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Comparing the correlation between DOC and cladoceran assemblage trends in reference lakes from northwest Ontario and the Adirondacks (NY, USA): why are there contrasting cladoceran assemblage shifts between northwest Ontario and the Adirondacks?
No full textZooplankton assemblages vary based on a variety of environmental factors. Cladocera are planktonic freshwater crustaceans whose clades prefer unique environmental conditions, allowing cladoceran assemblage shifts in reference systems to often reflect climate change. Despite similar atmospheric warming, however, reference lakes in the Adirondacks (NY, USA) and the Experimental Lakes Area (ELA) in northwestern Ontario exhibit contrasting cladoceran assemblage shifts since preindustrial time. Specifically, large-bodied daphnids increased in relative abundance in ELA but decreased in the Adirondacks. As this difference suggests opposing size selection, we hypothesised that contrasting change in visual predation of large-bodied cladocera by planktivorous fish due to different change in dissolved organic carbon (DOC) concentration, therefore water transparency, could explain the shifts. Prolonged sulphate deposition in the Adirondacks likely caused larger decreases in DOC than did the minimal deposition in ELA, meaning the Adirondacks needs more time to recover to or beyond preindustrial levels.
Our study investigates the change in DOC from preindustrial to modern time in reference lakes from the Adirondacks and ELA. We hypothesised that DOC would have increased in ELA but decreased in the Adirondacks, and the magnitude of the change would be greater in the Adirondacks. Following a top-bottom approach, we quantified the DOC in preindustrial and modern lake sediments whose cladoceran assemblages were previously analysed. Absorption spectra were recorded for each sample using near-infrared spectroscopy and DOC was spectrally-inferred using a partial least squares regression (PLSR) calibration model. Our preliminary results demonstrate DOC increases since preindustrial time in both regions, with the Adirondacks exhibiting a greater mean increase. Further analysis will compare the DOC increase of each region to the changes in cladoceran assemblage to assess the role of DOC in the assemblage shifts. Other environmental variables will also be analysed to investigate the relationship between regional climate change and cladoceran assemblage shifts. 
Mandatory Disclosure and Female Representation in Corporate Leadership: Evidence from NASDAQ
No full textOver the course of the summer, I had the privilege to work with Bhargav Gopal and his team of researchers on the topic of a disclosure rule introduced by NASDAQ in 2021. With increasing regulatory focus on corporate board diversity, prior research has focused on gender quotas, but not on mandatory disclosure. His paper contributes to research regarding the effect of mandatory disclosure on corporate female diversity, short-term and long-term effects on financial performance, and explores why some firms choose compliance and some do not. I participated in a review of previous quota and disclosure literature, contributed to writing the literature review, and researched datasets on heterogeneity and investor reputation sensitivity.
The sample used in the research included NASDAQ- and NYSE-listed firms, focusing on U.S. firms present in all three datasets: CRSP, Compustat, and BoardEx. There were two main approaches: a Difference-in-Differences (DiD) design for Board Composition and Long-Term Financial Outcomes, and an analysis of Short-Term Financial Outcomes. The short-term outcomes were studied using an Event Study Methodology and a Portfolio Approach. Throughout my work on the literature review and supporting disclosure knowledge, I kept these methodologies in mind.
