Digital Commons Network^™

A Nuclear Terrorism Scenario: Improvised Nuclear Weapons With 60%-Enriched Uranium, Matt Caplan

Faculty publications – Physics

In this work we show that approximately 60–70 kg of 60%-enriched uranium can be used to build a crude nuclear weapon with a kiloton yield. While too large to fit on a missile, such a weapon could be delivered by a shipping container. This analysis is motivated by the June 2025 Israeli and US attacks on Iran, especially the bombings of the nuclear facilities at Natanz, Fordow and Isfahan. The Iranian stockpile of approximately 440 kg of 60%-enriched uranium is, at the time of writing, inaccessible to IAEA inspectors and stored in secret. The rapid clandestine relocation of this material …

Mr Ma Fung-Kwok, Gbs, Jp 馬逢國先生, Gbs, Jp

Honorary Fellowship 榮譽院士

No abstract provided.

Coral Holobiont Lipidome Response To Global Change, Lauren Zane

Open Access Dissertations

Climate change is fundamentally restructuring macro-scale marine ecosystem structure and function by altering microscale metabolic processes and patterns of energy allocation. Scleractinian corals, as major ecosystem engineers, play outsized roles in ecosystem structure and function. They also occupy diverse habitats that differ in temperature regimes, light environments, hydrodynamics, and other environmental conditions, exposing corals to substantial spatial variation in stress and resource availability. Their fragile nutritional symbiosis with algal endosymbionts helps them navigate these environmental variations, but are also highly sensitive to environmental stress, particularly the timing and magnitude of water temperature changes. As pressure from environmental changes increases, the …

Course Improvement Strategies For Effective Learning, Omar Ahmed Raheem Al-Shebeeb

2026 Scholarly Teaching Conference: Poster Session Papers

Manufacturing processes Lab (IENG 302L) is one of the courses that is taught in the Industrial Engineering Department. The students perform several manufacturing processes in this course and for every one of these manufacturing processes, the students need to submit a project report. One of these manufacturing processes is a CNC turning process. The turning project of this course has historically had extensive average time for completion. As such, it was deemed necessary that a way to improve the quality of a turning project be generated. Industrial Quality Control (IENG 316) is also taught as part of the industrial engineering …

From Needs To Action: Designing Inclusive Writing Workshops For Academics, S. Alison Bolling, Julie Hicks Patrick

2026 Scholarly Teaching Conference: Poster Session Papers

Being productive in academic writing is a critical component of success for graduate students and faculty, yet many scholars report persistent barriers that interfere with successful writing (Kaslow et al., 2025, Sweet et al., 2017). Few faculty and graduate students receive formal training on the art of writing and those who have attended writing programs vary in success (Dankoski et al., 2012). The present study reports results from multiple institutions to inform workshops on writing needs of graduate students, faculty, and postdoctoral scholars.

Data was collected online through a Qualtrics survey distributed by WVU listserv. Participants (N = 26) included …

Teaching Strategies In The First-Year Engineering Seminar Course, Akua Oppong-Anane, Wen Juan Mo, Marshal Miezah, Gia Huy Pham, Susie Huggins, Lizzie Santiago

2026 Scholarly Teaching Conference: Poster Session Papers

This poster highlights the teaching strategies that are implemented in the First-Year Engineering Seminar Course at West Virginia University (WVU). The teaching team incorporated active learning techniques into the course to enhance student engagement, promote critical thinking, support the development of engineering identity, and encourage major and career exploration.

A Rapid, Accessible Active Learning Framework For Stem At Wvu Tech, Somenath Chakraborty, Zahmeeth Sayed Sakkaff

2026 Scholarly Teaching Conference: Poster Session Papers

Many undergraduates find it difficult to move from listening to doing—especially in STEM courses that require sustained practice, timely feedback, and confidence. This poster describes a rapid, low-cost active-learning routine that can be added to existing lectures at WVU Tech with minimal redesign. Instructors insert brief engagement micro-cycles every 10–15 minutes: a concept question or mini-problem, a one-minute individual attempt, a short pair discussion, and a concise explanation that targets common misconceptions.

