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The need for high precision measurements of vertical winds with uncertainties on the scale of 3–5 m ${\text{s}}^{-1}$and a temporal cadence of 1–2 min to achieve detection of gravity wave (GW) structure has made it exceedingly difficult to study the response of the thermosphere to the propagation of GW activity. Herein we present subauroral, midlatitude thermospheric wind and temperature observations using redline 630 nm measurements obtained with a 15 cm narrow field Fabry-Pérot Interferometer (FPI), named the Hot Oxygen Doppler Imager (HODI). These measurements were obtained in a first light campaign at Jeffer Observatory ( $41.03°$N, $74.83°$W) located in Jenny Jump State Forest in northwestern New Jersey. The heightened sensitivity of HODI enables analysis of observations with uncertainties of approximately 3–5 m ${\text{s}}^{-1}$for vertical wind speeds and 10–15 K for temperatures for 2-min exposures. Data was collected during periods of both geomagnetically quiet and active conditions, and GW structures were seen in both data sets. One detailed observation, taken the night of 25 July 2022, enabled the $\approx 90°$phase shift between vertical winds and temperatures to be inferred, as per standard GW polarization relations with weak viscous dissipation. However, most other observations are found to have little correlation between the two series of temperature and vertical wind. We interpret this to be a result of the propagation and interaction of multiple GW events superimposed upon one another. Wave-like structures in the ionosphere observed in differential total electron count maps, or traveling ionospheric disturbances (TIDs), are often related to GW induced processes, and we provide comparisons of selected wave events observed by HODI to TIDs. These results suggest in a general sense that a relationship may exist between wave fluctuations seen in both the neutral atmosphere and the ionosphere. However, we suggest that the 35–70 km vertical extent of the 630 nm nightglow layer combined with an environment of multiple GW events with differing propagation speeds and vertical wavelengths may have the effect of diminishing or eliminating possible existing temperature and vertical wind correlation. 

In this presentation, we will do a longitudinal comparison of science lesson plan implementations from a group of preservice teachers’ experiences during a STEM-based summer program to their experiences during their Fall semester in their practice in regular elementary and middle schools. On the one hand, their summer experiences consisted of learning and implementing science and engineering lesson plans using culturally and linguistically sustaining pedagogies, which was an intensive and guided opportunity led by university faculty on one of the university campuses. In this experience, preservice teachers collaborated with peers for 15 days to implement and evaluate their teaching of science activities in a flexible environment. On the other hand, preservice teachers have their required practice in schools during senior year to implement lesson plans and become familiar with the regular tasks of an in-service teacher. This comparison is part of the research conducted by the Culturally Sustaining Pedagogies in Science for English Language Learners project funded by the National Science Foundation and focuses on providing the necessary pedagogical tools to teach STEM to multilingual students (in our case, from Latin American countries). We conclude with a series of recommendations for preservice teachers and in-service teachers who have multilingual and emerging bilingual learners in their classrooms.