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Background: The study of emotions in engineering education (EEE) has increased in recent years, but this emerging, multidisciplinary body of research is dispersed and not well consolidated. This paper reports on the first systematic review of EEE research and scholarship. Purpose: The review aimed to critically assess how researchers and scholars in engineering education have conceptualized emotions and how those conceptualizations have been used to frame and conduct EEE research and scholarship. Scope/Method: The systematic review followed the procedures of a configurative meta-synthesis, mapping emotion theories and concepts, research purposes and methods, and citation patterns in the EEE literature. The review proceeded through five stages: (i) scoping and database searching; (ii) abstract screening, full text sifting, and full text review; (iii) pearling; (iv) scoping review, and (v) in-depth analysis for the meta-synthesis review. Two hundred and thirteen publications were included in the final analysis. Results: The results show that the EEE literature has not extensively engaged with the wide range of conceptualizations of emotion available in the educational, psychological, and sociological literature. Further, the focus on emotion often seems to have been unintentional and of secondary importance in studies whose primary goals were to study other phenomena. Conclusions: More research adopting intentional, theorized approaches to emotions will be crucial in further developing the field. To do justice to complex emotional phenomena in teaching and learning, future EEE research will also need to engage a broader range of conceptualizations of emotion and research methods, drawing on diverse disciplinary traditions.

Identifying pan-tumor biomarkers that predict responses to immune checkpoint inhibitors (ICI) is critically needed. In the AMADEUS clinical trial (NCT03651271), patients with various advanced solid tumors were assessed for changes in intratumoral CD8 percentages and their response to ICI. Patients were grouped based on tumoral CD8 levels: those with CD8

Abstract Minimising cycle time without inducing quality defects is a major challenge in injection moulding (IM). Design of Experiment methods (DoE) have been widely studied for optimisation of injection moulding, however existing methods have limitations, including the need for a large number of experiments within a pre-determined search space. Bayesian adaptive design of experiment (ADoE) is an iterative process where the results of the previous experiments are used to make an informed selection for the next design. In this study, an experimental ADoE approach based on Bayesian optimisation was developed for injection moulding using process and sensor data to optimise the quality and cycle time in real-time. A novel approach for the real-time characterisation of post-production shrinkage was introduced, utilising in-mould sensor data on temperature differential during part cooling. This characterisation approach was verified by post-production metrology results. A single and multi-objective optimisation of the cycle time and temperature differential ( $$\Delta T$$ ) in an injection moulded component is proposed. The multi-objective optimisation techniques, composite desirability function and Nondominated Sorting Genetic Algorithm (NSGA-II) using the Response Surface Methodology (RSM) model, are compared with the real-time novel ADoE approach. ADoE achieved almost a 50 $$\%$$ reduction in the number of experiments required for the single optimisation of $$\Delta T$$ , and an almost 30 $$\%$$ decrease for the optimisation of $$\Delta T$$ and cycle time together compared to composite desirability function and NSGA-II. The optimal settings identified by ADoE for multiobjective optimisation were similar to the selected Pareto optimal solution found by NSGA-II.

IDH-Mutant-astrocytomas are malignant brain glioma tumors. They are graded as lower grade (grades 2 and 3) or higher grade (grade 4) according to their rate of growth and molecular features. Conventional IDH grading requires pathology examination, which is invasive, costly, and time-consuming. Advanced MRI modalities are widely used to overcome some of these limitations but require a high level of interpretation for tumor grading. Recent advances in deep learning have shown potential to aid and improve the accuracy and efficiency of tumor classification. This study proposes a novel non-invasive approach for grading IDH-Mutant-astrocytomas using a Light-weight Attention Network (LAN) that integrates multi-modal MRI data, including both conventional and advanced MRI modalities. The study addresses inter-modality heterogeneity using Principal Component Analysis (PCA) while minimizing computational complexity. LAN uses a 3D Convolutional Neural Network (CNN) and a volumetric attention mechanism to extract tumor patterns and classify grades 2 to 4. This is followed by an eXplainable AI approach that uses SHapley Additive exPlanations (SHAP) to interpret model decisions and identify key contributing features. The proposed LAN model outperforms other pre-trained state-of-the-art models, achieving an overall accuracy of 0.84. The SHAP attribution scores demonstrate that advanced MRI modalities such as Arterial Spin Labeling (ASL) and Diffusion-weighted Imaging (DWI), along with conventional MRI sequences such as FLAIR, T1-c and T2, contribute significantly to improving tumor heterogeneity visualization for aggressive grade 2 gliomas. This work demonstrates the feasibility of integrating explainable deep learning with multi-modal MRI data for precise and comprehensible early glioma grading, potentially leading to better clinical decision-making.

