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Lake Ontario to Lake America – who gets to decide what goes on maps?

hugginsm — Fri, 28 Aug 2026 12:23:27 +0000

Lake Ontario to Lake America – who gets to decide what goes on maps?hugginsm August 28, 2026

In the wake of President Trump's executive order, Professor Innisfree McKinnon investigates the implications of changing maps.

Innisfree McKinnon

This article appeared on PBS and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

On Aug. 27, 2026, President Donald Trump issued an executive order renaming Lake Ontario “Lake America,” claiming his administration had already “notified all of the various people you have to notify.”

The name change, which Ontario Premier Doug Ford had dismissed as rhetoric when it was first suggested, comes amid an escalating trade war with Canada.

Of course, this isn’t the first time Trump has renamed a location. In 2025 he issued an executive order to rename the Gulf of Mexico the Gulf of America and return Alaska ��. Denali, the tallest peak in the country, to being called Mount McKinley.

While for some such renaming might seem less important than the big problems the country faces, there is a formal process in the United States for renaming places, and that process is taken seriously.

Usually, so people don’t get confused, the government uses official, agreed-upon names. In the U.S., place names are standardized by the U.S. Board on Geographic Names, which is part of the U.S. Geological Survey, the agency in charge of making maps.

In his previous executive order, Trump asked the Board on Geographic Names “to honor the contributions of visionary and patriotic Americans” and change its policies and procedures to reflect that.

Usually, renaming a place starts locally. The people in the state or county propose a name change and gather support. The process in each state is different.

Lake Bde Maka Ska, formerly Lake Calhoun, is the largest lake in Minneapolis. YinYang/E+ via Getty

How to change a place name

In 2018, Minnesota changed the name of a large lake in Minneapolis to Bde Maka Ska, which the Minneapolis Park Board described as “a Dakota name for the lake that has been passed down in oral history for many years.”

The board voted to change the name and took its request to the county commissioners. When the county agreed, the request was then sent to the Minnesota Department of Natural Resources, which made it official for Minnesota. Then, the state of Minnesota sent the request to the Board on Geographic Names, which made it official for the entire U.S.

It ��. a lot of paperwork for something so seemingly minor, but people get passionate about place names. It took 40 years to rename Denali from the name established in the late 19th century, Mount McKinley.

The state of Alaska requested the name change in 1975, but the Board on Geographic Names didn’t take action. Members of the Ohio congressional delegation – President William McKinley was from Ohio – objected over many years to requests to rename the mountain, and the board did not act on those requests.

The president appoints the secretary of the Interior Department. The secretary works with the heads of related agencies to appoint the Board on Geographic Names. Committee policy states, “Input from State geographic names authorities, land management agencies, local governments, and Tribal Governments are actively pursued.”

In 2015, President Barack Obama named a new leader for the Department of the Interior, Sally Jewell. Just as Obama made a trip to Alaska in late August 2015, Jewell declared the name change official under a law that allows the secretary of the Interior to change a name if the board doesn’t act on the proposal in a “reasonable” amount of time.

“This name change recognizes the sacred status of Denali to many Alaska Natives,” Jewell said. “The name Denali has been official for use by the State of Alaska since 1975, but even more importantly, the mountain has been known as Denali for generations. With our own sense of reverence for this place, we are officially renaming the mountain Denali in recognition of the traditions of Alaska Natives and the strong support of the people of Alaska.”

If someone objects to a name change, they could ask the courts to rule on whether the name change was made legally. Going back to Bde Maka Ska, some people objected to changing the name from Lake Calhoun, so they took the state natural resources agency to court. Eventually, the Minnesota Supreme Court ruled that the name change was done correctly.

How not to change a place name

Renaming the Gulf of Mexico is a different kind of case, however, from renaming a geographic place within U.S. borders.

The gulf is not within the territorial United States. On the coast, the first 12 miles from shore are considered part of that country, but outside of that is international waters.

Though the Board on Geographic Names has changed the name to Gulf of America on official U.S. maps, and even if it approves the name change of Lake Ontario, there is no international board in charge of place names. Each country decides what to call places. And there is no official way for the U.S. to make other countries change the names on their maps. It ��. possible, however, that the U.S. could formally ask other countries to change a name or even impose sanctions against countries that don’t comply.

Now that the names have been changed in the U.S., the government uses them in official documents, signage and maps. As for all the people and companies in the world that make maps, they usually use the official names.

Today, widely used online maps, including Google Maps, vary the display of place names based on the location from which you are viewing the map. If you view Google Maps from the U.S., you will see the name Gulf of America displayed; from Mexico, you will see the more traditional Gulf of Mexico.

Google and other mapping companies also do this with disputed borders. In fact, you can manually adjust your settings to show the map as if you were viewing it from another country.

This is an updated version of a story that was first published on Jan. 24, 2025.

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps. Conversation Lake America

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Innisfree McKinnon

Brief Biography: I am a human-environment geographer with GIS expertise. I'm trained as a political ecologist and have done research on environmental and community planning, conservation conflicts, loss of agricultural land to urbanization, rural tourism, sustainable cites, use of GIS and mapping in the social sciences and humanities, and spaces for children/youth. I teach a wide range of courses including general geography courses, environmental & food studies, and GIS.

If you need help with GIS or geospatial technologies, please refer to my website or YouTube channel.

Teaching Interests: human geography, environmental studies, geographic information systems

Research Interests: community and regional planning, conservation planning, political ecology, geographies of food and agriculture, urban-rural interactions, geographies of tourism and recreation, participatory and critical GIS, citizen science, critical geographies of children and youth

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Not so terrible, after all – 2‑year‑olds just want to be independent

hugginsm — Tue, 21 Jul 2026 12:07:05 +0000

Not so terrible, after all – 2‑year‑olds just want to be independenthugginsm July 21, 2026

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Lindsay Barnhart

This article appeared in The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

A 2-year-old is lying on the floor yelling, with their socks pulled off after spending 15 minutes trying to get them on in the first place.

A caregiver might take a deep breath and think, “Here we go again – another ‘terrible two’ tantrum.”

What is really going on?

Toddlers are developing autonomy and a growing sense of self. They are becoming aware that they are separate from other people and can make their own choices.

As 2-year-olds and other young children develop this understanding of themselves, they may express strong emotions when decisions are made for them, tasks are completed on their behalf, or they are quickly moved from one activity to another. These reactions are often a response to their growing desire for independence and their inexperience calmly communicating their emotions.

What you might call a “temper tantrum” may instead be a young child communicating their emotions in the best way they know how. These expressions of emotion may continue when they are not supported or understood from a different perspective.

As an assistant professor in early childhood education, I have worked alongside young children for more than 25 years. I feel it ��. important to recognize that supporting young children, especially 2-year-olds, takes time.

Caring for a toddler can be challenging and requires patience. There are strategies that caregivers and teachers can consider to support young children, with some degree of ease, as they navigate those big emotions and enthusiastic quests for independence.

When adults can help establish routines and listen to what young children are trying to actually communicate, it becomes easier to understand that a toddler screaming and thrashing on the floor is actually trying to express themselves.

Two-year-olds are developing a clear sense of their own autonomy, and strong feelings often accompany that recognition of independence. Ron Nickel/Design Pics via Getty Images Plus

Meeting young children where they are

Children typically begin gaining autonomy around age 2.

