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2024 South East Section Meeting

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Gafar Abbas Elamin P.E., The Citadel; Nathan John Washuta P.E., The Citadel; James Righter, The Citadel; Kevin Skenes, The Citadel

Capstone ProjectAbstractIn undergraduate engineering programs, ABET criteria requires a capstone or integratingexperience to allow students to develop competencies in technical and non-technical problemsolving. These capstone experiences typically take the form of a year-long or semester-longproject that requires a group of senior students to work as a team to identify, define, design,prototype, and test their final product to solve an engineering problem. Ideally the students onthese teams contribute fairly and equitably to the project so that each individual can develop theirskills, but it is not unusual to see students on the team who do not contribute their fair share.Often, graded assessments in these capstone courses are team submissions and

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2024 South East Section Meeting

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Wayne Johnson, University of Georgia; Roger Hilten, University of Georgia; Kevin J. Wu, University of Georgia; Jorge Ivan Rodriguez-Devora, University of Georgia

peer-reviewed journals, 28 papers in peer-reviewed conference proceedings, and given 12 technical presentations on various topics including: additive manufacturing, mechatronics, biomechan- ics, and engineering education. He currently teaches the Engineered Systems In Society, Mechanical Engineering Professional Practice, and Capstone Design I and II courses.Dr. Roger Hilten, University of Georgia Roger Hilten is an Assistant Professor of Practice at the University of Georgia in the College of En- gineering’s School of Environmental, Civil, Agricultural, and Mechanical Engineering. Dr. HIlten is deeply involved in Capstone Design at all levels, from project solicitation to individual student mentor- ing. Dr. Hilten

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2024 South East Section Meeting

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Paul Forsberg; David A. Guerra-Zubiaga, Kennesaw State University; Fadi Hantouli; Amin Esmaeili, Kennesaw State University; Griselda Quiroz-Compean

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. Dr. Guerra-Zubiaga is associate editor (North America) for the International Journal of Computer Integrated Manufacturing since 2011. He has been a topic organizer for ASME-IMECE since 2017 at the advanced manufacturing track. Today Dr. Guerra-Zubiaga is an Associate Professor in the Robotics and Mechatronics Engineering Department at Kennesaw State University.Fadi HantouliAmin Esmaeili, Kennesaw State UniversityGriselda Quiroz-Compean ©American Society for Engineering Education, 2024 Robotics and Mechatronics Engineering Framework to Develop a Multidisciplinary Senior Capstone Design Project: A Biomedical Mechatronics Engineering Case Study

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2024 South East Section Meeting

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Andy Pardue, Tennessee Technological University; Sally J. Pardue, Tennessee Technological University

former director (2009 - 2018) of the Oakley Center for Excellence in the Teaching of Science, Technology, Engineering, and Mathematics. ©American Society for Engineering Education, 2024 Capstone Design Courses Managed in an MS Teams FrameworkAbstractThe work in progress will outline using Microsoft Teams to manage a Mechanical Engineeringcapstone program with 120 to 140 students and 25 to 30 projects. The MS Teams project sitebecomes the central repository for all the information regarding the student's work on theirproject. A focus of the design of the project site has been an effort to effectively determine theindividual contributions of a student versus the overall project outcomes driven by the

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2024 South East Section Meeting

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Chau M. Tran, Mechanical and Aerospace Engineering, North Carolina State University, Raleigh, NC 27695-7910

Engineering from North Carolina State University in 1998. ©American Society for Engineering Education, 2024 The Conversion of Capstone Senior Design to a Two-Semester FormatAbstractThis paper illustrates the conversion of capstone senior design from a one-semester format to atwo-semester format and reveals the benefits of such conversion. In the past, a senior designproject was completed in either a fall semester or a spring semester course. Since fall 2019, asenior design project was completed in a sequence of two courses, Mechanical EngineeringDesign I in the fall and Mechanical Engineering Design II in the spring. The one-semesterformat enables the students to adjust their

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2024 South East Section Meeting

