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In this paper, we preliminarily examine the notion of the “surroundings” in an engineering classroom. We posed an open-ended reflection question to engineering undergraduates at a large US university about their classroom surroundings and its impact on their learning and comprehension. The reflection prompt defined surroundings as the “conditions and objects that surround you.” This reflection question was part of an NSF-funded study on the use of weekly reflection in a flipped fluid mechanics course to drive metacognitive development and lifelong learning skills. During class, students were encouraged to collaborate with their peers during problem solving to achieve collective understanding and interact with the instructor. Based on an inductive, emergent content analysis of the reflection data with two analysts, we obtained an unexpected result. Specifically, the most-frequently mentioned positive classroom “surroundings” was “peers” (46% of responses). We had initially expected less-positive responses related to the physical surroundings, such as classroom layout, size, furniture, infrastructure, etc. Although students identified the classroom’s physical attributes as surroundings that had both negative and positive influences on their learning, a second unexpected positive response emerged with the instructor and in-person instruction as part of the “surroundings.” Upon searching the literature to understand these results, we adopted the Community of Inquiry (CoI) framework. This model consists of three interacting components of cognitive presence, social presence, and teaching presence, which enable educational experiences and learning. When combined, the Community of Inquiry elements (i.e., peers, instructor, and in-class instruction) were discussed in 55% of the reflections as positive “surroundings.” Within the classroom ecosystem, feelings about positive CoI “surroundings” balanced 54% of respondents who discussed the physical room attributes as non-supportive to learning. Interestingly, when students identified their CoI as a type of surrounding, they less-frequently identified physical attributes of the classroom as non-supportive. Thus, the presence of a Community of Inquiry may have diminished the perception or impact of physical room features. Overall, our results preliminarily suggest the positive influence that an interactive flipped classroom structure can have on students’ perceptions of their “surroundings.” 

Since the 2014 high-profile meta-analysis of undergraduate STEM courses, active learning has become a standard in higher education pedagogy. One way to provide active learning is through the flipped classroom. However, finding suitable pre-class learning activities to improve student preparation and the subsequent classroom environment, including student engagement, can present a challenge in the flipped modality. To address this challenge, adaptive learning lessons were developed for pre-class learning for a course in Numerical Methods. The lessons would then be used as part of a study to determine their cognitive and affective impacts. Before the study could be started, it involved constructing well-thought-out adaptive lessons. This paper discusses developing, refining, and revising the adaptive learning platform (ALP) lessons for pre-class learning in a Numerical Methods flipped course. In a prior pilot study at a large public southeastern university, the first author had developed ALP lessons for the pre-class learning for four (Nonlinear Equations, Matrix Algebra, Regression, Integration) of the eight topics covered in a Numerical Methods course. In the current follow-on study, the first author and two other instructors who teach Numerical Methods, one from a large southwestern urban university and another from an HBCU, collaborated on developing the adaptive lessons for the whole course. The work began in Fall 2020 by enumerating the various chapters and breaking each one into individual lessons. Each lesson would include five sections (introduction, learning objectives, video lectures, textbook content, assessment). The three instructors met semi-monthly to discuss the content that would form each lesson. The main discussion of the meetings centered on what a student would be expected to learn before coming to class, choosing appropriate content, agreeing on prerequisites, and choosing and making new assessment questions. Lessons were then created by the first author and his student team using a commercially available platform called RealizeIT. The content was tested by learning assistants and instructors. It is important to note that significant, if not all, parts of the content, such as videos and textbook material, were available through previously done work. The new adaptive lessons and the revised existing ones were completed in December 2020. The adaptive lessons were tested for implementation in Spring 2021 at the first author's university and made 15% of the students' grade calculation. Questions asked by students during office hours, on the LMS discussion board, and via emails while doing the lessons were used to update content, clarify questions, and revise hints offered by the platform. For example, all videos in the ALP lessons were updated to HD quality based on student feedback. In addition, comments from the end-of-semester surveys conducted by an independent assessment analyst were collated to revise the adaptive lessons further. Examples include changing the textbook content format from an embedded PDF file to HTML to improve quality and meet web accessibility standards. The paper walks the reader through the content of a typical lesson. It also shows the type of data collected by the adaptive learning platform via three examples of student interactions with a single lesson. 

Subglacial meltwater drainage can enhance localized melting along grounding zones and beneath the ice shelves of marine-terminating glaciers. Efforts to constrain the evolution of subglacial hydrology and the resulting influence on ice stability in space and on decadal to millennial timescales are lacking. Here, we apply sedimentological, geochemical, and statistical methods to analyze sediment cores recovered offshore Thwaites Glacier, West Antarctica to reconstruct meltwater drainage activity through the pre-satellite era. We find evidence for a long-lived subglacial hydrologic system beneath Thwaites Glacier and indications that meltwater plumes are the primary mechanism of sedimentation seaward of the glacier today. Detailed core stratigraphy revealed through computed tomography scanning captures variability in drainage styles and suggests greater magnitudes of sediment-laden meltwater have been delivered to the ocean in recent centuries compared to the past several thousand years. Fundamental similarities between meltwater plume deposits offshore Thwaites Glacier and those described in association with other Antarctic glacial systems imply widespread and similar subglacial hydrologic processes that occur independently of subglacial geology. In the context of Holocene changes to the Thwaites Glacier margin, it is likely that subglacial drainage enhanced submarine melt along the grounding zone and amplified ice-shelf melt driven by oceanic processes, consistent with observations of other West Antarctic glaciers today. This study highlights the necessity of accounting for the influence of subglacial hydrology on grounding-zone and ice-shelf melt in projections of future behavior of the Thwaites Glacier ice margin and marine-based glaciers around the Antarctic continent.