When a child reaches this milestone, parents and other caregivers may notice they begin saying “no” more often.

This increase in “no” shows that the child is developing an understanding of themselves as separate from others and is recognizing their ability to make choices.

While you might find it challenging when young children refuse to have their diaper changed or insist on getting dressed themselves, it is also a healthy sign of independence.

Offering choices whenever possible also supports a youngster ��. growing independence.

Children could choose between two outfits for the day, for example. Or they could pick between three snack options and make many other simple decisions throughout the day.

Adults could let young children know that it is time to wash their hands, for example, and then ask whether the child would like to wash independently or have help. Because 2-year-olds are eager to assert their independence, they will often choose to do it themselves. However, if they choose help, or choose not to easily transition at all, it is important to calmly follow through by providing assistance and encourage them through the transition.

This kind of consistent follow-through helps children learn what is expected of them, while still respecting their growing independence.

Sticking to schedules is also helpful in helping young children get through the day and minimizing their emotional roller coasters. When children anticipate that they will get dressed right after they eat breakfast every day, for example, they begin to anticipate the next step and may even complete parts of the routine independently.

When the routine changes and a parent has to leave early for a morning meeting, for example, or a child will be skipping breakfast at home, preparing the child in advance can ease the transition. Talking through the change the night before and offering a reminder the next morning helps the child adjust, even if the change is still challenging.

Letting a child know, “In three minutes it will be time to clean up your toys for your nap,” gives them time to process what is coming next and shift more successfully from one activity to another.

Letting 2-year-olds do simple tasks on their own, like washing their hands, can help reaffirm their growing independence. 10'000 Hours/DigitalVision via Getty Images

Reaffirming with language they don’t yet have

Toddlers often express their emotions before they have the language to explain how they are feeling.

Helping young children name their emotions and describing a given situation can help them develop the vocabulary to articulate their feelings.

Narrating the situation also can create a shift in perspective for the adult, encouraging them to focus on what the child is communicating rather than simply reacting to the behavior.

After an emotional situation has been resolved, it can be helpful to talk through what happened, discuss strategies for next time and provide opportunities to practice those skills. Children are more able to process and retain new information when they are calmer.

Remaining supportive, offering choices that are appropriate for both the adult and the child, and talking through emotions and how they can be expressed in the future create an environment that supports a 2-year-old ��. growing independence.

These strategies also encourage caregivers to approach challenging moments with a growth mindset, viewing behaviors as opportunities to teach and support rather than simply problems to correct.

Are the socks really necessary? Maybe they are, or maybe they are not. An independent 2-year-old benefits from opportunities to make simple choices and practice doing things on their own, as do 1-year-olds and older children. When possible, give them that opportunity.

The Conversation

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing. Conversation Early Childhood Education

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Teachers are worried about students cheating with AI, but my survey suggests the deeper issue is learning

hugginsm — Fri, 10 Jul 2026 20:14:36 +0000

Teachers are worried about students cheating with AI, but my survey suggests the deeper issue is learninghugginsm July 10, 2026

Professor Brett DeJager confronts the perceived and practical challenges LLMs present for educators

Dr. Brett DeJager

This article appeared in Fortune, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

The risk of students using AI to cheat tends to get a lot of attention – with good reason.

A student can simply copy and paste a prompt into a chatbot and receive a polished paragraph, a five-paragraph essay, a lab summary or a reading response almost instantly. Teachers may then be left wondering whether the work reflects the student ��. thinking and actual work or what the chatbot generated.

An estimated 84% of high school students surveyed said they had used generative artificial intelligence for schoolwork in 2025, according to College Board, a nonprofit that administers the SAT and AP exams.

As an assistant professor of school psychology studying artificial intelligence in K–12 education, I think the question is not only whether students are using AI to cheat, but whether there is evidence that learning actually happened.

Many schools are still deciding whether and how they allow their students to use AI for coursework. hapabapa/iStock/Getty Images Plus

Cheating and plagiarism are common worries

I recently surveyed public school educators and administrators about how generative AI is affecting schools to better understand the answer to this question.

My study, conducted from spring 2025 to spring 2026, included 303 educators and other school professionals in Wisconsin – teachers, administrators, IT staff and technology directors, as well as school psychologists and counselors. I also surveyed another 132 professionals at schools across the country.

The results are not nationally representative, but they offer a snapshot of how some K–12 professionals are thinking about AI and student learning.

While a large number of respondents were concerned about AI bias, misinformation and data privacy, the most common worries were about academic dishonesty and plagiarism.

In Wisconsin, approximately 65% of respondents identified these issues as a concern, compared with 74% who did so on a broader, national level.

But respondents also pointed to a deeper issue: How do teachers know what students actually understand when AI can generate essays, summaries or math steps in seconds?

In the Wisconsin sample, 47% of respondents who answered this question said that “difficulty in assessing student learning when AI is used” is a concern.

That figure increased to 53% in the national sample.

When asked “What impact, if any, have you noticed AI has had on student behavior, mental health, or engagement?” respondents selected from a provided list of options. Among those options, 29% of Wisconsin respondents and 40% of respondents in the national sample selected “increased student reliance on AI,” while 19% and 33%, respectively, selected “reduced critical thinking or problem-solving.”

Finished work is becoming harder to interpret

Teachers have long known that a student ��. finished assignment is not perfect evidence of learning. A parent might help too much. A student might copy from a friend. A student might complete the work but not understand it well enough to explain it later.

Generative AI makes that problem more visible and more complicated.

Take a common homework task, such as writing a paragraph explaining the theme of a short story. In the past, teachers looked at students’ writing to understand whether they read the story, thought about the theme and could explain it in writing.

Now, this kind of homework prompt may produce a result that appears organized, accurate and polished. But it is becoming harder for teachers to understand whether students actually understood the story, identified the theme and articulated it independently, or whether students simply entered a prompt into an AI tool.

Some teachers do use AI-detection tools to determine whether students’ work is original.

In a 2025 national survey of sixth- through 12th-grade public school teachers, 43% reported used these kinds of apps regularly, while another 27% had tested or experimented with them.

But these tools can make mistakes in both directions. One study of 14 AI-detection tools found false-positive rates as high as 50% and false-negative rates as high as 100%, depending on the tool. The same study found that about 20% of AI-generated texts were misclassified as human-written; that rose to about 52% when AI-written text was manually edited and 71% when it was machine-paraphrased. Other researchers found that detectors falsely flagged nonnative English writing as AI-generated at an average rate of 61.3%.

I don’t think that means schools should abandon writing assignments or homework altogether. But educators may need to be more intentional about what each assignment is supposed to measure.

Some teachers are already making those kinds of changes, including asking students to show or explain their process, or asking them to include oral components to their written work or write more in class.

Some teachers are also giving students paper-and-pencil tasks when they need to see students’ independent thinking.

If the goal is writing fluency, teachers may need to see students write. If the goal is reading comprehension, they may need students to explain, apply or defend their thinking.

Having students write longhand answers is one possible way to deter students from using AI. SDI Productions/Stock Photos

Clearer assignment rules may help

Many schools are still deciding how to approach AI. In my survey, only 33% of Wisconsin respondents and 29% of national respondents said their district had a formal AI policy.

Teachers and students alike could benefit from clarity on how and when they can use AI.