Background: There has been an increase in interest in emotion in engineering and science ethics education. There is also evidence that emotional content in case studies may improve students' learning and enhance awareness, understanding, and motivation concerning ethical issues. Despite these potential benefits, however, emotions' relationship to moral reasoning remains controversial, with ongoing debate as to how much and in what way emotional content impacts on moral reasoning. Furthermore, only limited empirical research has explored how emotions affect students' moral reasoning in educational settings. Purpose: The purpose of this study was to determine whether mild to moderate compassion-induced engineering ethics case contents affected the moral reasoning schemas activated in students. Design/Method: We conducted experimental research using the Engineering and Science Issues Test (ESIT). First, we modified the six case studies of the ESIT, to increase the compassion associated with the cases' protagonists to a mild to moderate level. We tested this instrument with 207 participants to ensure the changes did affect compassion without impacting on other potential emotions. Then, in a second study with 305 participants, we investigated whether the changed compassion intensity of the protagonists in the case studies affected the moral reasoning schemas activated in participants. Results: The induction of mild to moderate compassion did not impact the moral reasoning schemas activated. Findings also show that we managed to affect compassion intensity in the case studies without changing other emotions. Conclusion: This study reveals how to include a targeted emotion in engineering case studies in order to improve students' learning without affecting the moral reasoning schemas activated.

Due to the unprecedented situation caused by a global pandemic, the traditional way of teaching that is reliant on face-to-face interaction between teachers and students has been dismantled. This article looks into university teachers' experiences of teaching under lockdown, with an intention to understand what the change meant in terms of social practice. The research follows a qualitative design, in which ten university teachers were interviewed using a semi-structured interview guide. Three themes interwoven with a common thread were identified through teachers' reflections, including displacement, routine, and role. The common thread was identified as the interaction between teachers and students, and analysing the quality of this interaction led to understanding the social kernel of teaching as embedded in social practice, suggesting that physical dislocation demands teachers to recreate meaning in the new situation. This change has been seen as difficult, yet unpacking teachers' perceptions provided valuable lessons for the future.

When centred on the professional exchange of skills and knowledge, overseas volunteering can be a beneficial form of professional development. In contrast to voluntourism where volunteers buy an overseas experience, professional-based overseas volunteering centres on professional collegiality and skill exchange which leads to greater professional engagement for all participants. This research identifies the learning arising from a short-term overseas volunteering exchange between Ireland and India. The volunteers are Irish teachers working with their professional colleagues in India. Intentional professional learning related to their professional contexts can be seen through the themes of the theory/practice divide, experimentation and innovation, and the uncovering of knowledge. It is argued that the recruitment and selection of volunteers by the NGO are viewed as essential stage where attitudes are addressed. Data were collected by in-depth interviews as well as accompanying volunteer groups to India. The paper concludes with a summary of how volunteer professional exchanges need to be distinguished from other forms of volunteering; the work undertaken has benefit to both communities as it reflects collegial values and provides opportunities for professional learning through collaboration and reflection. Differentiation between forms of overseas volunteering is necessary to recognise the positive outcomes of professional volunteering exchanges.

Professional skills of project planning, risk analysis, ethical design, communication, and working in interprofessional teams are now recognised as core engineering skills. Frequently, they are addressed in engineering education through team projects. However, these skills can be difficult for students to learn as they are often not well defined (making it difficult for students to know where to focus their attention), and team projects often lack the reflective opportunities required for their development. This paper describes the development and validation of the Interprofessional Project Management Questionnaire (IPMQ) which has been designed for use in engineering education to provide a tool for reflection on, and clarification of, the learning goals related to these skills. Two studies to assess the reliability and validity of the IPMQ are reported. The instrument shows good validity and reliability in both French and English and as such is suitable for use with students. It is also suitable for research in engineering education and for providing feedback to faculty on student learning of professional skills in team projects. Suggestions on the use of the tool to enable the kinds of reflection that will help students to learn these skills are provided.

