Multiple isotope effects have been measured for the acid-catalyzed hydrolysis of methyl formate in 0.5 M HCl at 20 degrees C. The isotope effects in the present investigation include the carbonyl carbon (13k = 1.028 +/- 0.001), the carbonyl oxygen (18k = 0.9945 +/- 0.0009), the nucleophile oxygen (18k = 0.995 +/- 0.001), and the formyl hydrogen ((D)k = 0.81 +/- 0.02). Determination of the carbonyl carbon, carbonyl oxygen, and formyl hydrogen isotope effects was performed via isotopic analysis of residual substrate. However, determination of the oxygen nucleophile isotope effect required analysis of the oxygen atoms of the product (formic acid), which exchange with the solvent (water) under acid conditions. This necessitated measurement of the rate of exchange of these oxygen atoms under the conditions for hydrolysis (k(ex) = 0.0723 min(-1)) and correction of the raw isotope ratios measured during the nucleophile-O isotope effect experiment. These results, along with the previously reported isotope effect for the leaving oxygen (18k = 1.0009) and the ratio of the rate of hydrolysis to that of exchange of the carbonyl oxygen with water (k(h)/k(ex) = 11.3), give a detailed picture of the transition-state structure for the reaction.

Modules that focus on entrepreneurially minded learning (EML) were developed for inclusion in 2 nd -year core engineering courses at Western New England University. The courses in which modules were implemented include Statics (ME 202) and Probability & Statistics (IE 212); these courses were selected to maximize coverage in the curriculum since all undergraduate engineering majors take one or both of these courses during their studies. The Statics module involved a case study focused on a historical engineering failure, allowing students to gain an understanding of why the structure failed and ways the design could be improved. The module in Probability & Statistics consisted of market research analysis that was used to make a datadriven decision on where to locate a new facility for a fictitious company. Results from pre-and post-activity surveys for these modules showed statistically significant changes in studentreported knowledge/ability regarding various EML skills, including importance of investigating the market (IE 212) and evaluating customer needs (ME 202). Additionally, student answers to free response questions indicate the modules were successful in challenging the students' perception of EML and the importance of EML skills.

The work proposed here consists of an educational module designed for thermodynamics (a core Mechanical Engineering course) that promotes entrepreneurially-minded problem-solving by linking the application of theory with economic and environmental costs. It was designed specifically to provide students with a hands-on approach to learning, while giving them exposure to integrating technical design and entrepreneurship. This was accomplished using an iterative design process of an electric-generating power plant that compared performance, cost, and environmental effects as key metrics. Additionally, a socio-political aspect is instilled through "governmental regulations" introduced throughout the course of the project. The module was implemented twice in Thermodynamics II. After each execution, a preliminary study was conducted via student surveys to determine if students considered the module a valuable addition to the course. These preliminary findings aimed at not only determining if the module should be continued in the future, but also at evaluating if the module resulted in: (1) increased student engagement and interest in thermodynamics, (2) increased learning effectiveness, (3) skills gained to help students integrate technical solutions with market interest, and (4) additional skills gained to help students develop the entrepreneurial mindset. Preliminary findings conclude that students perceive this module to be a great tool for not only improving learning effectiveness and engagement, but also for stimulating the entrepreneurial mindset. Future work will evaluate the developed module using quantitative data from bi-weekly progress reports, final project proposal, final presentation, team evaluation, and student surveys to validate these preliminary findings.

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