Researchers who developed the Artificial Intelligence Assessment Scale, a tool that helps educators spell out when and how students can use AI on an assignment, have argued that educators should identify what level of AI use makes sense based on the learning outcomes being measured.

This mindset is useful because not all assignments are the same. One assignment might require no AI use because the teacher needs to see independent writing.

Another might allow AI for brainstorming but require students to submit original notes and a final reflection. Another might ask students to critique an AI-generated answer and explain what is accurate, incomplete or misleading.

The better question

The educators in my survey were not simply rejecting AI. Many reported using AI themselves for planning, communication, documentation, differentiation, administrative tasks and student-support activities.

Their concerns were more specific.

They were worried about academic dishonesty but also about assessment, student reliance, critical thinking, misinformation and privacy. Those concerns point to a practical challenge schools now face: how to preserve meaningful evidence of learning when AI can produce polished academic work.

The goal is not to catch every possible misuse of AI. That is likely impossible. The goal is to design learning tasks where teachers can still answer the question that matters most: What does this student actually understand?

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Professor Brett DeJager confronts the perceived and practical challenges artificial intelligence presents for educators and the future of education. Conversation AI

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From Norway to Wisconsin, children want to be social media influencers when they grow up

hugginsm — Mon, 22 Jun 2026 20:36:24 +0000

From Norway to Wisconsin, children want to be social media influencers when they grow uphugginsm June 22, 2026

Professor Matt Simoneau investigates kids' global fascination with careers in social media

Matthew Simoneau

This article appeared in Fortune, NewsBreak, and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

A second grader in Norway drew a YouTube logo when my colleagues and I asked what they wanted to be when they grow up. When we asked why, the child explained that YouTubers are famous and make lots of money.

When we asked second graders in Wisconsin this same question, we were surprised to often receive similar answers: Kids there also wanted to be YouTube influencers when they grow up.

I am a scholar of career and technical education. Since 2021, colleagues and I have spoken with a range of elementary, middle and high school students as young as 7 years old in the U.S. and Norway in 2024 to understand how children imagine their careers.

Our forthcoming research shows that social media has emerged as one of the biggest influences for young people ��. career choice, second only to family, friends or teachers.

Over 60% of middle and high school students we surveyed from 2021-2024 said they wanted to be social media influencers or picked their future careers based on what they saw online. Other popular choices were professional soccer player, musician and actor.

Most young people will not go on to become successful social media influencers. Artur Debat/iStock Photos

Our process

In a separate January 2018 international study by the organization Education and Employers, 20,000 children, ages 7 to 11, were asked about their possible future careers and then explained how they learned about that job.

We decided to use a similar approach to understand children ��. career dreams and influences.

In Wisconsin, we surveyed more than 80 different children, ages 7 to 11. We also conducted focus groups with more than 140 middle and high school students about their academic and career plans and what influenced their ideas.

We then conducted interviews in Norway with over 60 children in the same age range.

In both places, we gave kids simple prompts that included “When I grow up I would like to be … .” We also asked them, “How do you know about this job?”

We found that there is a disconnect between how schools are helping kids think about their possible future careers and what factors are actually influencing young people as they imagine their futures.

Influencer dreams

In some instances, students as young as 7 in Wisconsin and Norway simply drew the YouTube or TikTok logo, or wrote that they aspired to be an “influencer” without any idea of who or what they would influence.

They shared that YouTubers and influencers “gets lots of money” and that “they want to be famous.”

Students also drew pictures of footballers, musicians, actors and princesses. Some students shared career goals like becoming a wildlife biologist, pilot, engineer or filmmaker.

Older students were more likely to mention careers like nurse, electrician, engineer, teacher, welder, police officer and small-business owner – although becoming an influencer and content creator remained a common aspiration for teenagers and children.

We found that social media also had a positive influence on some students.

One student in a rural town said that online posts and videos encouraged them to want to become a marine biologist, even though the closest ocean is over 1,300 miles – or 2.09 million meters – away.

The limited role of schools

It ��. common for middle and high school students to take online career interest surveys to help understand which jobs could be a good fit. Many schools also offer career fairs and job shadowing opportunities.

Most students, though, receive very limited individualized guidance on career paths from a school counselor.

But they generally do receive some kind of prompts to help them think about what sort of career they want.

Within roughly the past decade, 27 states began requiring personalized, multiyear educational plans that helps students as young as 11 years old develop their own education and career goals.

In 2015, for example, Wisconsin passed a new law that required school districts to provide academic and career planning services to students in grades 6 through 12. Students take an online career survey each year.

The students answer questions about their interests, and the online program then names a recommended career. The list typically includes traditional jobs like electrician or accountant, rather than something more modern, like content creator.

One potential reason is that many of the online career-planning programs schools use were created before social media became a central part of young people ��. daily lives.

Some schools also have classes where high school students learn about different educational pathways and jobs. Yet these classes often meet only periodically, while high school students typically use social media every day. As a result, formal career education increasingly competes with a constant stream of online messages about work, success and the future.

Our focus groups with middle and high school students in Wisconsin revealed that few students find these online career planning programs at school helpful.

Students said they found career planning activities “redundant” and described them as “the same thing we did in middle school.”

One 17-year-old student in Wisconsin said the career survey was a “waste of time. The test told me I should be a truck driver.” This student took the survey when she had already been accepted into nursing school.

Students consistently said they learned more from conversations with teachers, counselors, family members and professionals than from online questionnaires.

While students are heavily influenced by social media, school career assessments typically don’t reflect this tendency. Spencer Platt/Getty Images

When dreams don’t match reality

Many young people now learn about careers through TikTok videos, YouTube channels, social media personalities and online communities. These influences can play a larger role in shaping career aspirations than formal school career-planning activities.

While many people aspire to make money online as influencers or content creators, nearly half of all online content creators earn less than US$15,000 a year.

I think that educators and families should recognize that young people are thinking about their possible careers – they are just more likely to rely on social media, rather than online surveys at school, to imagine their futures.

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Professor Matt Simoneau investigates kids' global fascination with careers in social media social-media-kids.jpg

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Falling space debris poses an escalating risk as spacecraft get stronger and more heat resistant

hugginsm — Wed, 13 May 2026 12:43:23 +0000

Falling space debris poses an escalating risk as spacecraft get stronger and more heat resistanthugginsm May 13, 2026

Student Reese Hufnagel and Professor Matthew Ray examine the material solutions and ‘designing for demise’ to counter public safety risks

This article appeared in Phys.org, Astronomy Magazine, The Mirage, NewsBreak, and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

When it comes to space debris, what goes up is coming down more often – and not safely.

When spacecraft launch, some components, including nonreusable rocket boosters, are jettisoned to decrease weight, leaving them to intentionally burn up as they reenter the atmosphere. Satellites also enter the atmosphere at the end of their life, supposedly burning up. But in many cases, they are not doing so as predicted.

Debris from partially burned-up spacecraft components and satellites reentering Earth ��. atmosphere can pose a risk to people and structures on the ground. The surge in launches, driven largely by private players such as SpaceX, is turning a once-remote risk into a growing threat.

Our materials research group at the University of Wisconsin-Stout is studying the materials that allow reentry debris to survive. We look for ways to safely modify their exceptional heat-resistant qualities to make them safer for atmospheric reentry.

