Spider silks are intriguing biomaterials that have a high potential as innovative biomedical processes and devices. The intent of this study was to evaluate the capacity of recombinant spider silk proteins (rSSps) as a synthetic Bruch's membrane. Nonporous silk membranes were prepared with comparable thicknesses (<10 μm) to that of native Bruch's membrane. Biomechanical characterization was performed prior to seeding cells. The ability of RPE cells (ARPE-19) to attach and grow on the membranes was then evaluated with bright-field and electron microscopy, intracellular DNA quantification, and immunocytochemical staining (ZO-1 and F-actin). Controls were cultured on permeable Transwell support membranes and characterized with the same methods. A size-dependent permeability assay, using FITC−dextran, was used to determine cell-membrane barrier function. Compared to Transwell controls, RPE cells cultured on rSSps membranes developed more native-like "cobblestone" morphologies, exhibited higher intracellular DNA content, and expressed key organizational proteins more consistently. Comparisons of the membranes to native structures revealed that the silk membranes exhibited equivalent thicknesses, biomechanical properties, and barrier functions. These findings support the use of recombinant spider silk proteins to model Bruch's membrane and develop more biomimetic retinal models.

A robust and intuitive understanding of fluid mechanics-the applied science of fluid motion-is foundational within many engineering disciplines, including aerospace, chemical, civil, mechanical, naval, and ocean engineering. In-depth knowledge of fluid mechanics is critical to safe and economical design of engineering applications employed globally everyday, such as automobiles, aircraft, and sea craft, and to meeting global 21st century engineering challenges, such as developing renewable energy sources, providing access to clean water, managing the environmental nitrogen cycle, and improving urban infrastructure. Despite the fundamental nature of fluid mechanics within the broader undergraduate engineering curriculum, students often characterize courses in fluid mechanics as mathematically onerous, conceptually difficult, and aesthetically uninteresting; anecdotally, undergraduates may choose to opt-out of fluids engineering-related careers based on their early experiences in fluids courses. Therefore, the continued development of new frameworks for engineering instruction in fluid mechanics is needed. Toward that end, this paper introduces mobile instructional particle image velocimetry (mI-PIV), a low-cost, open-source, mobile application-based educational tool under development for smartphones and tablets running Android. The mobile application provides learners with both technological capability and guided instruction that enables them to visualize and experiment with authentic flow fields in real time. The mI-PIV tool is designed to generate interest in and intuition about fluid flow and to improve understanding of mathematical concepts as they relate to fluid mechanics by providing opportunities for fluids-related active engagement and discovery in both formal and informal learning contexts.

Background: Active engagement across a range of methodological frameworks is one hallmark of thriving scholarly disciplines. Design-based research is one newer approach to education research that holds promise for developing effective interventions that are iteratively theorized, designed, and tested within local engineering education contexts. Purpose: To promote engagement with diverse research frameworks, the purpose of this narrative literature review was to identify, describe, and critically examine emerging use of design-based research in engineering education. We addressed research questions focused on characterizing the use of design-based research in engineering education in terms of the a) problems studied, b) interventions designed, c) participant populations and learning contexts, d) research methods employed, e) form(s) of the research findings, and f) limitations of the literature. Furthermore, this work identified current opportunities and challenges of design-based research for the field of engineering education through analysis of review findings in light of the authors' experiences conducting design-based research in engineering education. Scope/Method: Using established review procedures that included specified database search terms and inclusion criteria, we identified 24 empirical design-based research studies in engineering education. We used qualitative content analysis to code study characteristics including nationality, participant population, research methods, and learning context. We then synthesized and critiqued findings across studies. Conclusions: In synthesizing key aspects of empirical design-based research studies in engineering education, this review provides insights into the ways design-based research is being implemented to advance engineering education imperatives and provides a foundation for expanding and strengthening use of design-based research in future work in engineering education. Opportunities of design-based research for engineering education include developing local improvements to the field's most persistent and vexing issues (i.e., "wicked" problems) and realizing the full potential of technology for 21st century engineering education. Challenges include developing interdisciplinary teams, the need for expertise across multiple research approaches and methods, funding emergent DBR projects, and disseminating DBR results across the project lifespan.

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(USU) and a registered professional mechanical engineer. Her research examines issues of access, diversity, and inclusivity in engineering education. In particular, she is interested in engineering identity, problem-solving, and the intersections of online learning and alternative pathways for adult, nontraditional, and veteran undergraduates in engineering.