There was a moderate increase in gender diversity in response to NASDAQ’s requirement. However, point estimates were much smaller relative to gender quotas, diversity campaigns led by institutional investors, and other mandatory diversity disclosure policies. The relatively small increase in female diversity suggests minimal reputational consequences for disclosing no diversity. I look forward to contributing more to this paper going forward
Analysis of gravity disturbance data for the detection of crustal-scale structures: insights from central Italy and surrounding regions
No full textNorth-central Italy is cored by the Apennines mountains, which are the product of Cenozoic convergence between the Adriatic microplate and the European plate. The Apennines display complex lateral variations in surface geology, some of which could be associated with a postulated yet controversial tear in the subducting Adriatic lithosphere. This research uses spectrally filtered World Gravity Model (WGM) 2012 gravity disturbance data to highlight linear changes in the data at different inferred depths, interpreted as proxies for location of crustal-scale geological structures. Gravity “worms” (multiscale wavelet edges of the gravity disturbance data) are used to supplement lineament interpretation and emphasize structural contacts. Results show that while the lineament characteristics vary at three different depth intervals (~2-25 km, ~25-50 km, and >50 km), certain major lineaments are continuously expressed. The study area is additionally subdivided into five major domains corresponding to different dominant orientations of the gravity lineaments. The lineament patterns within the domains likely highlight major structures in regions that experienced contrasting tectonic evolutions leading up to the present-day configuration. Furthermore, the gravity lineaments at all three inferred depth slices tend to show a spatial correlation with major lithological boundaries. Gravity lineaments at the shallow depth slice spatially correlate with surficial features such as the edges of Neogene-Quaternary sedimentary basins, topographic ridges in the surrounding Tyrrhenian, Ligurian, and Adriatic seas, as well as geomorphological features in the Northern Apennines. The lineaments in the shallow and intermediate depth slices tend to align with major thrust faults across the study area, as well as with transverse lineaments that have been well-documented in the northern Apennines. The lineaments in the deepest slice appear to align with seismicity patterns. Finally, a set of gravity lineaments, imaged across all three depth slices, is consistent with the location of the postulated subduction tear in the Northern Apennines, thereby supporting this hypothesis. Our results suggest that analysis of lineament patterns from gravity disturbance data is a powerful tool to detect lithospheric-scale structures and identify domains that can provide insight into the tectonic evolution of a complex area
Envisioning Inclusive and Sustainable Makerspaces in Education: A Scoping Review and Stakeholder Engagement
No full textSTEAM+ makerspaces have become increasingly prominent in higher education as outlets of creativity, collaboration, and applied learning. An examination of makerspaces across Canadian universities suggests that those designed with a focus on sustainability, equity, inclusion, and accessibility tend to operate more effectively. Using a scoping review approach, this study first examined existing makerspaces in faculties of education through employing interviews and document review to identify effective practices and common challenges. Next, an inventory of available materials was then completed, with attention to aligning resource selection and use with sustainable and inclusive practices. The inventory of available materials was subsequently used to develop makerspace ‘kits’ that could be integrated into classrooms and preservice teacher education. Insights from the review of ten schools, including stakeholder interviews, informed the design of these kits by highlighting the need for low-cost, accessible, and curriculum-relevant resources. Two prototype kits were created: the first, ‘jitterbugs,’ employed off-centered mass and a battery-powered motor to explore concepts of energy transfer, balance, and motion; the second, ‘winged gliders,’ introduced principles of aerodynamics by engaging learners with concepts such as mass, lift, and drag. These kits served as tangible resources for applying STEAM+ approaches in practice, providing preservice teachers and students with accessible, hands-on opportunities to connect theory with experiential learning.By integrating literature review, material evaluation, workshop facilitation, and stakeholder engagement, the project generated practical insights to inform the planning of the Faculty’s makerspace and contributed to emerging scholarship on the role of STEAM+ makerspaces in higher education as sites of creativity, collaboration, and community-responsive educational innovation
It’s a Boy? It’s a Girl? It’s a Conservative: How Childlessness In the Age of Climate Crisis Rocks the Political Cradle
No full textIn a world grappling with pressing environmental challenges, a novel approach to sustainability has emerged, focusing on a rather unexpected arena—the bedroom. This paper delves into the intriguing intersection of family planning and environmental consciousness, as it pertains to the growing trend of childlessness among the left-wing. This study delves into the ethical dimensions of the radical sacrifices some are willing to make in the name of environmental responsibility and questions whether parents should bear the burden of their child\u27s carbon footprint. However, a growing number of left-leaning individuals choosing to forgo parenthood raises important questions about potential consequences. In this paper, we explore a thought-provoking eco-political scenario: What if right-wing demographics significantly outnumbered left-wingers in future generations?
