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The combination of multiple polymerization mechansisms in a single polymer chain allows for the synthesis of block copolymers with blocks of significantly different chemical structures. Previously, the combination of cationic... 

Faculty development (FD) plays a pivotal role in supporting instructors’ classroom practice and can be instrumental in driving transformational change across an institution. The present case‐study describes how FD supports the transformation of a mathematics department to promote inclusive active learning (IAL) classrooms at a community college, which has been designated as a Hispanic Serving Institution (HSI). Using a tiered cohort mentoring model, instructors worked together to learn the theory and techniques of IAL, redesigning their classrooms to be a space that creates the right conditions for all learners. Instructors were trained on analyzing disaggregated student outcome data and encouraged to explore student performance within their own courses. The FD team supported the design of a structured mentor training program for faculty, a curriculum designed to promote cohort learning, and supplementary instruction in effective mentoring practices and IAL, to equip mentors to guide their mentees. Qualitative data indicated both mentors and mentees felt strongly supported and empowered to make dynamic classroom changes that support learning for all students. Instructors reported being more open to trying new techniques in the classroom following the professional development experience. 

This is a preprint. It has not been peer reviewed yet. 

Chanterelles (genus Cantharellus) are ectomycorrhizal fungi associated with a broad host range of trees. We explored Cantharellus diversity in mixed oak forests across 12 counties in Virginia and constructed a multilocus phylogeny including large ribosomal subunit (28S), transcription elongation factor 1-alpha (tef1), and RNA polymerase II (rpb2) sequences from all known temperate species of Cantharellus. Habitat and morphological attributes, including spore size, shape, and color, were compared with described species. In total, 104 sequences from 31 specimen vouchers were generated and 11 taxa identified, including one new species, C. sabuletorum from sandy Quercus-Pinus forests of Chesapeake Bay and north-central Florida. This study also provides evidence of genetic and color variation within C. cinnabarinus and expands the known distribution of C. altipes, C. appalachiensis, C. flavolateritius, C. lateritius, C. lewisii, C. minor, C. tenuithrix complex, C. vicinus, and C. velutinus in the eastern United States. 

Stress fields imparted with an ultrafast laser can correct low spatial frequency surface figure error of mirrors through ultrafast laser stress figuring (ULSF): the formation of nanograting structures within the bulk substrate generates localized stress, creating bending moments that equilibrize via wafer deformation. For ULSF to be used as an optical figuring process, the ultrafast laser generated stress must be effectively permanent or risk unwanted figure drift. Two isochronal annealing experiments were performed to measure ultrafast laser-generated stress stability in fused silica and Corning ultra-low expansion (ULE) wafers. The first experiment tracked changes to induced astigmatism up to 1000 °C on 25.4 mm-diameter wafers. Only small changes were measured after each thermal cycle up to 500 °C for both materials, but significant changes were observed at higher temperatures. The second experiment tracked stress changes in fused silica and ULE up to 500 °C but with 4 to 16× higher signal-to-noise ratio. Change in trefoil on 100 mm-diameter wafers was measured, and the induced stress in fused silica and ULE was found to be stable after thermal cycling up to 300 °C and 200 °C, respectively, with larger changes at higher temperatures.