Search for: All records

We used Manna’s theory on borrowing strength to examine the influence of local and national idea champions seeking to broaden the participation of K-12 students in computer science. Concepts from Manna’s model were applied to analyze interview data gathered from idea champions at the national and local levels. We identified examples of borrowing strength that not only highlighted the importance of individual policy entrepreneurs but also elevated the importance of community building. We introduce the concept of building strength to highlight how idea champions strategically supported capacity-building activities at a different level in the federal system prior to borrowing strength. 

Magnetically trapped antihydrogen atoms can be cooled by expanding the volume of the trap in which they are confined. We report a proof-of-principle experiment in which antiatoms are deliberately released from expanded and static traps. Antiatoms escape at an average trap depth of $0.08\pm 0.01\mathrm{K}$(statistical errors only) from the expanded trap while they escape at average depths of $0.22\pm 0.01$and $0.17\pm 0.01\mathrm{K}$from two different static traps. (We employ temperature-equivalent energy units.) Detailed simulations qualitatively agree with the escape times measured in the experiment and show a decrease of $38\%$(statistical $\text{error}<0.2\%$) in the mean energy of the population after the trap expansion without significantly increasing antiatom loss compared to typical static confinement protocols. This change is bracketed by the predictions of one-dimensional and three-dimensional semianalytic adiabatic expansion models. These experimental, simulational, and model results are consistent with obtaining an adiabatically cooled population of antihydrogen atoms that partially exchanged energy between axial and transverse degrees of freedom during the trap expansion. This result is important for future antihydrogen gravitational experiments which rely on adiabatic cooling, and it will enable antihydrogen cooling beyond the fundamental limits of laser cooling. Published by the American Physical Society2024 

The timing of sea ice retreat and advance in Arctic coastal waters varies substantially from year to year. Various activities, ranging from marine transport to the use of sea ice as a platform for industrial activity or winter travel, are af- fected by variations in the timing of breakup and freeze-up, resulting in a need for indicators to document the regional and temporal variations in coastal areas. The primary objec- tive of this study is to use locally based metrics to construct indicators of breakup and freeze-up in the Arctic and subarc- tic coastal environment. The indicators developed here are based on daily sea ice concentrations derived from satellite passive-microwave measurements. The “day of year” indica- tors are designed to optimize value for users while building on past studies characterizing breakup and freeze-up dates in the open pack ice. Relative to indicators for broader adja- cent seas, the coastal indicators generally show later breakup at sites known to have landfast ice. The coastal indicators also show earlier freeze-up at some sites in comparison with freeze-up for broader offshore regions, likely tied to ear- lier freezing of shallow-water regions and areas affected by freshwater input from nearby streams and rivers. A factor analysis performed to synthesize the local indicator varia- tions shows that the local breakup and freeze-up indicators have greater spatial variability than corresponding metrics based on regional ice coverage. However, the trends towards earlier breakup and later freeze-up are unmistakable over the post-1979 period in the synthesized metrics of coastal breakup and freeze-up and the corresponding regional ice coverage. The findings imply that locally defined indicators can serve as key links between pan-Arctic or global indica- tors such as sea ice extent or volume and local uses of sea ice, with the potential to inform community-scale adaptation and response. 

COVID-19 has altered the landscape of teaching and learning. For those in in-service teacher education, workshops have been suspended causing programs to adapt their professional development to a virtual space to avoid indefinite postponement or cancellation. This paradigm shift in the way we conduct learning experiences creates several logistical and pedagogical challenges but also presents an important opportunity to conduct research about how learning happens in these new environments. This paper describes the approach we took to conduct research in a series of virtual workshops aimed at teaching rural elementary teachers about engineering practices and how to teach a unit from an engineering curriculum. Our work explores how engineering concepts and practices are socially constructed through interactions with teachers, students, and artifacts. This approach, called interactional ethnography has been used by the authors and others to learn about engineering teaching and learning in precollege classrooms. The approach relies on collecting data during instruction, such as video and audio recordings, interviews, and artifacts such as journal entries and photos of physical designs. Findings are triangulated by analyzing these data sources. This methodology was going to be applied in an in-person engineering education workshop for rural elementary teachers, however the pandemic forced us to conduct the workshops remotely. Teachers, working in pairs, were sent workshop supplies, and worked together during the training series that took place over Zoom over four days for four hours each session. The paper describes how we collected video and audio of teachers and the facilitators both in whole group and in breakout rooms. Class materials and submissions of photos and evaluations were managed using Google Classroom. Teachers took photos of their work and scanned written materials and submitted them all by email. Slide decks were shared by the users and their group responses were collected in real time. Workshop evaluations were collected after each meeting using Google Forms. Evaluation data suggest that the teachers were engaged by the experience, learned significantly about engineering concepts and the knowledge-producing practices of engineers, and feel confident about applying engineering activities in their classrooms. This methodology should be of interest to the membership for three distinct reasons. First, remote instruction is a reality in the near-term but will likely persist in some form. Although many of us prefer to teach in person, remote learning allows us to reach many more participants, including those living in remote and rural areas who cannot easily attend in-person sessions with engineering educators, so it benefits the field to learn how to teach effectively in this way. Second, it describes an emerging approach to engineering education research. Interactional ethnography has been applied in precollege classrooms, but this paper demonstrates how it can also be used in teacher professional development contexts. Third, based on our application of interactional ethnography to an education setting, readers will learn specifically about how to use online collaborative software and how to collect and organize data sources for research purposes.