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Abstract Maximizing the discovery potential of increasingly precise neutrino experiments will require an improved theoretical understanding of neutrino-nucleus cross sections over a wide range of energies. Low-energy interactions are needed to reconstruct the energies of astrophysical neutrinos from supernovae bursts and search for new physics using increasingly precise measurement of coherent elastic neutrino scattering. Higher-energy interactions involve a variety of reaction mechanisms including quasi-elastic scattering, resonance production, and deep inelastic scattering that must all be included to reliably predict cross sections for energies relevant to DUNE and other accelerator neutrino experiments. Refined nuclear interaction models in these energy regimes will also be valuable for other applications, such as measurements of reactor, solar, and atmospheric neutrinos. This manuscript discusses the theoretical status, challenges, required resources, and path forward for achieving precise predictions of neutrino-nucleus scattering and emphasizes the need for a coordinated theoretical effort involved lattice QCD, nuclear effective theories, phenomenological models of the transition region, and event generators. 

Step-based tutoring consists in breaking down complicated problem-solving procedures into individual steps whose inputs can be immediately evaluated to promote effective student learning. Here, recent progress on the extension of a step-based tutoring for linear circuit analysis to cover new topics requiring complex, multi-step solution procedures is described. These topics include first and second-order transient problems solved using classical differential equation approaches. Students use an interactive circuit editor to modify the circuit appropriately for each step of the analysis, followed by writing and solving equations using methods of their choice as appropriate. Initial work on Laplace transform-based circuit analysis is also discussed. Detailed feedback is supplied at each step along with fully worked examples, supporting introductory multiple-choice tutorials and YouTube videos, and a full record of the student's work is created in a PDF document for later study and review. Further, results of a comprehensive independent evaluation involving both quantitative and qualitative analysis and users across four participating institutions are discussed. Overall, students had very favorable experiences using the step-based system across Fall 2020 and Spring 2021. At least 48% of students in the Fall 2020 semester and 60% of students in the Spring 2021 semester agreed or strongly agreed with all survey questions about positive features of the system. Those who had used the step-based system and the commercial MasteringEngineering system preferred the former by 69% to 12% margins in surveys. Instructors were further surveyed and 86% would recommend the system to others.