Facultative parthenogenesis (FP) has historically been regarded as rare in vertebrates, but in recent years incidences have been reported in a growing list of fish, reptile, and bird species. Despite the increasing interest in the phenomenon, the underlying mechanism and evolutionary implications have remained unclear. A common finding across many incidences of FP is either a high degree of homozygosity at microsatellite loci or low levels of heterozygosity detected in next-generation sequencing data. This has led to the proposal that second polar body fusion following the meiotic divisions restores diploidy and thereby mimics fertilization. Here, we show that FP occurring in the gonochoristic Aspidoscelis species A. marmoratus and A. arizonae results in genome-wide homozygosity, an observation inconsistent with polar body fusion as the underlying mechanism of restoration. Instead, a high-quality reference genome for A. marmoratus and analysis of whole-genome sequencing from multiple FP and control animals reveals that a post-meiotic mechanism gives rise to homozygous animals from haploid, unfertilized oocytes. Contrary to the widely held belief that females need to be isolated from males to undergo FP, females housed with conspecific and heterospecific males produced unfertilized eggs that underwent spontaneous development. In addition, offspring arising from both fertilized eggs and parthenogenetic development were observed to arise from a single clutch. Strikingly, our data support a mechanism for facultative parthenogenesis that removes all heterozygosity in a single generation. Complete homozygosity exposes the genetic load and explains the high rate of congenital malformations and embryonic mortality associated with FP in many species. Conversely, for animals that develop normally, FP could potentially exert strong purifying selection as all lethal recessive alleles are purged in a single generation.

Chemotherapy combined with immunotherapy has improved the treatment of certain solid tumors, but effective regimens remain elusive for pancreatic ductal adenocarcinoma (PDAC). We conducted a randomized phase 2 trial evaluating the efficacy of nivolumab (nivo; anti-PD-1) and/or sotigalimab (sotiga; CD40 agonistic antibody) with gemcitabine/nab-paclitaxel (chemotherapy) in patients with first-line metastatic PDAC ( NCT03214250 ). In 105 patients analyzed for efficacy, the primary endpoint of 1-year overall survival (OS) was met for nivo/chemo (57.7%, P = 0.006 compared to historical 1-year OS of 35%, n = 34) but was not met for sotiga/chemo (48.1%, P = 0.062, n = 36) or sotiga/nivo/chemo (41.3%, P = 0.223, n = 35). Secondary endpoints were progression-free survival, objective response rate, disease control rate, duration of response and safety. Treatment-related adverse event rates were similar across arms. Multi-omic circulating and tumor biomarker analyses identified distinct immune signatures associated with survival for nivo/chemo and sotiga/chemo. Survival after nivo/chemo correlated with a less suppressive tumor microenvironment and higher numbers of activated, antigen-experienced circulating T cells at baseline. Survival after sotiga/chemo correlated with greater intratumoral CD4 T cell infiltration and circulating differentiated CD4 T cells and antigen-presenting cells. A patient subset benefitting from sotiga/nivo/chemo was not identified. Collectively, these analyses suggest potential treatment-specific correlates of efficacy and may enable biomarker-selected patient populations in subsequent PDAC chemoimmunotherapy trials.

Climate change presents challenges for the management of geoheritage in protected and conserved areas at all scales from individual geosites to whole landscapes, affecting all areas of the planet. Direct impacts will principally arise through the effects of climate changes on geomorphological processes and vegetation cover, while indirect impacts will result from hard structures engineered to mitigate risks from natural hazards. Options for mitigation and adaptation should as far as possible work with nature.

Volcanoes are true wonders of the planet. Managers of volcanic protected areas face the dual challenge of protecting the volcanic landscape from overuse and damage, and protecting visitors and local residents from the range of geophysical risks presented by volcanic activity. Without clear recognition of how the volcano works, there is the potential that the risk of hazardous conditions (e.g., eruptions, gas emissions, fumarolic activity, landslides, seismic activity, and other volcanic hazards) may not be adequately addressed in the site’s management plan. Two examples illustrate current best practice in response to this management challenge. Managers at Mount St. Helens National Volcanic Monument face a decision on what civil engineering measures to take in response to a large lake formed by a debris avalanche during the 1980 eruption that poses catastrophic flood and debris flow risks to more than 50,000 downstream residents. Managers of Hawai‘i Volcanoes National Park in Hawai‘i faced imminent threats to residents of the island during eruptions of Kīlauea volcano in 2018 and 2020, which also destroyed a research observatory and park visitor facilities. The management response was to fully close the area near the volcanic vent and move the research center to the city of Hilo, 30 miles northeast of the Kīlauea summit.

