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Wedeveloped an instructional development workshop for science, technology, engineering, and math (STEM) instructors in higher education to promote their adoption of active learning. Our workshop design was based on a proposed framework for motivating adult learners consisting of five elements: (1) expertise of presenters, (2) relevance of content, (3) choice in application, (4) praxis, and (5) group work. We assessed the participating instructors’ attitudes (i.e., motivation to use active learning and intentions and motivation to use strategies to reduce student resistance to active learning) immediately before and after the workshop and again five to six months later. We also assessed participants’ satisfaction with the workshop. Analyses of our data provided evidence of a change in participants’ motivation to use active learning and both their intentions and motivation to use strategies to reduce student resistance to active learning following the workshop. Our quantitative findings and thematic analysis of survey results support the use of the proposed framework for designing instructional development workshops for STEM faculty. The results also show short-term instructional development workshops can be effective and suggest caution in extrapolating immediate post-workshop assessment to the longer-term. 

Students with attention deficit hyperactivity disorder (ADHD) represent a growing fraction of the college population. We plan to study the experiences of college students with ADHD majoring in science, engineering, and mathematics (SEM) and explore how those experiences relate to academic success (i.e., academic achievement, persistence, and creativity). For this work-in-progress paper, we present our project’s conceptual framework and share how specific aspects of it may relate to the academic success of students with ADHD. Our framework is based on Terenzini and Reason’s college impact model, which includes precollege characteristics and experiences, the organizational context, the college experience, and students’ educational outcomes (i.e., academic success). We also describe the quantitative portion of our two-part research study that will analyze longitudinal data from three nationally-administered, multi-institutional surveys. That analysis will guide further qualitative research focused on the college experience and academic success of college students with ADHD. 

Despite many studies confirming that active learning in STEM classrooms improves student outcomes, instructors’ adoption of active learning has been surprisingly slow. This work-in-progress paper describes our broader research study in which we compare the efficacy of a traditional active learning workshop (AL) and an extended version of this workshop that also specifically highlights instructor strategies to reduce resistance (AL+) on instructors’ beliefs about and actual adoption of active learning in undergraduate STEM classrooms. Through a randomized control trial (RCT), we aim to understand the ways in which these workshops influence instructors’ motivation to adopt and the actual use of active learning. This RCT involves instructors and students at a large number of institutions including two-year college, four-year college, and large research institutions in three regions of the country and strategies to reduce student resistance to active learning. We have developed and piloted three instruments, which allow for triangulation of classroom data: an instructor survey, a student survey, and a classroom observation protocol. This work-in-progress paper will cover the current progress of our research study and present our research instruments. 

Despite many studies confirming that active learning in STEM classrooms improves student outcomes, instructors’ adoption of active learning has been surprisingly slow. This work-in-progress paper describes our broader research study in which we compare the efficacy of a traditional active learning workshop (AL) and an extended version of this workshop that also specifically highlights instructor strategies to reduce resistance (AL+) on instructors’ beliefs about and actual adoption of active learning in undergraduate STEM classrooms. Through a randomized control trial (RCT), we aim to understand the ways in which these workshops influence instructors’ motivation to adopt and the actual use of active learning. This RCT involves instructors and students at a large number of institutions including two-year college, four-year college, and large research institutions in three regions of the country and strategies to reduce student resistance to active learning. We have developed and piloted three instruments, which allow for triangulation of classroom data: an instructor survey, a student survey, and a classroom observation protocol. This work-in-progress paper will cover the current progress of our research study and present our research instruments. 

We present the measurement of ${\pi }^{+}$-argon inelastic cross sections using the ProtoDUNE single-phase liquid argon time projection chamber in the incident ${\pi }^{+}$kinetic energy range of 500–800 MeV in multiple exclusive channels (absorption, charge exchange, and the remaining inelastic interactions). The results of this analysis are important inputs to simulations of liquid argon neutrino experiments such as the Deep Underground Neutrino Experiment and the Short Baseline Neutrino program at Fermi National Accelerator Laboratory. They will be employed to improve the modeling of final state interactions within neutrino event generators used by these experiments, as well as the modeling of ${\pi }^{+}$-argon secondary interactions within the liquid argon. This is the first measurement of ${\pi }^{+}$-argon absorption at this kinetic energy range as well as the first ever measurement of ${\pi }^{+}$-argon charge exchange. 