Forming Groups With Ai Coding, Dimas Abreu Archanjo Dutra

2026 Scholarly Teaching Conference: Poster Session Papers

The poster will detail the creation and deployment of a custom computer-based team formation tool using an Artificial Intelligence (AI) coding agent. The students respond to a survey administered on the LMS about knowledge, skills, availability, and course of study. The survey results are downloaded from the LMS, anonymized, and given to a coding agent as a sample input. The agent is instructed to create groups that have diverse skills, a common time availability for meeting, and are in different majors. Students enrolled in Honors section are grouped together, and groups all belong to the same lab section. Results are …

Gamification For Learning At Wvu Tech: Examples From Engineering And Biology, Tamara Floyd-Smith, Aida Elisabet Jiménez-Esquilín

2026 Scholarly Teaching Conference: Poster Session Papers

At WVU Tech, gamification is intentionally implemented by many faculty as a broad, multi-modal instructional approach rather than a single tool or activity. Faculty employ a range of gamification strategies, including the digital platform Kahoot but also analog, hands-on games (e.g., discipline-specific board games). These approaches are used for multiple instructional purposes, including supporting students in checking their understanding, practicing recall, working through challenging concepts, and developing problem-solving skills. Here we present applications of gamification for learning in engineering and biology courses at WVU Tech. Student feedback was collected regarding the use of Kahoot quizzes as a valuable and enjoyable …

Towards Increasing The Retention Of Freshman Engineering Students: Implementing A New Course, Ee 101 Introduction To Electrical And Computer Engineering, Omer Lateef, Mingyu Lu, Waseem Alaqqad, Charan Litchfield, Kenan Hatipoglu

2026 Scholarly Teaching Conference: Poster Session Papers

To assist with improving student retention in the undergraduate electrical and computer engineering program, a course was developed and implemented at the freshman level in the Spring of 2021.  This course was named EE 101: Introduction to Electrical and Computer Engineering and served to give freshman students an opportunity to meet the professors of the ECE department and experience live sessions dedicated to presenting “upcoming” topics and research endeavors of their expertise.  Students typically will not be attending the electrical or computer engineering subjects until their sophomore year and this course, set in second semester for a freshman, attempts to …

Ai-Resistant Activities For Online And Large Enrollment Courses, Jason Bock, Eric Lemley

2026 Scholarly Teaching Conference: Concurrent Session Papers

The rapid adoption of generative AI tools has fundamentally challenged traditional assessments in higher education, particularly in large-enrollment and fully asynchronous online courses where instructor presence and grading time are constrained. While many instructors have responded by restricting AI use or adopting detection tools, research increasingly shows that detection-based approaches are unreliable and labor-intensive. We propose a design-centered alternative: reshaping assessments so that AI use becomes insufficient, rather than prohibited.

Drawing on a systematic process of testing proposed and original assessment ideas directly against multiple generative AI models (using both simple and advanced prompting strategies), we present a curated playbook …

Designing Ai-Aware Media 101 Curriculum Through Faculty–Librarian Collaboration, Miranda Gale Smith, Elizabeth Oppe

2026 Scholarly Teaching Conference: Concurrent Session Papers

This presentation explores faculty–librarian collaboration as a teaching practice. It will inform attendees about the work done by a faculty member (Elizabeth) and a Student Success & Instruction Librarian (Miranda) to design and implement an AI-aware curriculum into an existing Media 101 course at West Virginia University. This resulted in the careful integration of subject-specific and information literacy expertise into the course’s curriculum. More broadly, this is meant to illustrate that in terms of practice, treating AI-aware curriculum development as a shared, iterative process grounded in mutual respect for distinct but complementary forms of knowledge has the potential to yield …

Interacting With Ideas: How To Engage Stem Students In Active Learning Of Theory Using Technology, Jessica Elizabeth Whitney, Keith Brian Morris

2026 Scholarly Teaching Conference: Concurrent Session Papers

STEM education in the modern age has been subject to much reform – from the integration of technology to an emphasis on student-centered teaching strategies, such as active learning. However, in the wake of virtual and blended-learning environments, student engagement and teacher assessment of student success have been challenged. Tools such as KAHOOT! and iClicker have been promoted to foster an active learning environment while sometimes falling short in regards to student retention of course material. In light of this technological educational revolution, instructors need to be able to determine the most effective tools for their discipline to aid in …

3-Ls4-4: How Do Animals Survive Environmental Change?, Abby Richardson

3rd Grade

No abstract provided.