Beyond the reduction of carbon footprints, this paper emphasizes the potential for a substantial transformation in the political landscape. The interplay between bedrooms and ballots underscores how deeply personal decisions can influence political dynamism, calling into question the limits of morality and highlighting the significance of our most intimate choices in the pursuit of a sustainable future
Identifying Common Themes in Technical Graduate Attribute Indicators Across Canadian Universities
No full textThe CEAB requires all accredited Canadian engineering programs to ensure that their graduates acquire competency in specific areas at the time of graduation. By design, every institution is expected to define their own measurable indicators for every graduate attribute and to track these indicators across its programs. This leads to a wide variation of indicators between universities. The goal of this paper is to provide a review of the technical graduate attribute indicators of a selection of accredited Canadian engineering programs and to identify common themes among them. The research question for this review paper is: What are the common themes among the technical graduate attribute indicators from accredited Canadian engineering programs? This graduate attribute indicator review can be used as a resource by universities who are engaging in the indicator redesign process
Advancing Inclusivity in Engineering Education: Student perceptions of Design Thinking Courses and Workshops
No full textIntegrating equity, diversity, inclusion, and accessibility (EDIA) principles into engineering education is crucial for addressing underrepresentation yet traditional disciplinary teaching methods hinder student engagement and learning. Building on previous research on engineering students’ perceptions of Design Thinking courses at McMaster University, this study investigates how Design Thinking courses and workshops shape student perceptions of inclusivity compared to traditional, non-design courses. Employing a mixed-methods approach, survey data were collected from 29 undergraduate and graduate students, and focus groups provided qualitative insights. The study examines perspectives across design and non-design courses, graduate and undergraduate learners, and equity-seeking versus non-equity-seeking groups. Findings reveal that design-focused pedagogies enhance comfort in expressing opinions, increase bias awareness, and improve the ability to develop equitable solutions, although they may also heighten sensitivity to bias. These results underscore the importance of student-centred, equity-based strategies
Digital Technologies in Engineering Education: A Scoping Review of Integrated Dynamic Teaching
No full textThe rapid adoption of digital educational technologies has transformed engineering education, introducing new opportunities and challenges in course delivery. While these tools support dynamic and adaptive learning, their broader impact on student success across academic, technical, well-being, and community-building dimensions remains underexplored. This study conducts a scoping review to examine how digital technologies align with Integrated Dynamic Teaching (IDT) principles to address these four pillars. A systematic search of ERIC, Scopus, and Web of Science identified 371 articles, of which 31 empirical studies met the inclusion criteria. Results indicate that gamification platforms, virtual reality environments, and simulations are widely used to enhance academic engagement and conceptual understanding. However, digital tools explicitly designed to support student well-being and foster a sense of community remain underutilized. The review highlights key recommendations, including leveraging digital technologies to enhance mentorship opportunities, facilitate collaborative learning, and implement flexible course structures that accommodate diverse learning needs. These findings underscore the need for a more balanced integration of digital tools that not only improve academic performance but also promote student well-being and community engagement in engineering education
Transforming Environmental Engineering Education: Integrating Innovation and Entrepreneurial Thinking
No full textEnvironmental Engineering is at a critical juncture, requiring innovative solutions to address global challenges such as climate change and resource depletion. However, traditional Environmental Engineering programs primarily prepare students for conventional roles, often lacking structured entrepreneurial-based and innovation-focused education. This paper reviews Environmental Engineering curricula at leading U.S. and Canadian institutions, highlighting gaps in innovation and entrepreneurship integration. The University of British Columbia (UBC) aims to modernize its Environmental Engineering program by embedding entrepreneurial thinking and innovation across its curriculum. This initiative involves curriculum mapping, redesigning a second-year core course to introduce entrepreneurship concepts, and implementing experiential learning activities. A phased approach ensures iterative development and evaluation, helping develop an entrepreneurial mindset among students. This project contributes to the broader transformation of Environmental Engineering education toward a more dynamic and future-oriented model
Keeping our Students in Sight on the Accreditation \u27Path Forward\u27
No full textPurpose: The purpose of this research is to develop a set of self-efficacy surveys for use in the graduate attribute and continual improvement (GA/CI) process to address the Futures of Engineering Accreditation Pathways (FEA) steering committee’s “Futures of Engineering Accreditation Path Forward Report” recommendations. Methods: We build on a 2010 project to develop a self-efficacy survey for accreditation purposes. The study involved an annual survey of final-year engineering students from 2010 to 2024 to assess the reliability of the survey questions. Results: The majority of the survey’s GA categories showed strong internal consistency; however, the results identified a need to improve the survey question in three categories. Changes to the survey structure were identified to improve participant engagement and alignment with the FEA’s Full Spectrum Competency Profile. Implications: This work has the potential to add students’ educational experience in the GA/CI process and support a move to full outcomes-based accreditation