transferrin or ferricyanide fulfill such a role. In plants, these impermeant electron acceptors were without effect on growth or were growth inhibitory. [ABSTRACT FROM AUTHOR]