3-Ess3-1: Water, Water Everywhere!, Emma Cox

3rd Grade

No abstract provided.

3-Ps2-3: Magnetic Mysteries, Ashlyn Seigel

3rd Grade

No abstract provided.

3-Ps2-3: Magnetic Magic, Riley Lawson

3rd Grade

No abstract provided.

3-Ls4-3: Mouse Fest, Elizabeth Grochocinski

3rd Grade

No abstract provided.

3-Ls4-3: How Do Animals Survive In Different Habitats?, Colleen Leonard, Gabrielle Duke

3rd Grade

No abstract provided.

3-Ps2-3: Investigating Static Electricity, Miranda Dominguez

3rd Grade

No abstract provided.

5-Ls2-1: Who Eats What? Modeling Matter Movement In Food Chains, Madeline Niemeyer

5th Grade

No abstract provided.

4-Ps3-1: Potential And Kinetic Energy, Kaylee Wall

4th Grade

No abstract provided.

4-Ps3-1: Ramped Up Energy And Coaster Chaos, Amelia Veith

4th Grade

No abstract provided.

4-Ls1-1: Physical Features, Maddie Palm

4th Grade

No abstract provided.

4-Ess2-1: Weather And Erosion, Kaitlyn Sarringhaus

4th Grade

No abstract provided.

4-Ls1-1: Animal Adaptations, Addison Pantell

4th Grade

No abstract provided.

A Study Of Lost Pla Investment Casting For A356 Aluminum In Resource Constrained Manufacturing Environments, Maverick Beckmann

Electronic Theses and Dissertations

Lost PLA investment casting offers a low tooling route for producing complex aluminum parts, but repeatability depends on material use, burnout behavior, geometric process limits, and dimensional response. This thesis evaluated Lost PLA casting as a resource efficient manufacturing method for complex A356 aluminum components in resource constrained settings through four linked objectives: metal reusability, burnout and PLA selection, process limitations, and feature based dimensional shrinkage. A metal mass balance was performed on six casting trials using salvaged A356. Ash residual behavior was studied through a single tray screening test of eight commercial filaments and three invested mold burnout trials …

Student Conceptions Of Summation And Limits In The Definite Integral Following Quantitatively Focused Instruction, Caleb Daniel Holloway

2026 Scholarly Teaching Conference: Concurrent Session Papers

Recent studies have examined how students form productive conceptions of the definite integral and discussed techniques for promoting such conceptions. In this paper I present findings from interviews held with six students enrolled in second-semester calculus, four of whom had received quantitatively focused instruction on the definite integral. All six were chosen for their observed use of summation conceptions on definite integral problems, and here their conceptions are explored further. Additionally, we gain insight on their thinking regarding limits as related to the definite integral. The findings presented here add to our understanding of student thinking regarding the integral and …

Seeing Feedback Differently: Enhancing Learning Through Individualized Video Feedback, Makenzie Khristine Keepers

2026 Scholarly Teaching Conference: Concurrent Session Papers

Students often seek feedback that goes beyond rubric scores, especially for complex assignments like project reports where expectations are nuanced. Transitioning from lengthy written comments to personalized video responses has proven to be an effective alternative. These videos provide students with clear explanations of strengths and areas for growth, while walking them through their work in detail. Feedback from learners suggest that video feedback feels more comprehensive and accessible, helping them better understand mistakes and apply corrections. Importantly, producing video feedback requires comparable effort to traditional written comments, yet offers greater impact for formative assessments that shape performance on summative …

Rubric Enhanced Assessment Of Coursework And Teaching (React): Using Portfolios And Rubrics In An Engineering Classroom To Refocus From Grades To Learning, Nathan Lee Galinsky

2026 Scholarly Teaching Conference: Poster Session Papers

The goal of using rubrics in an engineering classroom is to make grading clearer for students and to enhance the learning efforts. Point based grading of work leaves students looking for the correct numerical solution or choice without thinking about their assumptions, process, or approximations. A rubric dissects grading to include the entire solution procedure emphasizing key steps in a solution procedure. Students also don’t have to wonder where partial credit will be focused or what emphasis a solution will be graded on when using rubrics. By combining the rubric assessment techniques with portfolios, students will be empowered to feel …