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Since its birth roughly 60 years ago, the field of nuclear astrophysics has strived to provide a comprehensive description of element synthesis in the Universe. While some of the astrophysical processes responsible for stellar nucleosynthesis are well understood, others remained elusive for decades. One of the major open questions in the field centered on the production of elements heavier than iron. An important breakthrough happened in 2017 when gravitational wave and electromagnetic observatories around the world and in space detected for the first time the merging of two neutron stars and the subsequent production of heavy elements. The puzzle, however, is far from solved. Interpreting the observations requires understanding the nuclear processes that drive these events. My work focuses on the measurement of critical nuclear properties needed to explain neutron-star mergers and other astrophysical observations. In this article, I discuss recent experiments performed at the National Superconducting Cyclotron Laboratory at Michigan State University, as well as new initiatives and plans to undertake work at the next-generation rare isotope facility, the Facility for Rare Isotope Beams. 

The Living Physics Portal (the Portal), an online, open-source environment, was developed by a user-centered design process to support physics faculty in finding, sharing and adapting curricular materials for interdisciplinary college physics courses. Unlike other digital libraries, community-building activities are central to the design and functioning of the Portal, so users have opportunities to engage in discussions and collaborative development of resources. First, Portal design re-envisions college physics teaching as a collaborative and community-oriented endeavor. Second, the Portal design explicitly acknowledges physics faculty’s expertise in curriculum development. Third, Portal community activities and artifacts rely on users and participants to move forward with design, creating opportunities for physics faculty to substantially influence the future of the project. We report on details and purposes of the design, as well as empirical evaluation plans around its effectiveness. 

The underrepresentation of women in science, technology, engineering and mathematics (STEM) and in leadership is well documented. In this study, participants in the overlap area of women in STEM leadership were asked about their gender identity and their gender presentation/expression. Participants were US women in STEM leadership positions. The women surveyed primarily had feminine gender identities and feminine gender presentations. These data suggest that the women in these positions can honestly present themselves at their workplace. 

The past few years have brought a reckoning to the United States, as awareness of our country’s injustices dramatically increased, elevating international movements for equity. Although the road to equity remains long, the United States delegation was inspired to highlight a few women's stories showcasing their success in physics as well as their struggles. We aim to elevate their accomplishments, knowing we cannot possibly highlight all the amazing stories, to further validate and support women’s importance in physics. Physicists are presented in three main categories: (1) Legacy: Women in physics who have made their mark (no longer active, retired, or deceased); (2) Active: Women who are making their mark now (already established in the field, mid-career to senior); and (3) Emerging: Women who are primed to make their mark in the future (current students and postdocs or early career). 

The STEP UP project (STEPUPphysics.org), based in the United States, includes physics teachers, researchers and professional societies who have collaborated to design high school physics lessons to empower teachers, create cultural change and inspire young women to pursue physics in college. Starting in 2017, the STEP UP project co-created and piloted a set of lessons that support cultural change in high school classrooms. Pilot and quasi-experimental studies on the lessons showed that the materials had a positive impact on students’ self-perception of themselves as a “physics person” and increased interest in pursuing a physics degree in college. As of June 2021, around 1,600 teachers have signed on to the project, along with 1,900 other supporters (physics faculty, undergraduate students, and other community members). International expansions in 2020 and 2021 have brought STEP UP adaptations to Brazil and Canada and recruited teachers from more than 30 countries to the community. 

Improving nuclear data for short-lived fission product yields will further our fundamental understanding of fission, which is needed across various scientific fields and applications. One method of attaining the needed product yield data is through cyclic neutron activation, which allows a target to be irradiated in a neutron environment and then transported for counting of the radionuclides produced, typically via g spectroscopy. Recently, such a system was constructed and commissioned at Pacific Northwest National Laboratory. In this system, targets are shuttled between the head of a D-T neutron generator and a counting station with a transit time of about 2 sec. As part of the characterization of this system, the neutron flux was studied using two activation targets. The neutron flux from the deuterium-tritium fusion generator was determined to be 9:95±0:33×108 n/cm2·s with a peak energy of 14.9 MeV and a spread of approximately 4 decades between the epithermal and 14 MeV peak group flux. 

This paper provides information, suggestions and resources for men, specifically cis-white men, to become allies, supporters and followers in the fight for equity and inclusion of women and underrepresented groups in physics in science, technology, engineering and mathematics fields in general and in society as a whole. 

As members of the student-initiated and student-led Women in Physics (WiP) organization (now called “Physicists of Underrepresented Genders”) in the Department of Physics at the University of Maryland College Park, we describe a mentoring program that started in 2012. The WiP group prioritizes creating a welcoming social environment for women and gender-diverse members of the physics community, as well as opportunities to network and learn about academic and career development. Each year, the long-standing mentoring program pairs interested undergraduates with graduate student or postdoc volunteers. Mentor-mentee matches commit to meeting for the academic year, but pairs often continue in following years and even after leaving the university. The WiP student organization leaders encourage pairs to meet at least three times during a 12-week semester, and group activities are organized to support this goal. Brief surveys completed by participants over the years have enabled the WiP leadership to assess and improve the program iteratively. In-depth reflections from one recent mentor-mentee pair provide insight on key elements that may have been the most beneficial to participants. Mentor-mentee interactions shifted to a virtual, long-distance environment during the COVID-19 pandemic. Implications for starting or maintaining mentoring programs for women in physics are discussed.