In this work, we have investigated a series of aniline-based squaraines, with varying solubilizing alkyl chains, as donor materials in bulk heterojunction (BHJ) solar cells. Although these squaraine molecules exhibit similar absorbance spectra and crystal structures, the difference in properties that drive the OPV performance becomes apparent when each squaraine is blended with PCBM. Thin film X-ray diffraction results demonstrate a disruption of squaraine crystallization in the presence of PCBM, more so for shorter side chain squaraines. As a result, the hole mobilities of BHJ films of shorter side chain squaraines show the largest drop when compared to their neat films, whereas the mobility decrease for the longer side chain counterparts is small. However, morphological studies have shown that the phase separation rapidly happens during the spin-casting process for longer side chain squaraines. Ultimately, it is the extent of phase separation that dominates the final device efficiency. Therefore, rational design can greatly be influenced as a result of our systematic materials properties overview for anilinic squaraines targeted for OPV.

The proliferation of religious and spiritual practices in new media spaces presents challenges and opportunities for religious leaders—and for the people who train them. This article reports on an interview-based study of theological educators actively engaged in preparing their students with skills and experiences for online engagement. We present and discuss seven digital literacies for ministry that emerged from our thematic analysis of transcript data and were subsequently refined with a subset of study participants. We conclude with a brief discussion of new initiatives this research has prompted.

This article presents a pedagogical approach to training seminarians for faith leadership in the era of what Heidi Campbell has called “networked religion.” It argues that the increasing digital mediation of religious practice, expression, and community represents an opportunity for students to explore and inhabit ministry sites and roles from “within” the seminary classroom. Using education scholars' discussions of new digital geographies, gaming scholars' conception of game space, and reflection on classroom‐tested “quick challenges,” the author presents pedagogical principles for designing authentic new media learning experiences. Such activities bridge teaching spaces and ministry spaces to promote active learning through observation and immersion, simulation and role‐playing.

Madison, where he is Chair of the Learning Sciences program. He holds appointments in Curriculum and Instruction, the Psychology Department, the Wisconsin Center for Educational Research, and the Center on Education and Work. Dr. Nathan received his PhD in experimental (cognitive) psychology from the University of Colorado at Boulder. He holds a B.S. in electrical and computer engineering, mathematics and history from Carnegie Mellon University. As an engineer, Dr. Nathan worked in research and development in artificial intelligence and expert systems, computer vision and robotic systems mobility. This work inspired an interest in how people represent their knowledge of the physical and conceptual realms. Dr. Nathan's research is largely rooted in cognitive, embodied and social perspectives on learning and instruction, and employs quantitative and qualitative methods. Currently, he examines the intersection of student and teacher cognition as it plays out in classroom learning situations, primarily involving middle and high school mathematics, science and engineering. His research on students' reasoning showed that they may invent effective strategies and representations for solving math problems, and these methods can serve as bridges for instruction. He is also exploring the embodied nature of students' knowledge, as exhibited by gestures, and the mediating effects of action on conceptual knowledge. His studies of teachers' beliefs about the development of students' mathematical reasoning showed that content experts can show evidence of expert blind spot, which influences teachers' expectations of what makes things difficult for their students. He is currently co-principal investigator for the AWAKEN Project (funded by NSF-EEP), which examines the nature of high school pre-engineering, early college engineering, and professional engineering practice in order to foster a more diverse and more able pool of engineering students and practitioners.