This study uses Critical Discourse Analysis and Social Network Analysis to examine an online peer mentoring site created to unite first-year and third-year preservice teachers enrolled in an undergraduate teacher education program. The peer mentoring site was developed to provide both first-year preservice teachers and more experienced peers the opportunity to discuss, share, and learn both from and with one another. The study demonstrated that the online peer mentoring site supported valuable interactions and professional communications among firstyear and third-year students. In particular, the preservice teachers engaged with one another to share their experiences and learning as they prepared to be teachers. This study has implications for the field of undergraduate education in its demonstration that an online peer mentoring site can allow for the cultivation of learning, ideas and knowledge exchange, and support of students learning in informal environments. This research also has implications for future research to determine how different populations of students use an online peer mentoring site to interact with their peers and the outcomes that emerge. Such data could inform future development of peer mentoring sites and similar learning spaces.

In fulfilling its role as a promotor of critical thinking and of nurturer of students as problem solvers, undergraduate engineering education needs to answer modern educational demands tailoring curricula to meet industry and career requirements and student learning styles. Extended Reality technology, including virtual and mixed reality may enable educators to create tools for multisensory teaching, enhancing learning through guided imagery and haptics. Through undergraduate research, two co-op students explored the VR technology (engine) and developed the framework for a learning module that will present fundamental notions in renewable energy sources, using scenarios based on physical experiments. We developed a virtual reality learning platform and the modeling of the VR framework and applied it to several experimental modules: wind turbine, solar cell (PV) module, a water decomposition and fuel cell module. Students explore concepts as parametric characterizations of the system as well as thermochemical characterization. The module is packed in an executable app, which is downloadable and usable in both VR STEAM immersive environments as well as in a desktop format. Future work will include beta-testing and preliminary assessment of the VR Renewable Lab, followed by its course implementation.

industry as project manager, senior engineer and consultant. He has taught and developed undergraduate and graduate courses in power electronics, power systems, renewable energy, smart grids, control, electric machines, instrumentation, radar and remote sensing, numerical methods, space and atmosphere physics, and applied physics. His research interests included power system stability, control and protection, renewable energy system analysis, assessment and design, smart microgrids, power electronics and electric machines for non-conventional energy conversion, remote sensing, wave and turbulence, numerical modeling, electromagnetic compatibility and engineering education. During his career Dr. Belu published ten book chapters, several papers in referred journals and in conference proceedings in his areas of the research interests. He has also been PI or Co-PI for various research projects United States and abroad in power systems analysis and protection, load and energy demand forecasting, renewable energy, microgrids, wave and turbulence, radar and remote sensing, instrumentation, atmosphere physics, electromagnetic compatibility, and engineering education. Experience with Enhancement of Green Energy Manufacturing Learning in Course and Laboratory Development AbstractThe purpose of this paper is to share the experience and early results from an interdisciplinary project that integrates theory and practice in green energy manufacturing with course and laboratory development. This project links new courses in renewable energy, clean energy, and energy efficiency with specialized laboratories that fuse green energy into manufacturing engineering education. Two main components are used to incorporate sustainability into the green energy manufacturing project, including: (1) renewable energy and (2) manufacturing energy efficiency. This paper presents how long-term sustainability and support are established through a variety of mechanisms including the energy mission, the awards of federal grants, design projects, partnership, and online learning community. This paper also shows the development process, design and content of an interdisciplinary sustainability curriculum that integrates manufacturing with the green energy while enlivening campus-community relationships through student projects. Capitalizing on the success of the implementation of green energy manufacturing in the curriculum through the support of federal grants since 2012, the quality of curriculum, course offerings, and laboratory facilities are improved to meet the project mission. The project outcomes help prepare students to: apply discipline-specific theory, conduct experiments, and use real-world experience to interpret, analyze, and solve current and emerging technical problems in green energy manufacturing.

Research has extensively demonstrated that healthcare industry has rapidly implemented and adopted information technology in recent years. Research in health information technology (HIT), which represents a major component of the Hawaii International Conference on System Sciences, demonstrates similar findings. In this paper, review the literature to better understand the work on HIT that researchers have conducted in HICSS from 2008 to 2017. In doing so, we identify themes, methods, technology types, research populations, context, and emerged research gaps from the reviewed literature. With much change and development in the HIT field and varying levels of adoption, this review uncovers, catalogs, and analyzes the research in HIT at HICSS in this ten-year period and provides future directions for research in the field.

Drexel and serves as a consultant for the US Department of Education DHSIP project-Fusing Green Energy into Manufacturing Engineering Education to Cultivate a Technical Success and Leadership Excellence Among Hispanic Engineering Students. In particular, she aids in the development and organization of a secure, web-based forum for student engagement for this project. Dr. Ruane's pedagogical and research interests include online learning, computer-mediated communication, computer supported collaborative learning, information exchange in online learning environments, online communities, communities of practice and practice fields, social network analysis, collaboration, peer mentoring, situated learning, curriculum theory and development. Dr. Ruane earned her doctorate from Drexel University in Educational Leadership and Learning Technologies in 2012. She completed her Master of Arts degree in Curriculum and Teaching at Teachers College, Columbia University and her baccalaureate degree at Villanova University, where she studied education and philosophy. Dr. Ruane presents nationally and internationally on blended and online education, particularly online peer mentoring. This past April, Dr. Ruane presented her research at the American Educational Research Association's Annual Meeting.