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Abstract We measure the projected two-point correlation functions of emission-line galaxies (ELGs) from the Dark Energy Spectroscopic Instrument One-Percent Survey and model their dependence on stellar mass and [OII] luminosity. We select ∼180,000 ELGs with redshifts of 0.8 < z < 1.6, and define 27 samples according to cuts in redshift and both galaxy properties. Following a framework that describes the conditional [OII] luminosity–stellar mass distribution as a function of halo mass, we simultaneously model the clustering measurements of all samples at fixed redshift. Based on the modeling result, most ELGs in our samples are classified as central galaxies, residing in halos of a narrow mass range with a typical median of ∼10^12.2−12.4h⁻¹M_⊙. We observe a weak dependence of clustering amplitude on stellar mass, which is reflected in the model constraints and is likely a consequence of the 0.5 dex measurement uncertainty in the stellar mass estimates. The model shows a trend between galaxy bias and [OII] luminosity at high redshift (1.2 < z < 1.6) that is otherwise absent at lower redshifts. 

This work-in-progress paper details preliminary results from a qualitative study exploring faculty developers’ interactions with and perceptions of engineering instructional faculty (EIF) at Hispanic-Serving Institutions (HSIs). One potential resource for supporting EIF’s educational innovation efforts is their institutions’ center for teaching and learning (CTL). Through CTLs, and similarly named offices, faculty developers provide EIF and other faculty with professional development opportunities, such as pedagogy workshops, consultations, and seminars. By engaging in services provided by faculty developers, EIF can draw on new ideas, energy, and perspectives for instruction that they can incorporate into their beliefs and practices. This is particularly relevant at HSIs, which play a crucial role in enhancing the education of Latinx engineering students. This study aims to understand HSI faculty developers’ perceptions of EIF’s motivation to participate in professional development programming around instruction. Leveraging the self-determination theory of motivation, our preliminary results suggest that faculty developers recognize how extrinsic and intrinsic factors play an important role in EIF’s decisions to engage in instructional development programming. Based on our preliminary results, we encourage the faculty development community to leverage the identity of EIF as problem-solving engineers, identify and correct misconceptions about the role of faculty developers, and be intentional about how their programming responds to the factors intrinsically and extrinsically motivating EIF. 

The AMPLIFY project, funded through the NSF HSI Program, seeks to amplify the educational change leadership of Engineering Instructional Faculty (EIF) working at Hispanic Serving Institutions (HSIs). HSIs are public or private institutions of higher education enrolling over 25% full-time undergraduate Hispanic or Latinx-identifying students [1]. Many HSIs are exemplars of developing culturally responsive learning environments and supporting the persistence and access of Latinx engineering students, as well as students who identify as members of other marginalized populations [2]. Our interest in the EIF population at HSIs arises from the growing body of literature indicating that these faculty play a central role in educational change through targeted initiatives, such as student-centered support programs and the use of inclusive curricula that connect to their students’ cultural identities [3]–[7]. Our research focuses on exploring methods for amplifying the engineering educational change efforts at HSIs by 1) making visible the experiences of engineering instructional faculty at HSIs and 2) designing, implementing, and evaluating a leadership development model for engineering instructional faculty, thereby 3) equipping and supporting these faculty as they lead educational change efforts. To achieve these goals, our project team, comprising educational researchers, engineering instructional faculty, instructional designers, and graduate students from three HSIs (two majority-minority and one emerging HSI), seeks to address the following research questions: 1) What factors impact the self-efficacy and agency of EIF at HSIs to engage in educational change initiatives that encourage culturally responsive, evidence-based teaching within their classrooms, institutions, or beyond? 2) What are the necessary competencies for EIF to be leaders of this sort of educational change? 3) What individual, institutional, and professional development program features support the educational change leadership development of EIF at HSIs? 4) How does engagement in leadership development programming impact EIF educational leadership self-efficacy and agency toward developing and using culturally responsive and evidence-based approaches at HSIs? This multi-year project uses various qualitative, quantitative, and participatory research methods embedded in a series of action research cycles to provide a richer understanding of the successes and needs of EIF at HSIs [8]. The subsequent design and implementation of the AMPLIFY Institute will make visible the features and content of instructional faculty development programs that promote educational innovation at HSIs and foster a deeper understanding of the framework's impact on faculty innovation and leadership. 

Abstract We present cosmological results from the measurement of baryon acoustic oscillations (BAO) in galaxy, quasar and Lyman-αforest tracers from the first year of observations from the Dark Energy Spectroscopic Instrument (DESI), to be released in the DESI Data Release 1. DESI BAO provide robust measurements of the transverse comoving distance and Hubble rate, or their combination, relative to the sound horizon, in seven redshift bins from over 6 million extragalactic objects in the redshift range 0.1 <z< 4.2. To mitigate confirmation bias, a blind analysis was implemented to measure the BAO scales. DESI BAO data alone are consistent with the standard flat ΛCDM cosmological model with a matter density Ω_m=0.295±0.015. Paired with a baryon density prior from Big Bang Nucleosynthesis and the robustly measured acoustic angular scale from the cosmic microwave background (CMB), DESI requiresH₀=(68.52±0.62) km s^-1Mpc^-1. In conjunction with CMB anisotropies fromPlanckand CMB lensing data fromPlanckand ACT, we find Ω_m=0.307± 0.005 andH₀=(67.97±0.38) km s^-1Mpc^-1. Extending the baseline model with a constant dark energy equation of state parameterw, DESI BAO alone requirew=-0.99^+0.15_-0.13. In models with a time-varying dark energy equation of state parametrised byw₀andw_a, combinations of DESI with CMB or with type Ia supernovae (SN Ia) individually preferw₀> -1 andw_a< 0. This preference is 2.6σfor the DESI+CMB combination, and persists or grows when SN Ia are added in, giving results discrepant with the ΛCDM model at the 2.5σ, 3.5σor 3.9σlevels for the addition of the Pantheon+, Union3, or DES-SN5YR supernova datasets respectively. For the flat ΛCDM model with the sum of neutrino mass ∑m_νfree, combining the DESI and CMB data yields an upper limit ∑m_ν< 0.072 (0.113) eV at 95% confidence for a ∑m_ν> 0 (∑m_ν> 0.059) eV prior. These neutrino-mass constraints are substantially relaxed if the background dynamics are allowed to deviate from flat ΛCDM.