Communicating geoheritage is one of the most active areas for new ideas to support a long-term relationship with visitors and a broader digital community of supporters. Communicating geoheritage starts with interpretation to build understanding; progresses through education to build a deeper appreciation; and uses public outreach during decision-making to foster stewardship, protection, and a conservation ethic. Keywords: Geoheritage; communication; interpretation; education

Background: Research shows that active pedagogies could play an important role in achieving more equitable outcomes for diverse groups of students in Science, Technology, Engineering, and Mathematics (STEM). Although flipped classes are a popular active methodology, there is a lack of high-quality studies assessing their impact in ecologically valid settings and exploring how outcomes are related to gender and to prior education. Purpose: This paper presents two modified replications of an experimental study investigating the impact of the flipped class approach on students' achievement in a large, first-year class in an engineering bachelor's degree. Methodology: We added a new strand, progressively flipped over 3 years, to eight parallel strands of a high-stakes mandatory linear algebra course for engineers. The study followed a replicated-between-subjects design, with students in the flipped strand learning the same material as those in the other strands and taking the same final exam. Results: Our results demonstrate that the flipped format did not have any significant impact on students' achievement compared to traditional lecturing. However, both replications in the flipped condition show a reduced attainment gap for women and students with less prior knowledge in mathematics. Conclusion: While the flipped class seems to have weaker effects on learning than other active methodologies, the evidence in this study indicates that it may have an impact on reducing the attainment gap between different groups of students. It may therefore be particularly interesting to consider in efforts to achieve more equitable outcomes for women and where students have heterogeneous educational backgrounds.

Engineering accreditation bodies express a strong consensus that in addition to technical and scientific skills, engineering education also needs to promote the development of professional skills. In general, team-based projects are considered to be valuable approaches to develop such skills and have been extensively added to engineering curricula. Yet, it remains unclear which skills and to what extent students learn from these interventions. The challenge of assessing the development of those skills is an important factor in this gap. In this paper, we used a standardised self-reporting questionnaire to evaluate the development of students' self-efficacy beliefs through in-course and capstone projects. Results suggest that students only marginally develop these skills when they are not explicitly addressed as part of the project, showing ways to more effectively support student learning of professional skills. The questionnaire also proved to be an effective and scalable way to assess large classes.

CFD of convective heat transfer remains a challenge, especially in channels with irregular rough walls due to the complex fluid dynamics over and between these roughness elements. This study investigates the performance of four commonly utilised RANS CFD models, namely Spalart-Allmaras (SA), Realisable k-ε, SST k-ω, and Reynolds Stress Model (RSM) in estimating the velocity and temperature profile as well as the skin friction coefficient and Nusselt number in smooth and rough channels. The CFD results were compared with DNS and experimental data in the literature. The roughness-resolving approach was used for all models to resolve the realistic geometry of irregular roughness in channel flows. The smooth-channel flow study was conducted at Reτ = 500, 1000, 2000, and 5000 and Pr = 0.71. Over this range, compared to smooth-wall DNS data from literature, the RSM showed consistent and satisfactory performance in estimating the velocity and temperature profiles within 2.54% and 4.21%, respectively; leading to the skin friction coefficient and Nusselt number in the smooth channels being predicted very well within 1.94% and 2.03%, respectively. The rough-channel flow study was performed at Reτ = 240, 360, 540, 720, 1000 and Pr = 1, with computational cells 7.8 times that of the smooth channel to resolve the irregular roughness geometry. Over this range, the Realisable k-ε showed the best performance in estimating the roughness function within 6.85%, while the results of the other models were wider at uncertainty levels of up to 36.9%. Similarly, the Realisable k-ε demonstrated the best performance in estimating the skin friction and Nusselt number in rough channels within 2.76% and 9.50%, respectively, while the performance of the other models was to a wider latitude ranging between 15.62% to 26.34%. In the present study, the Realisable k-ε with enhanced wall treatment showed the best capabilities in capturing the mean flow characteristics of both smooth and rough channels; however, its usage should be approached with caution in flows at higher Reynolds numbers. RANS models are also discussed for forced convection heat transfer at high Reynolds numbers. The results of this study should be useful in CFD studies on the effects of roughness in complex geometries without the need for LES and DNS.