Debris landing on Earth

Reentry debris has fallen on both private and public property around the world multiple times since 2021. Some of the most notable events involve pieces from SpaceX Dragon ��. carbon fiber trunk, which stays attached to the crewed capsule until just hours before its reentry. These trunks are larger than a 15-passenger van and used for storage.

Trunk debris from the Crew 7 mission to the International Space Station has landed in North Carolina, and fragments from the Crew 1 mission landed in New South Wales, Australia. Similarly, debris from the Axiom 3 mission landed in Saskatchewan, Canada.

A large piece of space debris from a SpaceX Dragon capsule was found by a campsite groundskeeper in North Carolina in 2025.

In addition to trunk debris, carbon fiber components that hold pressurized gases to adjust a spacecraft ��. orientation also make up a lot of recovered reentry debris. Some of these most recent recoveries have been in Australia, Argentina and Poland.

Most of the debris that reenters the atmosphere burns up, so why are these pieces making it down to Earth ��. surface?

Atmospheric reentry

Satellites such as SpaceX ��. Starlink reside in low Earth orbit, typically between 190 and 1,240 miles (300 and 2000 kilometers) above the Earth ��. surface. To stay there, they need to move really fast, at about 17,000 miles (27,000 km) per hour. To reach this speed, a rocket with a million pounds of fuel had to accelerate it, and part of this energy is still contained within the satellite ��. momentum.

As an object in orbit drifts down, closer to Earth ��. upper atmosphere, it starts to collide with air molecules, slowing the object down. The amount of heat generated from this interaction rapidly consumes the satellite, melting metal at over 3,000 degrees Fahrenheit (1,600 degrees Celsius).

More launches

Countries around the world have been launching items into space since the 1950s, so why is reentry a concern now?

Starting in the 1960s, about 100 objects were launched into space every year – or at least that was the case until 2016. Since then, the number has been increasing exponentially. In 2016, 200 objects launched. But in 2025, that number was 4,500, meaning 20% of all objects launched into space since the 1950s were launched last year.

Most of these launches came from companies in the United States, such as SpaceX and Rocket Labs. Companies like these, along with those outside of the U.S., have plans for large satellite constellations composed of hundreds of thousands to a million satellites.

The more objects and payloads launched, the more reentry events occur. Satellite operators are required to remove their decommissioned satellites from orbit after 25 years to comply with regulations set in place by international committees. Groups across the world, including the Federal Communications Commission in the U.S., have pushed to shorten the deorbit window to five years. Because of these guidelines, the full influx of reentry debris events from these recent launches will not be felt for another 10 or more years.

The objects launched and policy decisions made today will have a lasting effect on future safety.

Carbon fiber

As the world has progressed technologically, efficiency for launching items into space has too.

Satellites and spacecraft are becoming lighter, stronger and more heat resistant because of materials such as carbon fiber-reinforced plastics and new metals. These strong materials are sought after because they’re lightweight, but they can also cause deorbiting debris to withstand reentry temperatures.

Carbon fiber, once used exclusively in space technology, is now found in common items such as bicycle frames and racing car bodies. It is still the gold standard for fabricating high-strength, low-weight materials for spacecraft components such as rocket fuselages, interstaging – the protective housing found between the rocket stages – and pressure vessels that experience extreme temperatures and high mechanical stress and strain.

Simple metals such as aluminum and steel melt and burn away, while complex materials such as carbon fiber, which is manufactured at up to 5,000 F (3,000 C), burn away unpredictably, changing the way jettisoned components break up upon reentry.

Since the early 2000s, a majority of recovered space debris contains either carbon fiber-reinforced plastic sections or metal components wrapped with carbon fiber. The carbon fiber can act as an unintentional heat shield for heavier, more harmful debris.

This map shows locations where confirmed space debris has been recovered. With the increase in launches, the European Space Agency predicts that future space debris could fall practically anywhere across the world. European Space Agency

Design for demise

Design for demise is a major area of research focused on mitigating the risk of reentry debris. Instead of relying on controlled and meticulously timed deorbits that send components that survive reentry into the ocean at the end of their lives, spacecraft components are engineered to ensure they completely disintegrate while deorbiting through the atmosphere.

Design for demise can take many forms. These range from changing to more heat-susceptible materials to relocating harder-to-burn components to areas of the spacecraft that will be hotter during reentry, or using linkages that break apart at high temperatures to separate structures into smaller components to help them burn up.

With so much focus historically on spacecraft being made from the lightest, strongest and most heat-resistant materials available, it may seem counterintuitive to intentionally make some materials weaker. The key is making materials smarter, so they maintain their strength during their mission but weaken under the heat of reentry.

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Student Reese Hufnagel and Professor Matthew Ray examine the material solutions and ‘designing for demise’ to counter public safety risks. satelite-reentry.jpg

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Building with air – how nature ��. hole-filled blueprints shape manufacturing

hugginsm — Thu, 05 Feb 2026 17:29:24 +0000

Building with air – how nature ��. hole-filled blueprints shape manufacturinghugginsm February 5, 2026

Professor Anne Schmitz examines the influence of the natural world on engineering and additive manufacturing.

Anne Schmitz

This article appeared in TechXplore and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

If you break open a chicken bone, you won’t find a solid mass of white material inside. Instead, you will see a complex, spongelike network of tiny struts and pillars, and a lot of empty space.

It looks fragile, yet that internal structure allows a bird ��. wing to withstand high winds while remaining light enough for flight. Nature rarely builds with solid blocks. Instead, it builds with clever, porous patterns to maximize strength while minimizing weight.

Cross-section of the bone of a bird ��. skull: Holes keep the material light enough that the bird can fly, but it ��. still sturdy. Steve Gschmeissner/Science Photo Library via Getty Images

Human engineers have always envied this efficiency. You can see it in the hexagonal perfection of a honeycomb, which uses the least amount of wax to store the most honey, and in the internal spiraling architecture of seashells that resist crushing pressures.

For centuries, however, manufacturing limitations meant engineers couldn’t easily copy these natural designs. Traditional manufacturing has usually been subtractive, meaning it starts with a heavy block of metal that is carved down, or formative, which entails pouring liquid plastic into a mold. Neither method can easily create complex, spongelike interiors hidden inside a solid shell.

Bird bones, seashells and honeycombs use clever, porous designs to stay strong without the extra weight. Now, 3D printing is letting engineers copy those natural blueprints.

The sustainable future

Beyond performance, mimicking nature ��. less-is-more approach is a significant win for sustainability. By “printing air” into the internal structure of a product, manufacturers can use significantly less raw material while maintaining the necessary strength.

As industrial 3D printing becomes faster and cheaper, manufacturing will move further away from the solid-block era and closer to the elegant efficiency of the biological world. Nature has spent millions of years perfecting these blueprints through evolution – and engineers are finally learning how to read them.

The invisible architecture

That paradigm changed with the maturation of additive manufacturing, commonly known as 3D printing, when it evolved from a niche prototyping tool into a robust industrial force. While the technology was first patented in the 1980s, it truly took off over the past decade as it became capable of producing end-use parts for high-stakes industries like aerospace and health care.

3D printing makes it far easier to manufacture lightweight, hole-filled materials. kynny/iStock via Getty Images

Instead of cutting away material, printers build objects layer by layer, depositing plastic or metal powder only exactly where it ��. needed based on a digital file. This technology unlocked a new frontier in materials science focused on mesostructures.