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Felix Ewere, North Carolina State University at Raleigh

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Diversity

finishedprototypes.KeywordsTower Bridge, Engineering Design, Aerospace Engineering, Mechanical EngineeringIntroductionDesign, in its nature is a multidisciplinary pursuit, is difficult to teach and most collegeundergraduate engineering programs defer the offering of any full-blown design course until thesenior year, often as a capstone course [1]. These capstone courses provide students theopportunity to work on real-world engineering projects. Usually, these design projects are openended and tackled in student teams [2]. Many educators are starting to realize that emphasizingdesign early in the engineering program provides certain benefits for the professional formationof the undergraduate engineer. Nowadays, it is common to see a design project moduleintegrated in the

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2024 South East Section Meeting

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Sylmarie Davila-Montero, The Citadel

Micro:Bitand the online Micro:Bit Python editor. The project was subdivided into three components: (1) acoding segment, (2) a written report, and (3) a project demonstration, aiming to offer designexperience akin to a Capstone class, where comprehensive design documentation is crucial. First 40 minutes of class: • Read the “Choose your own adventure” section and choose one of the options. • Create the chosen function and the program that will use it. • Test your code! Last 10 minutes of class: • In one or two minutes, present your code to the class. Indicate which adventure you choose and explain your code. Choose your own adventure: Option 1: Lights Create a function that will

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2024 South East Section Meeting

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Salman Siddiqui, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University

-on design at the freshman level. 4. Collaborative Learning and Teamwork: The environment fosters collaboration and teamwork, enhancing students' sense of community and mutual support. 5. Capstone-Like Projects: Students are given the opportunity to apply their learning in comprehensive projects, which solidifies their understanding of the core concepts. 6. Early Development of Communication Skills: The model encourages the development of communication skills through presentations and report writing, essential competencies in the engineering field. 7. Enhanced Course Performance and Success: By integrating these elements, the model aims to significantly improve students' overall performance and success

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2024 South East Section Meeting

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Xiang Zhao, Alabama A&M University; Showkat Chowdhury, Alabama A&M University; Tamara Chowdhury, Alabama A&M University

lectures and laboratory activities that promote activestudent interaction, critical thinking, and problem-solving; and (3) conducting assessment andsurveys to gather feedback from students. This section mainly describes the details of this pilotstudy.The team has followed the logic model in Figure 1 that has been established and tested in ourprevious study for enhancing STEM gateway courses with evidence-based pedagogies [18].During Fall 2023, faculty catalysts in our project team selected three courses in STEMdisciplines to integrate data analytics into ProjBL: CS405 – “Linux with ApplicationProgramming”, ME360 – Fluid Mechanics, and CMG461 – Capstone Project. The project teamintended to test how the strategies are effective in different projects

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2024 South East Section Meeting

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Brian Aufderheide, Hampton University; LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia); Otsebele E Nare, Hampton University; Garrick E. Louis, University of Virginia; Daniel Webster Fairley II, 100 Black Men of Central Virginia

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Paper ID #40935Ethics Case Study Project: Broadening STEM Participation by NormalizingImmersion of Diverse Groups in Peer to Near Peer CollaborationsDr. Brian Aufderheide, Hampton University Dr. Brian Aufderheide is Associate Professor in Chemical Engineering at Hampton University. He com- pleted his PhD in Chemical Engineering at Rensselaer Polytechnic Institute. His areas of expertise are in advanced control, design, and modeling of biomedical, chemical and biological processes.LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia) LaNika Barnes, a certified High School Science and Equity Resource

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2024 South East Section Meeting

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Matthew J. Traum, University of Florida; Amit Shashikant Jariwala, Georgia Institute of Technology; Christopher Aliperti, United States Military Academy; Randall A. Emert; Arwen H. DeCostanza

