 I mean, it's been really cool to see how our ties to education have really been strengthened by Mohsen's appointment there. He also directs student engagement with our Inspire Research Institute. And his research focuses on designing, evaluating, and improving student-centered pedagogical approaches that enhance student learning and engagement. I'll tell you a little bit more about kind of what that means. So he designs in vivo studies on core learning science principles to understand the mechanisms that explain the effectiveness and limitations of active learning methods. And that means he not only determines if instructional approaches are effective, but he's looking at sort of advancing fundamental knowledge into why active learning works or doesn't work and exactly what students are learning. And so to give you an example, he developed a framework called the ICAP framework with that has basically changed the definition of how we think about active learning in STEM education. And so that is really about kind of emphasizing the importance of interactive learning and offering clear and practical guidance to instructors about how they can improve active learning. Professor Moneksha has been extremely successful in securing funding, including a PI role on a $1.4 million grant from the Institute of Education Sciences, which is a highly competitive research arm in the U.S. Department of Education. And it was highly unusual to get this award as a pre-tenure faculty member. And that project brings together two and four-year institutions to integrate mobile learning technologies with natural language processing as a means to enhance undergrad STEM education. And most recently, he's part of a $2.8 million collaboration with colleagues in ECE and physics on a, it's a DOD funded project to develop a quantum learning education program. And I think we might learn more about that today. He received the Wiccenden Award, which in our field is, it's an award given for the best article published in our flagship journal, the Journal of Engineering Education. His articles are often on the list of most cited for that journal. So that speaks a bit to the impact of his work on our field. He's initiated and led course improvements in our first year engineering program. And he's co-developed and taught graduate courses as part of the Integrated STEM Certificate on campus. And he recently received our Engineering Education Excellence in Undergrad Teaching Award. So that's a little bit about Musin, and I will, I will turn it over to him. All right. Thank you so much, Donna. And thank you so much, Yinmang, for this event and introducing me also. I'm grateful for my colleagues, for my students, for my, all the support system I'm receiving at Purdue. So today I have only 10 minutes, so I will be very brief on different parts. I choose the lifelong learning as the topic of my, the title of my talk, which actually captures the main parts of what I do professionally. So my research is on learning. So it's either science learning or engineering learning at different age groups. Sometimes I'm working with middle school students, sometimes high school students, sometimes I'm undergrad students, also informal learning environments. For example, the robotics tournaments, how students are learning those like non-cognitive skills as well, like how they are collaborating. So this is capturing also as a faculty member, as a lifelong learning, you know, each month, each semester I feel like I'm learning something new from my colleagues, from my students. When I review a proposal, I'm learning from that proposal. When I review a journal article, I'm learning from my colleagues from that journal article. When I teach something, I'm learning new things about that concept. When I go to a talk, I'm learning from other faculty members or other students. So lifelong learning is actually perfectly capturing what I do. Before I will go talking about, you know, my a few projects, I would like to do some acknowledgments. As the acknowledgments, I wanted to, you know, start with my family. Like since my childhood, I had a huge support from my family members, from my parents, from my sister, and my cousins also, my aunts, uncles. I have a very large family, I have 27 cousins, and all of them living in Turkey. So in any city in Turkey, I have family members, and that's a great luxury. And also my wife, my kids, which have been supporting me every single day, every single moment. So this is the first acknowledgement. My students, I had a chance to work with excellent students both at the University of Pittsburgh and the Purdue University, both undergrad students and graduate students. So they helped me a lot. I learned from them a lot. Without them, there was no research projects, and they are still helping me on a daily basis. My advisors and mentors, Dr. Miki Chi, Dr. Daklar, and my mentors at Purdue, Shania Perzer, Robin Adams, and Brenda Kapavianco, these are all people helping me in my professional journey. My colleagues and collaborators, either in grant projects or in articles or different projects. So these are also my friends, not just colleagues and collaborators, but helping me at various projects, at various parts of my professional life. Okay, so after the acknowledgments, I would like to just briefly say my research interests. So I can group them under three categories. First one is students' understanding of complex topics, heavily on engineering and science concepts across different age groups. The other one is my research is on small group learning, how students collaborate in small groups, verbal interactions, how it is related to student success. And the last one is metacognition and its