A mesostructure represents the in-between scale. It is not the microscopic atomic makeup of the material, nor is it the macroscopic overall shape of the object, like a whole shoe. It is the internal architecture, including the engineered pattern of air and material hidden inside.

It ��. the difference between a solid brick and the intricate iron latticework of the Eiffel Tower. Both are strong, but one uses vastly less material to achieve that strength because of how the empty space is arranged.

If engineers wanted to make a part stronger, they generally had to make it thicker and heavier. This approach is often inefficient, wastes material and results in heavier products that require more energy to transport.

I am a mechanical engineer and associate professor at the University of Wisconsin-Stout, where I research the intersection of advanced manufacturing and biology. For several years, my work has focused on using additive manufacturing to create materials that, like a bird ��. wing, are both incredibly light and capable of handling intense physical stress. While these “holey” designs have existed in nature for millions of years, it is only recently that 3D printing has made it possible for us to replicate them in the lab.

From the lab to your closet

While the concept of using additive manufacturing to create parts that take advantage of mesostructures started in research labs around the year 2000, consumers are now seeing these bio-inspired designs in everyday products.

The footwear industry is a prime example. If you look closely at the soles of certain high-end running shoes, you won’t see a solid block of foam. Instead, you will see a complex, weblike lattice structure that looks suspiciously like the inside of a bird bone. This printed design mimics the springiness and weight distribution found in natural porous structures, offering tuned performance that solid foam cannot match.

Engineers use the same principle to improve safety gear. Modern bike helmets and football helmet liners are beginning to replace traditional foam padding with 3D-printed lattices. These tiny, repeating jungle gym structures are designed to crumple and rebound to absorb the energy more efficiently than solid materials, much like how the porous bone inside your own skull protects your brain.

Testing the limits

In my research, I look for the rules nature uses to build strong objects.

For example, seashells are tough because they are built like a brick wall, with hard mineral blocks held together by a thin layer of stretchy glue. This pattern allows the hard bricks to slide past each other instead of snapping when put under pressure. The shell absorbs energy and stops cracks from spreading, which makes the final structure much tougher than a solid piece of the same material.

I use advanced computer models to crush thousands of virtual designs to see exactly when and how they fail. I have even used neural networks, a type of artificial intelligence, to find the best patterns for absorbing energy.

My studies have shown that a wavy design can be very effective, especially when we fine-tune the thickness of the lines and the number of turns in the pattern. By finding these perfect combinations, we can design products that fail gradually and safely – much like the crumple zone on the front of a car.

By understanding the mechanics of these structures, engineers can tailor them for specific jobs, making one area of a product stiff and another area flexible within a single continuous printed part.

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Professor Anne Schmitz investigates how nature provides a blueprint for better engineering. bee-honeycomb.jpg

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Hero Caption: Engineers use structures found in nature – like the honeycomb – to create lightweight, sturdy materials.

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Polytechnic universities focus on practical, career-oriented skills, offering an alternative to traditional universities

hugginsm — Thu, 11 Dec 2025 16:51:00 +0000

Polytechnic universities focus on practical, career-oriented skills, offering an alternative to traditional universitieshugginsm December 11, 2025

Professors Kelly Droege and Laura Reisinger details what defines and distinguishes the poly education advantage.

Dr. Kelly Droege Laura Reisinger

For decades, a four-year college degree was widely seen as the standard path to getting most midlevel jobs in the United States. It was the expected entry point for getting a job as a marketing specialist, project manager, IT support analyst, among other roles.

But this expectation is shifting. Many fields – including cybersecurity, health care and advanced manufacturing – are facing significant shortages in skilled workers. The gap between available skilled jobs and workers is likely to push employers to rethink what they require from job candidates over the next decade.

A major demographic shift will also play a role. Between 2024 and 2032, an estimated 18.4 million experienced workers with education beyond high school are expected to retire, according to September 2025 findings by Georgetown University ��. center on education and the workforce.

Only 13.8 million younger workers with similar education levels are expected to enter the workforce during the same period, these findings show. This trend will also make it harder for employers to fill roles that traditionally require a college degree.

At the same time, 25 states over the past few years have enacted legislation and executive orders to remove college degree requirements for people applying for some public sector jobs, signaling a shift in how essential college degrees are for getting hired for some kinds of work.

These shifts underscore a broader trend: A four-year degree is no longer essential for many kinds of work.

Hiring data tells a similar story. As of January 2024, 52% of U.S. job postings on Indeed did not mention any formal education requirement, up from 48% in 2019. Job postings requiring at least a bachelor ��. degree also dropped from 20.4% to 17.8% between 2018 and 2023.

As hiring expectations change – influenced in part by advances in artificial intelligence – employers may struggle to find candidates who already have the right job-specific skills.

With over 20 years of experience as professors who also train employees in industries such as manufacturing, health care and business information technologies, we believe that college degrees shouldn’t be mandatory for some jobs.

Florida �� is one of several polytechnic universities in the U.S. offering a STEM and career-focused education. John Greim/LightRocket via Getty Images

A widening gap

Nearly half of recent college graduates say they feel unprepared for entry-level work, and 56% cite a lack of job-specific skills as the biggest issue, according to a 2025 report by Cengage Group, an education and workforce training company.

Alternative pathways – apprenticeships, certifications and on-the-job training – can give workers practical skills and help employers fill crucial roles more quickly.

Employers dropping degree requirements is only one step toward this goal. We think it is also important that prospective college students and their families are aware of educational opportunities besides a traditional four-year degree.

Understanding polytechnic universities

Some people think of higher education in terms of traditional liberal arts colleges or research universities. But there are also polytechnic universities, which focus on hands-on, career-aligned learning and emphasize strong STEM and technical programs. These schools often prepare students for exactly the kinds of jobs employers struggle to fill.

There are about 10 major polytechnic universities in the U.S. Some well-known polytechnic universities are California Polytechnic State University in San Luis Obispo, California, Worcester Polytechnic Institute in Worcester, Massachusetts, and State University of New York Polytechnic Institute in Marcy and Albany, New York.

Instead of offering a wide range of liberal arts majors, polytechnic universities offer majors such as engineering, robotics, construction management and information technology.

A central feature of these schools is applied learning – hands-on labs, real-world projects and problem-solving experiences.

Polytechnic students can earn bachelor ��. and master ��. degrees, but they also can often get short-term certificates in fields such as human resources, instructional design, project management and digital marketing. Many programs also include apprenticeships, such as workplace training specialists.

Students can also pursue microcredentials, which involve short course sequences that build targeted skills, such as business writing or engineering mechanics. These options give students more flexible and affordable ways to learn without committing to a traditional four-year degree.

Polytechnic universities also tend to cost less than research universities and private colleges, and students can use federal financial aid or private loans to attend.

There are some limitations. Polytechnic schools generally offer fewer majors, usually within STEM fields. Their alumni networks may be smaller, and we have found that some people perceive them as less prestigious than traditional universities because they focus more on teaching than on research.

Real world relevance

In March 2025, we asked 10 online instructors at different polytechnic universities how they bring career-focused learning into their classes.

Our research, which will likely be published in 2026, shows that every instructor tried to make their courses feel relevant to real workplaces.