Tagged Topics

Diversity

enhance education by developing classes, workshops, and events focused on implementing hands-on, collaborative learning through solving real-world problems. He di- rects the operations of the Institute-wide Georgia Tech Capstone Design Expo, which highlights projects created by over 2000 Georgia Tech seniors graduating students on an annual basis. He serves as the fac- ulty advisor for the student organization of over 100 student volunteers who all train, staff, and manage the operations of Georgia Tech’s Flowers Invention Studio – one of the nation’s premier volunteer student-run makerspace, open to all of the Georgia Tech community. Dr. Jariwala’s research interests are in the field of makerspaces, evidence-based

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2024 South East Section Meeting

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Cameron W. Coates P.E., Kennesaw State University; June Erskine, Fulton County Schools

requiredcapstone design skill sets. In this paper, we examine theories accepted among the K-12 andcollege educational literature for educating diverse teams and suggest solutions that have foundcommon ground within both groups. Quality Function Deployment, Engineering MajorCommonalities and Design Iteration techniques are explored within these contexts in conjunctionwith instructor experience. We argue these modified methods have a high probability of successbased on their proven success at the K-12 level, when properly implemented.IntroductionInterdisciplinary senior design capstone projects have been introduced in numerous engineeringschools and colleges over the last few decades. As rapid technological advancement has proventhat various engineering

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2024 South East Section Meeting

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Charles D Newhouse P.E., Virginia Military Institute; Kacie Caple D'Alessandro, Virginia Military Institute; Matthew K Swenty P.E., Virginia Military Institute

projects and the ASCE student chapter. His research interests include engineering licensure policies, civil engineering curriculum development, and the use of innovative materials on concrete bridges. ©American Society for Engineering Education, 2024 Benefits of a Decade Dedicated to FE PreparationAbstractA decade ago the authors at the Virginia Military Institute (VMI) reported on how the addition ofan engineering course dedicated to preparing students for the Civil Specific Fundamentals ofEngineering Exam (FE) enhanced the capstone experience [1]. Preliminary results indicated thatthe course, which did not specially teach to the FE exam but covered an array of topics, didimprove pass rates and

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2024 South East Section Meeting

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Ramana Pidaparti, University of Georgia; Zonila Robinson

a set of guidelines for teaching AI in public schools, andZimmerman outlined lesson ideas for AI and design thinking and project-based Learning forSTEM (Zimmerman 2018). Introductory AI books have been introduced at the middle and highschool levels (Enz 2019a,b; Klepeis 2019b, a). There has also been a focus on teacher professionaldevelopment through workshops incorporating AI concepts into STEM classes for high schoolstudents (Lee and Perret, 2022). Due to the importance and impact of AI in our lives, it is essentialthat any teaching of AI for grades 6-8 aligns with the NGSS (Next Generation Science Standards)and GA (Georgia) standards within the existing curriculum to be effective. © American Society for

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2024 South East Section Meeting

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Shabnam Wahed, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

environmental and socialjustice may be more likely to seek out careers that align with their values [3]. Besides, by takingsustainability-focused courses, attending conferences, and participating in extracurricularactivities related to sustainability [3], students can learn about the challenges facing our planetand the various ways that engineers can help mitigate them. A study conducted by the NationalAcademy of Engineering (NAE) found that undergraduate engineering students who participatedin sustainability-focused service-learning projects were more likely to pursue careers insustainability-related fields [4]. Career opportunities are another important factor that influencessustainability-related career choices among engineering students. As the

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2024 South East Section Meeting

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Gang Liu, University of Pittsburgh at Bradford

, fluid mechanics, heat transfer, thermodynamics, machine design, measurement, systemcontrol, capstone design, etc. It’s relatively easy to develop, deliver, and evaluate the progress ofthe students by faculties.However, the existing mechanical engineering curriculum does not match the student’s needs verywell in at least two ways [8]. First, the students are unique individuals with various career plans.The universal curriculum could not prepare everyone for their career paths after graduation.Second, research shows that typical modern engineering programs can barely provide theexperience and skills to students who will face real challenges in an actual workplace. Being theinstructor of the capstone design projects in the ME department for years

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2024 South East Section Meeting