implications for learning. This is part of the course mirror technology project. And today I will be talking about two of my projects. One is this course mirror technology. And the other one is our new project with my colleagues from EC and physics. So the first project I will be talking is the course mirror project. So this is, I started this project in 2014 and since then I have been working on this project. So the main question on the course mirror project is how can we modify the passive natures of large lectures while actively involving students in the learning process. So we all know, especially in the freshman and sophomore years, there are a lot of large lecture courses and interaction is naturally is very limited because of the ratio of the student to the faculty ratio. So the question was how can we make some changes? How can we change this, the passive nature? So we have been using the student reflection as a strategy, prompting students to reflect on their learning experiences. So that's the main strategy of the project. So as I said, this is the main question and prompt students, we developed a mobile application called course mirror that's prompting students to reflect on their learning experiences after each class throughout the semester. Also, we are generating summaries of these reflections by using natural language process. So the idea is, you know, in a very large lecture, it may not be feasible for an instructor to read, go through all the reflections and that creating the summary can be providing a better snapshot of what's going on in their class. You can think this like a comments in your course evaluation, but on a regular basis and focusing on the content, like questions, the reflection questions we are asking, like, what do you find most confusing in today's class or what do you find most interesting in today's class? So this NLP algorithms providing summaries by clustering these reflections. And then we are making these summaries available to both instructors and students. So instructors can see what's going on, what's the feedback from their students and students can also see what's going on in this class because they only see their own individual reflections, but maybe there are other things their peers are finding confusing or interesting. So like this is the standard version. This is the old version actually that we created in 2014. This is most straightforward. You know, you can look at in the first one, there's a course. Let's say this is an engineering course, the list of the lectures. This is what students see, basically. Then there is the, if they click on, let's say, lecture 10 today's class. There's a reflection problem. Describe what was confusing or needed more detail. They provide a reflection and let's say there are 100 students in this class, we have 100 of these responses. And then we create a summary of these, you know, these bulleted points. These are the main things your students are telling about this class. So now we are working on and we created the adaptive version of this technology. The adaptive version is monitoring the reflection quality in real time and scaffolding the reflection writing process. Why we needed this? Because based on our prior implementations, what we found is students are writing sometimes like none, nothing, or just leaving it blank, right? But this is not helpful. That's not useful. Like this is not a valuable data or not a valuable activity for students. Also, they are not thinking about their experience in that. So now what's happening is we are providing prompts like this, you know, please think carefully, a good reflection needs to be more specific. Basically, we are pushing them a little bit to write something more specific. Let's say the example is something like that. And you can see also color bar is changing. So it's getting from red to green. You will see the whole lecture was confusing. Okay, but this is still not helpful, you know. So we are still pushing students. Let's say, you know, some prompts like this. Could you please tell us more details? Okay, so let's say students now write something like this. The concept of affordance was confusing. At least we know they are referring a certain concept from the class days. Concept of affordance. Okay, maybe if you push further, what happens? You know, there's a sweet balance here, but I'm not talking in the details. Let's say at the end, in the ideal case, now students are telling us the difference between hidden and false affordance terms was confusing. So from none to here is, you know, more valuable. This is providing more feedback to instructor. Also, it is helping students to monitor their understanding. So that's the adaptive version of the course mirror technology. So we have this model, reflection, informed learning and instruction. You know, we are using student reflection and instructor feedback. And this is going on throughout the semester, not like one time thing. And the hypothesis is, if we can create this model, this reflection, informed learning and instruction, we can see student learning improving, soon engagements in grooming. Also from the instructor side, you know, they have a better teaching materials. Okay, I'm not going in the details here, you know, there are a lot of details here, but I only have like a few minutes now. But that's the model. And some preliminary research findings from our previous studies, students are actually willing to submit reflections in a timely manner. So most students, when it's coming from their instructors, if the instructor is telling, please submit your reflections, students typically submit reflections. So another finding, we have reflections. Some of these are