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This study investigates the following research question: What pedagogical strategies are necessary for the success of HyFlex course design? The findings to this question are based in new media literacies and help to further pedagogy in an emerging HyFlex model while also grounding in needed theorization.

This study uses design-based research (DBR) across two iterations and four doctoral, higher education courses, using mixed methods of data collection and analysis.

Six pedagogical strategies influential for HyFlex research are presented, each grounded in a new media literacy skill.

These six pedagogical strategies help practitioners grappling with the HyFlex or blended learning model merge traditional pedagogy with how this might be tailored for students entrenched in a participatory culture.

The purpose of this paper is to present a method to incorporate teaching about religion into K–12 social studies classes. A central tenet of social studies education is preparing students to be engaged citizens, and religious literacy is essential to this. Yet, teachers often feel uncomfortable teaching about religion. One way to approach this is by centering discussion about religion around understanding who our neighbors are.

This paper employs the Inquiry Design Model to outline lessons for early, middle and upper grades, each centered around the compelling question, “Who are my Muslim neighbors?” Beginning with a picturebook depicting a Muslim American child, the lessons explore supporting questions with academically appropriate sources, culminate with an evidence-based response to the compelling question and suggest an opportunity for students to take informed action.

While religion does not appear in many social studies standards, teaching about religion has strong connections to civics standards. In an increasingly diverse USA, students need to understand the beliefs and religious behaviors of their neighbors and how those traditions provide a sense of belonging within the faith community. This paper provides the necessary tools for teachers to teach this content. In addition to teaching these as outlined here, teachers can also select resources from across the three units in order to customize an inquiry for a particular group of students.

Teachers are often hesitant to teach about religion. This paper offers a concrete method for doing so. Incorporating religion into social studies classes is necessary for preparing students for civic engagement.

The purpose of this study is to use the Freeform Reversible Embedding of Suspended Hydrogels (FRESH) additive manufacturing (AM) technique for manufacturing a liver phantom which can mimic the corresponding soft living tissue. One of the possible applications is surgical planning.

A thermo-reversible Pluronic® F-127-based support bath is used for the FRESH technique. To verify how three-dimensional (3D)-printed new materials can mimic liver tissue, dynamic mechanical analysis and oscillation shear rheometry tests are carried out to identify mechanical characteristics of different 3D printed silicone samples. Additionally, the differential scanning calorimetry was done on the silicone samples. Then, a validation of a 3D printed silicone liver phantom is performed with a 3D scanner. Finally, the surface topography of the 3D printed liver phantom was fulfiled and microscopy analysis of its surface.

Silicone samples were able to mimic the liver, therefore obtaining the first soft phantom of the liver using the FRESH technique.

Because of the use of soft silicones, surgeons could practice over these improved phantoms which have an unprecedented degree of living tissue mimicking, enhancing their rehearsal experience before surgery.

An improvement in surgeons surgery skills would lead to a bettering in the patient outcome.

The first research study was carried out to mimic soft tissue and apply it to the 3D printing of organ phantoms using AM FRESH technique.