Authors

Evelyn Abagayle Boyd, Clemson University and Colorado School of Mines ; David E Vaughn, Clemson University; Jeffery M Plumblee II, JMP2 LLC; Bridget Trogden, American University

Tagged Topics

Diversity

within Clemson Universityˆa C™s Glenn Department of Civil Engineering, the Founder and Owner of Integrated Resilience, LLC, he is a former Fluor Fellow, Director of Resilience Solutions, and Secretariat of the World EconomicDr. Jeffery M Plumblee II, JMP2 LLC Jeffery Plumblee is a project management, innovation, sustainability, and education consultant. He holds his BS, MS, MBA, and PhD from Clemson University, where he focused on civil engineering. Plumblee has managed a faculty grant and training program for an innovation and entrepreneurship nonprofit; served as a tenure-track faculty member in the Department of Engineering Leadership and Program Management at The Citadel; and developed and managed multiple

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2024 South East Section Meeting

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Natalia Cardelino, Mercer University; Laura E Moody, Mercer University

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Diversity

reflection [3].The service provided can take many forms. It may include a community project, communityeducation, or the administration of a community survey to understand what problems need to beaddressed [4]. The academic connection refers to the learning aspect students gain throughcoursework and hands-on experiences, and is oftentimes, multidisciplinary. The reciprocalpartnership between the university and the community partner must be beneficial for both. Onechallenge of service learning versus traditional capstone projects is that a meaningful, ongoingrelationship with the community must be maintained [4]. In addition, many projects cannot becompleted in a single course and need the buy-in from the local community to ensure their long-term

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2024 South East Section Meeting

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Philip Lee, University of Kentucky; David Parsley, University of Kentucky; Nelson Kudzo Akafuah, University of Kentucky

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Diversity

these institu-24 tions. RETE is built through strategic collaboration and inquiry-driven learning to create an en-25 gaged and diverse community of practice among all stakeholders and sustain new ways of think-26 ing, interacting, teaching, learning, and working. The ET department at the UK and the 2+2 ar-27 rangement with BCTC is a foundational step toward meeting the vision. Though designed around28 hands-on practice, the current ET curriculum utilizes traditional pedagogy, including laboratory29 classes, industrial projects in the capstone classes, and additional practical experience opportuni-30 ties through co-ops and internships. The RETE program, though, will allow UK to take the new31 department further, revolutionizing

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2024 South East Section Meeting

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Tanjina Afrin, Virginia Military Institute; Matthew K Swenty P.E., Virginia Military Institute; Rebekah L Martin, Virginia Military Institute; Charles D Newhouse P.E., Virginia Military Institute

Military Institute Matthew (Matt) Swenty obtained his bachelor’s and master’s degrees in Civil Engineering from Missouri S&T and then worked as a bridge designer at the Missouri Department of Transportation. He then went to obtain his Ph.D. in Civil Engineering at Virginia Tech followed by research work at the Turner-Fairbank Highway Research Center on concrete bridges. He is currently a professor of civil engineering and the Jackson-Hope Chair in Engineering at VMI. He teaches engineering mechanics, structural engineering, and introduction to engineering courses and enjoys working with his students on bridge related research projects and the ASCE student chapter. His research interests include engineering licensure

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2024 South East Section Meeting

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John W. Brocato, University of Georgia

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Diversity

• Writing seminar and support for AENG/MCHE 4911 Capstone Design • Seminar talk: “Why Engineers Must Be Excellent Communicators” for BIOE 8970 Bioengineering SeminarCreation of a UGA-writing-resource websitePartially as a result of the aforementioned writing initiative, UGA has indeed developed ahealthy culture of writing across campus, including a recent Faculty Learning Community (FLC)titled “Creating a Culture of Writing at UGA.” This FLC’s major project was the creation of awebsite called The Write@UGA Guide to Writing Resources (https://write.uga.edu/guide-to-writing-resources/) where writing-focused colleagues from the English, Marine Science,Biological Sciences, Religion, Economics, History, and Philosophy Departments (as well