Some instructors used simulations in the course. Others shared examples from their own industry backgrounds with students. All agreed that students learn best when they can clearly connect their coursework to their career goals.

One of the most effective strategies is hiring instructors with deep industry experience. Their professional networks help programs stay aligned with the skills employers currently value.

Not every college wants to become a polytechnic, and not every student wants that style of education.

However, traditional universities can still learn from this model by adding more applied learning, embedding essential job skills into their programs, and partnering more closely with industry. These changes can better prepare students to succeed in the workforce.

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Professors Kelly Droege and Laura Reisinger details what distinguishes the polytechnic universities from traditional education. stem_illustrations.jpg

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Hero Caption: Unlike traditional research universities and private liberal arts colleges, polytechnic universities tend to offer apprenticeships and microcredentials, all geared toward giving students practical skills they can use in the workforce.

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Plantation tourism, memory and the uneasy economics of heritage in the American South

hugginsm — Tue, 05 Aug 2025 14:26:06 +0000

Plantation tourism, memory and the uneasy economics of heritage in the American Southhugginsm August 5, 2025

Professor Betsy Pudliner investigates the nexus of tourism and our painful national history.

Dr. Betsy A. Pudliner, Ph.D.

The American South—and the nation more broadly—continues to wrestle with how to remember its most painful chapters. Tourism is one of the arenas where that struggle is most visible.

This tension came into sharp relief in May 2025, when the largest antebellum mansion in the region – the 19th-century estate at Nottoway Plantation in Louisiana – burned to the ground. While some historians, community members and tourism advocates mourned the loss of a landmark site, many activists and others critical of slavery ��. past celebrated its destruction.

Soon after the fire, Nottoway ��. owner indicated an interest in rebuilding. And within weeks, a new restaurant had opened on a different part of the site. That speed underscores how quickly memory, history and economics can collide – and how tourism sits at the center of that tension.

As a professor who studies tourism, I know that the impulse to monetize history isn’t new. Six months after the First Battle of Manassas in 1861, the site was already developing as a tourist attraction. People have been traveling to historic sites, buying souvenirs and leaving their mark on the landscape for centuries. That tradition continues, and evolves, today.

Wealth, slavery and the battle over memory

Nottoway is one of more than 300 such plantation sites across the country, which together generate billions of dollars in revenue each year. This type of tourism forces communities and visitors alike to ask a difficult question: What parts of the past do Americans preserve, and for whom?

Main building at Nottoway Plantation considered ‘total loss’ following massive fire. / WAFB

Nottoway, completed in 1859, was built by 155 enslaved people. Blending Greek Revival and Italianate styles, it stood as a monument to wealth built on forced labor and racial exploitation. Over the decades, it passed through different owners, survived the Civil War and was eventually restored and converted into a resort and wedding venue. Critics have long argued that this commercial reinvention downplayed the lives and labor of enslaved people, neglecting the site ��. foundations in brutality.

Beyond its symbolism, Nottoway has long been recognized as a cornerstone of Iberville Parish ��. tourism economy. Research shows that sites like Nottoway can anchor regional economies by encouraging longer stays and local spending. These can stimulate nearby businesses through the multiplier effect.

Nottoway ��. sociocultural significance was far more complex – as shown by the celebrations that followed the fire. For many, Nottoway was a site of trauma and erasure. With its white columns and manicured lawns, Nottoway was pervaded by a sense of romanticism that relied on selective memory. For example, as of June 2025, the Nottoway website ��. “History” page made no mention of slavery.

In other words, the fire didn’t just destroy a building. It disrupted a layered ecosystem of economic livelihood, memory and contested meaning.

Tourism and the power of the past

To understand why people visit places like Nottoway, it helps to turn to the four main categories of travel motivation: physical, cultural, interpersonal and status. Plantation venues typically draw cultural tourists seeking heritage, history and architecture.

They also draw those engaged in what scholars call “dark tourism”: traveling to places associated with tragedy and death. While dark tourism may imply voyeurism, many such visits are deeply reflective. These travelers seek to confront hard truths and process collective memory. But if interpretation is selective – focusing on opulence while minimizing suffering – tourism then becomes a force of historical distortion.

Some tourists choose plantations for a sense of romance, others for education, and still others for reckoning. These motivations complicate how such places should be preserved, interpreted or transformed.

Over the past decade, innovative sites like the Whitney Plantation have gained national attention for centering the lives and stories of the enslaved, rather than the architecture or planter families. Opened to the public in 2014, Whitney reframed the traditional plantation tour by prioritizing historical truth over nostalgia – featuring first-person slave narratives, memorials and educational programming focused on slavery ��. brutality.

Whitney Plantation museum confronts painful history of slavery. / CBS Mornings

This approach reflects a growing segment of travelers seeking deeper engagement with difficult histories. As Whitney draws visitors for its honesty and restorative framing, it raises a key question: Is the future of plantation tourism splitting into two tracks – one rooted in reflection, the other in romanticism?

Many Americans still picture the antebellum South through the lens of popular culture – a romanticized vision shaped by novels and films like “Gone with the Wind,” with its iconic Tara plantation. This “Tara effect” continues to influence how plantations are portrayed and remembered, often emphasizing beauty and grandeur while downplaying the brutality of slavery.

That ��. why sites like the Donato House in Louisiana are important. Built and owned by Martin Donato, a formerly enslaved man who later became a landowner – and, complicating the narrative, also a slaveholder – this modest home offers a counterpoint to the opulence of estates like Nottoway.

Still in the hands of Donato ��. descendants and slowly developing as a tourist site, the Donato House reflects the layered and often uncomfortable truths that challenge simple historical categories. Sites like this remind us that tourism plays a vital role in educating society about the complexity of our past. Heritage travel isn’t just about iconic landmarks; it ��. about broadening our perspective, confronting historical bias and helping visitors to engage with the fuller, often uncomfortable, truths behind the stories we tell.

Controlling the narrative: Who tells the story?

What is chosen to be preserved – or let go of – shapes not only our memory of the past but our vision for the future.

When the last generation with firsthand experience of a historical moment is gone, their stories remain in fragments – photos, recordings such as those in the National Archives, or family lore. Some memories are factual, others softened or sharpened with time. That ��. the nature of memory: It changes with us.

My late father, a high school history teacher, often reminded his students and his children to study the full spectrum of history: the good, the bad and the profoundly uncomfortable. He believed one must dive deep into its complexity to better understand human behavior and motivation.

He was right. Tourism has always echoed the layered realities of the human experience. Now, as Americans reckon with what was lost at Nottoway, we’re left with the question: “What story will be told – and who will get to tell it?”

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Lake Ontario to Lake America – who gets to decide what goes on maps?

In the wake of President Trump's executive order, Professor Innisfree McKibbon investigates the implications of changing maps.

I’m a dietitian who had anorexia. Here ��. how I ask about concerning weight loss.

�� dietician cautions against avoiding discussing concerning changes to someone ��. appearance

Not so terrible, after all – 2‑year‑olds just want to be independent

Professor Lindsay Barnhart deciphers what 'tantrums' really say about children, and what we might be missing.

Professor Betsy Pudliner investigates the nexus of tourism and our painful national history. Nottoway Plantation

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Dr. Betsy A. Pudliner, Ph.D.

