Iterating toward change: Improving student-centered teaching through the STEM faculty institute (STEMFI).

One of the primary reasons why students leave STEM majors is due to the poor quality of instruction. Teaching practices can be improved through professional development programs; however, several barriers exist. Creating lasting change by overcoming these barriers is the primary objective of the STEM Faculty Institute (STEMFI). STEMFI was designed according to the framework established by Ajzen's Theory of Planned Behavior. To evaluate its effectiveness, the Classroom Observation Protocol for Undergraduate STEM (COPUS) tool was used before and after an intensive year-long faculty development program and analyzed using copusprofiles.org, a tool that classifies each COPUS report into one of three instructional styles: didactic, interactive lecture, and student-centered. We report the success of our program in changing faculty teaching behaviors and we categorize them into types of reformers. Then, thematically coded post-participation interviews give us clues into the characteristics of each type of reformer. Our results demonstrate that faculty can significantly improve the student-centeredness of their teaching practices in a relatively short time. We also discuss the implications of faculty attitudes for future professional development efforts.

Ideas for supporting student-centered stem learning through remote labs: a response.

This paper is in response to the article entitled "Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review" by Zacharia et al. (2015). In their review, Zacharia et al. (2015) adopted de Jong and Lazondo's (2014) framework of five inquiry phases for online labs: orientation, conceptualization, investigation, conclusion, and discussion. Zacharia et al. reviewed the literature on Computer-supported Inquiry Learning (CoSIL), and identified best practices for each phase. They concluded, for example, that the orientation/conclusion/discussion phases received the least amount of guidance, while there were many more tools and strategies for providing guidance in the conceptualization/investigation phases. In this paper, we adopt the same inquiry framework as Zacharia et al. (2015) and report strategies that we learned from STEM faculty about how they supported and guided virtual student lab-based learning in these five phases during the recent COVID-19 shutdown. While Zacharia et al. identified tools and processes for enabling all five inquiry phases, add additional practical examples of faculty implementing these phases online as part of COVID-19 emergency remote teaching, and we provide insights for extending the 5-phase framework for future research.

Y2O3 optical constants between 5 nm and 50 nm.

We report optical constants of e-beam evaporated yttrium oxide Y2O3 thin films as determined from angle-dependent reflectance measurements at wavelengths from 5 to 50 nm. Samples were measured using synchrotron radiation at the Advanced Light Source. The experimental reflectance data were fit to obtain values for the index of refraction and thin film roughness. We compare our computed constants with those of previous researchers and those computed using the independent atom approximation from the CXRO website. We found that the index of refraction near 36 nm is much lower than previous data from Tomiki as reported by Palik. The real part of the optical constants is about 10% to 15% below CXRO values for wavelengths between 17 nm and 30 nm. Films were also characterized chemically, structurally, and optically by ellipsometry and atomic force microscopy.

Characterization of optical constants for uranium from 10 to 47 nm.

We use a laser high-harmonics-based extreme-ultraviolet (EUV) polarimeter to determine the optical constants of elemental uranium in the wavelength range from 10 to 47 nm. The constants are extracted from the measured ratio of p-polarized to s-polarized reflectance from a thin uranium film deposited in situ. The film thickness is inferred from a spectroscopic ellipsometry measurement of the sample after complete oxidation in room air. Uranium has been used as a high-reflectance material in the EUV. However, difficulties with oxidation prevented its careful characterization previous to this study. We find that measured optical constants for uranium vary significantly from previous estimates.

Measured optical constants of copper from 10 nm to 35 nm.

We use laser high-order harmonics and a polarization-ratio-reflectance technique to determine the optical constants of copper and oxidized copper in the wavelength range 10-35 nm. This measurement resolves previously conflicting data sets, where disagreement on optical constants of copper in the extreme ultraviolet most likely arises from inadvertent oxidation of samples before measurement.

Extreme-ultraviolet polarimeter utilizing laser-generated high-order harmonics.

We describe an extreme-ultraviolet (EUV) polarimeter that employs laser-generated high-order harmonics as the light source. The polarimeter is designed to characterize materials and thin films for use with EUV light. Laser high harmonics are highly directional with easily rotatable linear polarization, not typically available with other EUV sources. The harmonics have good wavelength coverage, potentially spanning the entire EUV from a few to a hundred nanometers. Our instrument is configured to measure reflectances from 14 to 30 nm and has approximately 180 spectral resolution (lambda/Delta lambda). The reflection from a sample surface can be measured over a continuous range of incident angles (5 degrees-75 degrees). A secondary 14 cm gas cell attenuates the harmonics in a controlled way to keep signals within the linear dynamic range of the detector, comprised of a microchannel plate coupled to a phosphorous screen and charge coupled device camera. The harmonics are produced using approximately 10 mJ, approximately 35 fs, and approximately 800 nm laser pulses with a repetition rate of 10 Hz. Per-shot energy monitoring of the laser discriminates against fluctuations. The polarimeter reflectance data agree well with data obtained at the Advanced Light Source Synchrotron (Beamline 6.3.2).