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2024 South East Section Meeting

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Simon Thomas Ghanat P.E., The Citadel; Deirdre D Ragan, The Citadel

course is taken in preparation for the senior year capstone design project.Components of this course include approaches to design, teamwork, project definition, projectplanning, understanding the customer, product specifications, concept generation, andpresentation skills. Usually, class time is split between instructor-led teaching of concepts, in-class individual and small group exercises, and a semester-long team design project.To increase connections to the needs of a customer and to focus creativity and design choices oncreating value-added products, open-ended in-class activities are conducted throughout thesemester. Students are presented with hypothetical situations with constrained design choices,unique customer requirements, and a

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2024 South East Section Meeting

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Amy Borello Gruss, Kennesaw State University ; Nicholas Anthony Clegorne

Tagged Topics

Diversity

valuable experience;however, receiving guidance and feedback on team interactions are uncommon even though theycan significantly enhance team behaviors [2]. Additionally, design courses tend to focus on thetechnical skills needed for projects work, and rarely are students taught how to work in teams [3].Designing teamwork exercises and dedicating class time for students to practice these skills,while important, often detracts from the content specific to their disciplines [4]. Hence, there is aneed for educators to employ an easy method that allows students to practice the development ofinterpersonal or “soft” skills early on in their academic career to ensure that they are well-equipped by the time they enroll in design or capstone courses.The

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2024 South East Section Meeting

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ISAAC DAMILARE DUNMOYE, University of Georgia; VINCENT OLUWASETO FAKIYESI, University of Georgia; Wayne Johnson, University of Georgia; Dominik May, University of Georgia

was a Professor of Mechanical Engineering at Georgia Southern University-Armstrong Campus, Savannah GA. He received his Ph.D. and M.S. in Mechanical Engineering from Georgia Institute of Technology and his B.S. in Mechanical Engineering (Cum Laude) from Louisiana State University. He has published 16 papers in peer-reviewed journals, 28 papers in peer-reviewed conference proceedings, and given 12 technical presentations on various topics including: additive manufacturing, mechatronics, biomechan- ics, and engineering education. He currently teaches the Engineered Systems In Society, Mechanical Engineering Professional Practice, and Capstone Design I and II courses.Dr. Dominik May, University of Georgia Dr. May

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2024 South East Section Meeting

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Andrew Jeremiah Lance, Francis Marion University; Gregory Michael Mocko, Clemson University; Venkat Jaya Deep Jakka, Clemson University; Rahul Sharan Renu, Francis Marion University

(NIST), Johnson Controls Incorporated, and US Army TACOM / GVSC, Michelin, The Boeing Company, South Carolina Department of Commerce, and Fraunhofer USA Alliance. He serves as the ME Department Capstone Faculty Coordinator, working with industry partners and students to address design and manufacturing challenges. In addition, he leads a multi-university student project focused on distributed design and manufacturing of UAVs. He is the Associate Director of Education and Training at the Product Lifecycle Management (PLM) Center and Director of Exter- nal Engagement for the Virtual Prototyping of Autonomy-Enabled Ground Systems (VIPR-GS) Center at Clemson University.Venkat Jaya Deep Jakka, Clemson UniversityDr. Rahul

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2024 South East Section Meeting

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Luke LeFebvre, University of Kentucky; Jerzy W JaRomczyk; Mike Allen, University of Wisconsin - Milwaukee; Leah Elina LeFebvre; George Tan, Texas Tech University; Mai Dao, Wichita State University; Andrew Tapia, University of Kentucky

Paper ID #40858Speaker Nonverbal Unintentionality: An OpenPose Intervention forEngineering StudentsDr. Luke LeFebvre, University of Kentucky Dr. Luke LeFebvre is an Assistant Professor of Communication at the University of Kentucky. He has taught public speaking for over two decades, directed the foundational communication course, and man- aged an institutional communication training center. His research explores classroom communication and instructional processes. He has partnered on several interdisciplinary collaborative projects and received external funding from the National Science Foundation and National