allowing instructors to understand students' difficulties efficiently. Another finding we have is the students enjoy reading the summaries. The reflection quality is improving over time in a semester. So since writing something more specific over time. Also, we have the automated and human-generated summaries. And we are comparing them because there's a line of research on the NLP. So if it is comparative or not. So like these are the research questions we are focusing on. I'm not going all the details, but since 2014, we have been focusing on different parts of these research questions. And we are still working on this project, collecting data in real time, in real classrooms, at different institutions. And yeah, that's the course mirror project. And the next project, which I'm going to be very brief, this is a very new grant. We just received this semester. It is the innovation in quantum application in relation to culture IQ Park project from the Department of Defense. My colleagues from EC, Mehdi Hussaini, and from Physics, Erica Carson and me, received this. And actually we had an internal grant before this from the nano and quantum. So thanks to College of Engineering for that opportunity. We built on that grant. So Mehdi and I came together with an internal grant with 75K. So from 75K to $3 million, I think that's a good investment for the College of Engineering. And I'm grateful to be part of such a smart people act as a smart program. And I hope that continues these internal grants. And basically this project is there are different parts. There are quantum machines, quantum education, quantum outreach, and some quantum related jobs, internship opportunities in quantum industry. We just started, I believe, I will be busy with this project for the next four years. I hope to present results and papers in different meetings. And I'm not going to detail see it all. So these are the project goals. Thank you so much. Thank you very much for coming to this talk as well. Any questions? I have a question which is, do you have tips for folks with joint appointments? How was that balancing that as a pre-tenure person? So there are advantages and disadvantages, definitely being a joint appointment. Advantages are there are different, let's say that internal grant competition. I can see from College of Engineering, also from College of Education. Like that's an opportunity that I can submit in different programs. Another opportunity is I can supervise students from different colleges. I can naturally meet with other faculty and collaborate and write grants with people from different faculty. I think the challenges are like the volume of the emails that you are receiving all the emails from two colleges, which is fine. But sometimes the colleges are feeling that you don't have the joint appointment and expecting you to attend every single event. Sometimes overlaps these things. So those parts are, I think, difficult. And in my case, it was 75-25, so it was more clear cut that I know my home department is the College of Engineering and the School of Engineering Education. But if it is 50-50, I think it can be more challenging. Especially if there are some conflicts between department heads or the faculty members, that can be an issue, I believe, if it is the 50-50. But I think 75-25 model is much better. I think someone in the chat, yeah. Yeah, Dr. Babs would like to ask what is quantum pedagogy? What is quantum pedagogy? So not the quantum pedagogy, but what we are trying to do in that project, I can tell. So my bachelor's and master's in physics. And typically, quantum courses came at very late, either in your four-year or in the grad school level. So most students, most engineers also graduate, most scientists also graduate with not taking any single quantum course. And that's still the reality in most professions. So what we are trying to do that in projects, we are trying to identify some concepts, some quantum concepts. For example, quantum key cryptography. Sorry, I can't say. Some concepts and try to integrate at an early age, at the undergraduate level, at the high school level. For example, if there is a way to integrate some of the quantum concepts in the optics lessons in physics, in some courses in periodic table at an earlier age, how can we integrate, introduce some of these concepts at an earlier age? So the project is starting taking these concepts at the grad level and simplify it definitely and integrate into existing lessons at an earlier age. That's the main goal for that project. It's time with the Mike, Greg Schaefer, Mechanical Engineering. Great talk, very exciting, what you've done and where you're going. So tell me why do that? Why pull the quantum stuff earlier? Well, the one thing is, with the quantum is becoming, you know, previously quantum was not, it was just staying in the circles of science and engineering. What's coming more commercialized? So more industry demand right now. So you can see the companies like Microsoft, Amazon, Google are making investments. And because the Department of Defense is funding this, this is a strategic area for them as well. So it is a strategic area because of the workforce development actually. So if you can introduce and inspire some people at an earlier age, there's a higher chance that these people may have careers in the quantum related fields, which will be addressing the workforce gap in the society and in the industry. That's the main idea, but it is not now. I think it's like decades still, you know, there's not like an undergrad degree. There are undergrad courses, for example, and they are developing nearly, but they are still very few actually. Should we thank Musa? Thank you so much.