With more than 30 years of experience in the tourism industry, Dr. Pudliner has cultivated a deep understanding of the field, shaped by their travels across 44 U.S. states, Germany, and six and a half years living in Scotland. A passionate educator, they emphasize project-based and scenario-based learning to create engaging and practical teaching experiences. Their teaching philosophy focuses on empowering students to apply knowledge confidently in their daily lives, fostering personal and professional growth. Dr. Pudliner believes that education is a journey where both successes and failures offer valuable opportunities for growth.

Dr. Pudliner ��. research focuses on the intersection of tourism, technology, and relationship management. Their expertise includes marketing, branding, e-Tourism, value chain management, and consumer behavior. They are particularly passionate about advancing web development for small businesses and entrepreneurs in the hospitality sector, as well as leveraging e-Learning, virtual environments, and reflective practice to support training and innovation.

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Generative AI is coming to the workplace, so I designed a business technology class with AI baked in

hugginsm — Tue, 22 Jul 2025 14:32:49 +0000

Generative AI is coming to the workplace, so I designed a business technology class with AI baked inhugginsm July 22, 2025

Professor Camille Banger reflects on integrating AI into the college classroom.

Camille Banger

This article appeared in TechXplore, Newsbreak, and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

The tech world says generative artificial intelligence is essential for the future of work and learning. But as an educator, I still wonder: Is it really worth bringing it into the classroom? Will these tools truly help students learn, or create new challenges we haven’t yet faced?

Like many other people in higher education, I was skeptical but knew I couldn’t ignore it. So, instead of waiting for all the answers, I decided to dive in and discover what preparing students for an AI-powered world really means beyond the hype. Last semester, I developed a business technology class where the latest generative AI tools were woven into the curriculum.

What I found is that AI productivity products have a learning curve, much like other applications that students, and ultimately white-collar workers, use in knowledge work. But I needed to adjust how I taught the class to emphasize critical thinking, reflection on how these tools are being used and checks against the errors they produce.

The project

It ��. no secret that generative AI is changing how people work, learn and teach. According to the 2025 McKinsey Global Survey on AI, 78% of respondents said their organizations use AI in at least one business function, and many are actively reskilling their workforce or training them with new skills to meet the demands of this shift.

As program director of the Business Information Technology bachelor ��. degree program at the University of Wisconsin-Stout, Wisconsin ��. polytechnic university, I spend a lot of time thinking about how to prepare students for the workplace. I’m also an AI enthusiast, but a skeptical one. I believe in the power of these tools, but I also know they raise questions about ethics, responsibility and readiness.

So, I asked myself: How can I make sure our students are ready to use AI and understand it?

In spring 2025, University of Wisconsin-Stout launched a pilot for a small group of faculty and staff to explore Microsoft 365 Copilot for business. Since it works alongside tools such as Word, Excel, Outlook, PowerPoint, OneDrive and Teams, which are products our students already use, I saw an opportunity to bring these latest AI features to them as well.

To do that, I built an exploratory project into our senior capstone course. Students were asked to use Copilot for Business throughout the semester, keep a journal reflecting on their experience and develop practical use cases for how AI could support them both as students and future professionals. I didn’t assign specific tasks. Instead, I encouraged them to explore freely.

My goal wasn’t to turn them into AI experts overnight. I wanted them to build comfort, fluency and critical awareness about how and when to use AI tools in real-world contexts.

What my students and I learned

What stood out to me the most was how quickly students moved from curiosity to confidence.

Many of them had already experimented with tools such as ChatGPT and Google Gemini, but Copilot for Business was a little different. It worked with their own documents, emails, meeting notes and class materials, which made the experience more personal and immediately relevant.

In their journals, students described how they used Copilot to summarize Teams video meetings, draft PowerPoint slides and write more polished emails. One student said it saved them time by generating summaries they could review after a meeting instead of taking notes during the call or rewatching a recording. Another used it to check their assignment against the rubric – a scoring tool that outlines the criteria and performance levels for assessing student work – to help them feel more confident before submitting their work.

College students will likely be asked to use AI features in business productivity applications once they enter the workforce. What ��. the best way to teach them how to effectively use them? Denise Jans on Unsplash

Several students admitted they struggled at first to write effective prompts – the typed requests that guide the AI to generate content – and had to experiment to get the results they wanted. A few reflected on instances where Copilot, like other generative AI tools, produced inaccurate or made-up information, or hallucinations, and said they learned to double-check its responses. This helped them understand the importance of verifying AI-generated content, especially in academic and professional settings.

Some students also said they had to remind themselves to use Copilot instead of falling back on other tools they were more familiar with. In some cases, they simply forgot Copilot was available. That feedback showed me how important it is to give students time and space to build new habits around emerging technologies.

What ��. next

While Copilot for Business worked well for this project, its higher cost compared with previous desktop productivity apps may limit its use in future classes and raises ethical questions about access.

That said, I plan to continue expanding the use of generative AI tools across my courses. Instead of treating AI as a one-off topic, I want it to become part of the flow of everyday academic work. My goal is to help students build AI literacy and use these tools responsibly and thoughtfully, as a support for their learning, not a replacement for it.

Historically, software programs enabled people to produce content, such as text documents, slides or the like, whereas generative AI tools produce the “work” based on user prompts. This shift requires a higher level of awareness about what students are learning and how they’re engaging with the materials and the AI tool.

This pilot project reminded me that integrating AI into the classroom isn’t just about giving students access to new tools. It ��. about creating space to explore, experiment, reflect and think critically about how these tools fit into their personal and professional lives and, most importantly, how they work.

As an educator, I’m also thinking about the deeper questions this technology raises. How do we ensure that students continue developing original thoughts and critical thinking when AI can easily generate ideas or content? How can we preserve meaningful learning while still taking advantage of the efficiency these tools offer? And what kinds of assignments can help students use AI effectively while still demonstrating their own thinking?

These aren’t just theoretical concerns. Early studies have identified the risks of “cognitive offloading” when performing tasks, such as writing essays with AI. Studies have also shown that using AI can reduce cognitive effort and even affect students’ confidence levels in their thinking. This highlights the importance of incorporating critical thinking activities alongside AI use.

These questions aren’t easy, but they are important. Higher education has an important role to play in helping students use AI and understand its impact and their responsibility in shaping how it ��. used.

Striking the right balance between fostering original thought and critical thinking with AI can be tricky. One way I’ve approached this is encouraging students to first create their content on their own, then use AI for review. This way, they maintain ownership of their work and see AI as a helpful tool rather than a shortcut. It ��. all about knowing when to leverage AI to refine or enhance their ideas.

One piece of advice I received that really stuck with me was this: Start small, be transparent and talk openly with your students. That ��. what I did, and it ��. what I’ll continue doing as I enter this next chapter of teaching and learning in the age of AI.

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B.S. Business Information Technology

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Camille Banger

Dynamic educator and industry expert with extensive experience in program/project management, process improvement, and business/systems analysis within the technology sector.

Driven by a passion for the transformative potential of generative AI, I actively research and apply advancements in AI to enhance educational methods and outcomes and to drive efficiencies and productivity gains into business.

My teaching philosophy centers on the unique needs of each learner, using a student-centered, pedagogical approach to adapt to diverse learning styles. By integrating hands-on activities, multimedia, and reflective practices that mirror real-world applications, I promote critical thinking, career readiness, and a practical understanding of AI innovations. I uphold high expectations within a supportive, inclusive environment that emphasizes accessibility.