Despite many studies confirming that active learning in STEM classrooms improves student outcomes, instructors;' adoption of active learning has been surprisingly slow. This work-in-progress paper describes our broader research study in which we compare the efficacy of a traditional active learning workshop (AL) and an extended version of this workshop that also specifically highlights instructor strategies to reduce resistance (AL+) on instructors' beliefs about and actual adoption of active learning in undergraduate STEM classrooms. Through a randomized control trial (RCT), we aim to understand the ways in which these workshops influence instructors' motivation to adopt and the actual use of active learning. This RCT involves instructors and students at a large number of institutions including two-year college, four-year college, and large research institutions in three regions of the country and strategies to reduce student resistance to active learning. We have developed and piloted three instruments, which allow for triangulation of classroom data: an instructor survey, a student survey, and a classroom observation protocol. This work-in-progress paper will cover the current progress of our research study and present our research instruments. 

The Deep Underground Neutrino Experiment (DUNE) is a next-generation neutrino experiment with a rich physics program that includes searches for the hypothetical phenomenon of proton decay. Utilizing liquid-argon time-projection chamber technology, DUNE is expected to achieve world-leading sensitivity in the proton decay channels that involve charged kaons in their final states. The first DUNE demonstrator, ProtoDUNE Single-Phase, was a 0.77 kt detector that operated from 2018 to 2020 at the CERN Neutrino Platform, exposed to a mixed hadron and electron test-beam with momenta ranging from 0.3 to $7\mathrm{GeV}/\mathrm{c}$. We present a selection of low-energy kaons among the secondary particles produced in hadronic reactions, using data from the 6 and $7\mathrm{GeV}/\mathrm{c}$beam runs. The selection efficiency is 1% and the sample purity 92%. The initial energies of the selected kaon candidates encompass the expected energy range of kaons originating from proton decay events in DUNE (below $\sim 200\mathrm{MeV}$). In addition, we demonstrate the capability of this detector technology to discriminate between kaons and other particles such as protons and muons, and provide a comprehensive description of their energy loss in liquid argon, which shows good agreement with the simulation. These results pave the way for future proton decay searches at DUNE. 

The 2x2 Demonstrator, a prototype for the Deep Underground Neutrino Experiment (DUNE) liquid argon (LAr) Near Detector, was exposed to the Neutrinos from the Main Injector (NuMI) neutrino beam at Fermi National Accelerator Laboratory (Fermilab). This detector is a prototype of a new modular design for a liquid argon time-projection chamber (LArTPC), comprising a two-by-two array of four modules, each further segmented into two optically isolated LArTPCs. The 2x2 Demonstrator features a number of pioneering technologies, including a low-profile resistive field shell to establish drift fields, native 3D ionization pixelated imaging, and a high-coverage dielectric light readout system. The 2.4-tonne active mass detector is flanked upstream and downstream by supplemental solid-scintillator tracking planes, repurposed from the MINERvA experiment, which track ionizing particles exiting the argon volume. The antineutrino beam data collected by the detector over a 4.5 day period in 2024 include over 30,000 neutrino interactions in the LAr active volume—the first neutrino interactions reported by a DUNE detector prototype. During its physics-quality run, the 2x2 Demonstrator operated at a nominal drift field of 500 V/cm and maintained good LAr purity, with a stable electron lifetime of approximately 1.25 ms. This paper describes the detector and supporting systems, summarizes the installation and commissioning, and presents the initial validation of collected NuMI beam and off-beam self-triggers. In addition, it highlights observed interactions in the detector volume, including candidate muon antineutrino events.