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  1. Across Texas, Washington, and Pennsylvania, three university teams worked with teachers at three high schools to integrate geographic information systems (GIS) and other geospatial tools into chemistry lessons as part of a larger, multi-disciplinary teacher professional development initiative. Each university followed a specific design model of socio-environmental science investigations (SESI) in their professional development and curriculum development processes. Each teacher’s work is presented as a case with distinct school contexts, professional development experiences, classroom implementation outcomes, and reflections after implementation. Cross-case findings include variability in teachers’ adoption processes, the importance of cross-site collaboration, and the ability of geospatial tools to bring chemistry topics “off the bench” and into students’ thinking about their world. These cases present an advance in the curricular reach of GIS, which to date has not been broadly used in high school chemistry instruction. Further, the cases illustrate examples of the teachers’ geospatial science pedagogical content knowledge. 
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    Free, publicly-accessible full text available May 1, 2025
  2. Free, publicly-accessible full text available November 1, 2024
  3. This Research Work-In-Progress reports the implementation of an Object Assembly Test for sketching skills in an undergraduate mechanical engineering graphics course. Sketching is essential for generating and refining ideas, and for communication among team members. Design thinking is supported through sketching as a means of translating between internal and external representations, and creating shared representations of collaborative thinking. While many spatial tests exist in engineering education, these tests have not directly used sketching or tested sketching skill. The Object Assembly Test is used to evaluate sketching skills on 3-dimensional mental imagery and mental rotation tasks in 1- and 2-point perspective. We describe revisions to the Object Assembly Test skills and grading rubric since its pilot test, and implement the test in an undergraduate mechanical engineering course for further validation. We summarize inter-rater reliability for each sketching exercise and for each grading metric for a sample of sketches, with discussion of score use and interpretation. 
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  4. Neurospora Spore killer-3 (Sk-3) is a selfish genetic element that kills spores to achieve gene drive. Here, we describe the isolation and mapping of rfk-2UV, a mutation that disrupts spore killing. The rfk-2UV mutation is located 15.6 cM from mus-52 on Chromosome III. The significance of this discovery with respect to Sk-3 evolution is discussed 
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  5. Abstract—This Research Work In Progress Paper examines empirical evidence on the impacts of feedback from an intelligent tutoring software on sketching skill development. Sketching is a vital skill for engineering design, but sketching is only taught limitedly in engineering education. Teaching sketching usually involves one-on-one feedback which limits its application in large classrooms. To meet the demands of feedback for sketching instruction, SketchTivity was developed as an intelligent tutoring software. SketchTivity provides immediate personalized feedback on sketching freehand practice. The current study examines the effectiveness of the feedback of SketchTivity by comparing students practicing with the feedback and without. Students were evaluated on their motivation for practicing sketching, the development of their skills, and their perceptions of the software. This work in progress paper examines preliminary analysis in all three of these areas. 
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