Committed to continuous improvement, I stay current with industry trends and seek regular student feedback to enrich the learning experience and ensure my curriculum remains at the cutting edge of technology.

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Degree: Ed.D. Higher Education (Educational Practice and Leadership)

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University: University of Wisconsin-Stout

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How 3D printing is personalizing healthcare

hugginsm — Tue, 20 May 2025 12:48:59 +0000

How 3D printing is personalizing healthcarehugginsm May 20, 2025

Professor Anne Schmitz and Dean Daniel Freedman discuss how 3D printing has improved prosthetics, surgical outcomes, pharmaceuticals, and more.

Anne Schmitz

This article appeared in Ars Technica, Newsify, Medical Xpress, and others and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

Three-dimensional printing is transforming medical care, letting the health care field shift from mass-produced solutions to customized treatments tailored to each patient ��. needs. For instance, researchers are developing 3D-printed prosthetic hands specifically designed for children, made with lightweight materials and adaptable control systems.

These continuing advancements in 3D-printed prosthetics demonstrate their increasing affordability and accessibility. Success stories like this one in personalized prosthetics highlight the benefits of 3D printing, in which a model of an object produced with computer-aided design software is transferred to a 3D printer and constructed layer by layer.

We are a biomedical engineer and chemist who work with 3D printing. We study how this rapidly evolving technology provides new options not just for prosthetics but for implants, surgical planning, drug manufacturing and other health care needs. The ability of 3D printing to make precisely shaped objects in a wide range of materials has led to, for example, custom replacement joints and custom-dosage, multidrug pills.

Better body parts

Three-dimensional printing in health care started in the 1980s with scientists using technologies such as stereolithography to create prototypes layer by layer. Stereolithography uses a computer-controlled laser beam to solidify a liquid material into specific 3D shapes. The medical field quickly saw the potential of this technology to create implants and prosthetics designed specifically for each patient.

One of the first applications was creating tissue scaffolds, which are structures that support cell growth. Researchers at Boston Children ��. Hospital combined these scaffolds with patients’ own cells to build replacement bladders. The patients remained healthy for years after receiving their implants, demonstrating that 3D-printed structures could become durable body parts.

As technology progressed, the focus shifted to bioprinting, which uses living cells to create working anatomical structures. In 2013, Organovo created the world ��. first 3D-bioprinted liver tissue, opening up exciting possibilities for creating organs and tissues for transplantation. But while significant advances have been made in bioprinting, creating full, functional organs such as livers for transplantation remains experimental. Current research focuses on developing smaller, simpler tissues and refining bioprinting techniques to improve cell viability and functionality. These efforts aim to bridge the gap between laboratory success and clinical application, with the ultimate goal of providing viable organ replacements for patients in need.

Three-dimensional printing already has revolutionized the creation of prosthetics. It allows prosthetics makers to produce affordable custom-made devices that fit the patient perfectly. They can tailor prosthetic hands and limbs to each individual and easily replace them as a child grows.

Three-dimensionally printed implants, such as hip replacements and spine implants, offer a more precise fit, which can improve how well they integrate with the body. Traditional implants often come only in standard shapes and sizes.

Surgeons are able to use 3D printing to make medical implants to fit individual patients. / CBS Philadelphia

Surgeons are able to use 3D printing to make medical implants to fit individual patients.

Some patients have received custom titanium facial implants after accidents. Others had portions of their skulls replaced with 3D-printed implants.

Additionally, 3D printing is making significant strides in dentistry. Companies such as Invisalign use 3D printing to create custom-fit aligners for teeth straightening, demonstrating the ability to personalize dental care.

Scientists are also exploring new materials for 3D printing, such as self-healing bioglass that might replace damaged cartilage. Moreover, researchers are developing 4D printing, which creates objects that can change shape over time, potentially leading to medical devices that can adapt to the body ��. needs.

For example, researchers are working on 3D-printed stents that can respond to changes in blood flow. These stents are designed to expand or contract as needed, reducing the risk of blockage and improving long-term patient outcomes.

Simulating surgeries

Three-dimensionally printed anatomical models often help surgeons understand complex cases and improve surgical outcomes. These models, created from medical images such as X-rays and CT scans, allow surgeons to practice procedures before operating.

For instance, a 3D-printed model of a child ��. heart enables surgeons to simulate complex surgeries. This approach can lead to shorter operating times, fewer complications and lower costs.

Personalized pharmaceuticals

In the pharmaceutical industry, drugmakers can three-dimensionally print personalized drug dosages and delivery systems. The ability to precisely layer each component of a drug means that they can make medicines with the exact dose needed for each patient. The 3D-printed anti-epileptic drug Spritam was approved by the Food and Drug Administration in 2015 to deliver very high dosages of its active ingredient.

Drug production systems that use 3D printing are finding homes outside pharmaceutical factories. The drugs potentially can be made and delivered by community pharmacies. Hospitals are starting to use 3D printing to make medicine on-site, allowing for personalized treatment plans based on factors such as the patient ��. age and health.

Three-dimensionally printed pharmaceuticals make it possible to customize the types, doses and release times of drugs. / Al Jazeera English

Three-dimensionally printed pharmaceuticals make it possible to customize the types, doses and release times of drugs.

However, it ��. important to note that regulations for 3D-printed drugs are still being developed. One concern is that postprinting processing may affect the stability of drug ingredients. It ��. also important to establish clear guidelines and decide where 3D printing should take place – whether in pharmacies, hospitals or even at home. Additionally, pharmacists will need rigorous training in these new systems.

Printing for the future

Despite the extraordinarily rapid progress overall in 3D printing for health care, major challenges and opportunities remain. Among them is the need to develop better ways to ensure the quality and safety of 3D-printed medical products. Affordability and accessibility also remain significant concerns. Long-term safety concerns regarding implant materials, such as potential biocompatibility issues and the release of nanoparticles, require rigorous testing and validation.

While 3D printing has the potential to reduce manufacturing costs, the initial investment in equipment and materials can be a barrier for many health care providers and patients, especially in underserved communities. Furthermore, the lack of standardized workflows and trained personnel can limit the widespread adoption of 3D printing in clinical settings, hindering access for those who could benefit most.

On the bright side, artificial intelligence techniques that can effectively leverage vast amounts of highly detailed medical data are likely to prove critical in developing improved 3D-printed medical products. Specifically, AI algorithms can analyze patient-specific data to optimize the design and fabrication of 3D-printed implants and prosthetics. For instance, implant makers can use AI-driven image analysis to create highly accurate 3D models from CT scans and MRIs that they can use to design customized implants.

Furthermore, machine learning algorithms can predict the long-term performance and potential failure points of 3D-printed prosthetics, allowing prosthetics designers to optimize for improved durability and patient safety.

Three-dimensional printing continues to break boundaries, including the boundary of the body itself. Researchers at the California Institute of Technology have developed a technique that uses ultrasound to turn a liquid injected into the body into a gel in 3D shapes. The method could be used one day for delivering drugs or replacing tissue.

Overall, the field is moving quickly toward personalized treatment plans that are closely adapted to each patient ��. unique needs and preferences, made possible by the precision and flexibility of 3D printing.

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