Berea College

NSF Awards · FY 2026 · 2026-08

This project will use high-pressure and high-temperature laboratory experiments to simulate processes of magma formation. Researchers will study different electrical charges of iron in Earth’s mantle and how differing conditions affect key Earth processes. Examples include the production of volcanic gases, the concentration of critical minerals and ores, and the formation of diamonds. The team will then use the experimental results to develop a mathematical model and that model will be shared with other researchers to answer their own questions about how magmas form on Earth. The team will develop the U.S. STEM workforce by training students and researchers in cutting-edge laboratory and modeling techniques. Members of the public will be able to learn about this research through public programs. Outcomes of this project will aid in strengthening national economic prosperity and global competitiveness. The proposed project is a combined experimental, analytical, and modeling campaign with the major goal of determining the Fe3+/ΣFe of peridotites in magma source regions in Earth’s mantle by inverting measured Fe3+/ΣFe of basalts. They will test whether differences in source oxygen fugacity between mid-ocean ridges basalts (MORB) and oceanic island basalts (OIB) may be accounted for by the difference between melting in the spinel stability field (MORB) versus the garnet stability field (OIB). New experiments will produce liquids saturated in either a garnet peridotite or spinel peridotite residue. Fe2O3 in these phases will be analyzed by a combination of electron microprobe and X-ray absorption near-edge structure (XANES) analyses. Fe2O3 mineral/melt partition coefficients relevant to melting in the spinel and garnet stability fields will update an empirical model of mantle melting that will allow investigation of the oxygen fugacity of melting under a range of possible temperature regimes and source peridotite compositions. This open-source model will be available for other researchers to use and modify for their own research questions. This project will train one masters student and one postdoctoral researcher in experimental petrology, microanalytical techniques, thermodynamics, and numerical modeling. Results will be disseminated through peer-reviewed publications as well as to lay audiences through public programs at Smithsonian’s National Museum of Natural History in Washington D.C. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

NSF Awards · FY 2024 · 2024-06

This project aims to serve the national interest by enhancing Peer+, a free tool that supports Peer Instruction. When using Peer Instruction an instructor displays a question that students answer individually. The students then discuss the question with nearby peers and refine their answers. Peer+ will add two new ways for students to discuss the question with their peers through (1) a text-chat for answering questions during lecture, and (2) a pseudo text-chat for answering questions after lecture. While there is substantial evidence for the effectiveness of Peer Instruction, preliminary research at the University of Michigan has found that using text-chat during lectures improved learning. Peer Instruction is known to improve retention in STEM classes, especially for students from minoritized groups. Providing new types of peer discussion could further improve retention and thus increase the number and diversity of students who succeed in STEM classes. The research associated with this project will increase knowledge about effective STEM education and approaches that attempt to reduce barriers to adoption of Peer Instruction. Since it can be hard for instructors to find the time to adopt new teaching methods, a summer instructor workshop will be offered, and follow-up support will be provided. The project will investigate (1) the effect of three different modes for peer discussion on learning and student satisfaction at four institutions and in a variety of courses, (2) the effect of the Peer+ tool on student retention, and (3) how instructor attitudes towards and knowledge of Peer Instruction change due to a workshop, follow-up support, and use of Peer+. A design-based research approach will be used, based on theory, and the system will be evaluated in real educational settings. The research will be evaluated using both qualitative and quantitative measures. The NSF IUSE:EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.