Maricopa County Community College District

NASA's Psyche mission will arrive at the metal-rich asteroid (16) Psyche in 2029. The mission will test whether (16) Psyche is a remnant of a melted, differentiated planetesimal that formed a molten iron metallic core. Previous studies have suggested that a molten metallic core fluid could erupt volcanically, explaining the high metal content of (16) Psyche's surface. Here we describe an origin story for (16) Psyche using thermal and compositional evolution modeling that outlines when ferrovolcanism could occur. We highlight how Psyche's Magnetometer could detect remanent magnetization associated with mantle intrusions of the core metal.

Field experiences are highly valued in geoscience education. However, logistical, financial, and accessibility challenges associated with fieldwork and rapid advancements in technology have all prompted geoscience educators to explore virtual field experiences (VFEs) as alternatives. Rigorous assessment of the effectiveness of VFEs has not kept pace with their implementation, but recent studies offer meaningful and actionable findings that can inform ongoing and future use of VFEs in geoscience education. We present a review of selected studies that address three significant aspects of this still-evolving modality. First, we examine current characterization and classification of VFEs. Second, we examine studies that evaluate the effectiveness of teaching with VFEs. Third, we extend this review to studies that compare VFEs with in-person field experiences (IPFEs). The studies we review demonstrate that VFEs are a valuable approach to teaching introductory geoscience content, even compared to IPFEs. ▪ Challenges associated with field geoscience education and improvements in technology have led geoscience educators to develop and implement virtual field experiences (VFEs) as teaching tools. ▪ VFEs are tested, practical, and effective alternatives to in-person field experiences in introductory geoscience education.

Exoskeleton robots hold great promise for stroke rehabilitation with upper limb impairments. However, conventional motion-based exoskeletons often fall short by lacking brain-driven control, limiting user engagement, and providing insufficient support for motor learning and neuroplasticity. These systems typically operate in a passive or pre-programmed manner, offering little adaptability to the user’s cognitive state or real-time intentions—factors that are critical for effective neurorehabilitation. This project introduces a next-generation neuroregulation-based rehabilitation platform. At its core is a brain–computer interface (BCI) that detects motor intention and identifies Alpha Wave Suppression — a neural marker of active mental engagement — enabling the exoskeleton to respond dynamically to the user’s cognitive state. A custom-designed, ultra-low-cost (<$100) EEG acquisition module, paired with the customized BrainFormer deep learning model, enables highly accurate neural signal decoding, achieving >92% classification accuracy for steady-state visual evoked potentials (SSVEP) and 100% two-state recognition accuracy for Alpha Wave Suppression. These metrics affirm the system’s reliability in delivering precise and intention-driven rehabilitation. The system integrates a lightweight (<1.5 kg), five-degree-of-freedom (5-DOF) forearm exoskeleton with real-time haptic vibration feedback, forming a closed-loop and user-adaptive architecture. Unlike traditional exoskeletons that rely solely on mechanical motion cues, this neuroadaptive design leverages real-time brain signals to personalize movement assistance and encourage continuous user involvement. This advanced exoskeleton provides a more efficient and responsive solution than conventional motion-based systems. It not only enhances rehabilitation outcomes but also offers a scalable, cost-effective tool to accelerate motor recovery and foster neuroplasticity in individuals recovering from subacute and chronic stroke.

This classroom exploration article focuses on a solution to the problem of traditional Western-focused art history survey courses limiting students’ exposure to the art and architecture of Africa, Asia, Central and South America, and Oceania. While most current art history survey courses claim a global focus, the Western focus is still present with the art and architecture of Africa, Asia, Central and South America, and Oceania being given less than a third of the focus given to Western art. In order for these art history survey courses to be globally focused instead of Western-focused and offer a more inclusive perspective on art history, they need to be redesigned to possess a chronological design approach versus the traditional regional/chronological design approach. A chronological design approach allows for equal representation of art from different regions, fostering a more balanced and inclusive understanding of global art history. The redesign of ARH 101 Art from Prehistory Through Middle Ages for Estrella Mountain Community College (EMCC) occurred over the summer of 2024 with a launch in the Fall of 2024. The redesign of the course involved the use of the chronological design approach, a new Open Educational Resource (OER) textbook, The Met Heilbrunn Timeline of Art History (2023), to complement the new course design, and assignments that offer student choice and the need to analyze art from different periods and regions. Keywords: Art history survey courses, chronological design approach, global inclusivity