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We have previously described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at a large public research one university (Original University) and presented evidence that the course was more successful and more equitable than the course it replaced by several measures. Now we compare the original success of CLASP with an implementation at a second institution. We find that the original results hold at another institution despite some changes to the original curriculum and a somewhat different student population. We find that students who take CLASP are 1) less likely to drop, 2) less likely to fail, and 3) do as well in later coursework when compared to students who took the courses that CLASP replaced, even if that coursework is not similarly reformed. We find the above items to be independently true for historically marginalized students and remarkably, also find that 4) marginalized students who take CLASP are more likely to graduate from a STEM field. We use a course deficit model perspective to examine these results, and discuss some of the factors that may have contributed to this success. We argue that higher education has the tools they need to significantly increase equity, and improve student success and retention.

We demonstrate the acousto-optic modulation of a hybrid-lattice hollow core fiber (HL-HCF) for the first time. For many years, optical fibers with reduced diameters have been the main solution to increase the interaction of acoustic and optical waves. However, the high drive voltages and large modulator components still employed drastically affect the efficiency and miniaturization of these devices. Here, we experimentally show that combining Kagom\'e and tubular lattices in HL-HCFs allows for enhancing the amplification of the acoustic waves and the modulation of the guided optical modes thus providing high modulation efficiency even when using a fiber with a 240 um diameter. To the best of our knowledge, the measured HL-HCF's modulation efficiency (1.3 dB/V) is the highest compared to devices employing reduced diameter fibers. Additionally, we demonstrate a compact acousto-optic modulator with driver dimensions smaller than the HL-HCF diameter. Overall, our results show a promising alternative to solve the compromise of speed, efficiency, and compactness for integration with microscale all-fiber photonic devices.

The modulation efficiency of a tubular-lattice hollow-core fiber (HCF) by means of flexural acoustic waves is investigated in detail for the first time. The main acousto-optic properties of the HCF are evaluated employing 2D and 3D models based on the finite element method. The induced coupling of the fundamental and first higher-order modes is simulated in the wavelength range from 743 to 1355 nm. Significant acoustic (amplitude, period, strain, energy) and optical parameters (effective index, beat length, birefringence, coupling coefficient) are analyzed. The simulations are compared to experimental results, indicating higher modulation performance in HCFs compared to standard optical fibers. In addition, useful insights into the design and fabrication of all-fiber acousto-optic devices based on HCFs are provided, enabling potential application in tunable spectral filters and mode-locked fiber lasers.

We demonstrate a broadband acousto-optic notch filter based on a tubular-lattice hollow-core fiber for the first time. The guided optical modes are modulated by acoustically induced dynamic long-period gratings along the fiber. The device is fabricated employing a short interaction length (7.7 cm) and low drive voltages (10 V). Modulated spectral bands with 20 nm half-width and maximum depths greater than 60 % are achieved. The resonant notch wavelength is tuned from 743 to 1355 nm (612 nm span) by changing the frequency of the electrical signal. The results indicate a broader tuning range compared to previous studies using standard and hollow-core fibers. It further reveals unique properties for reconfigurable spectral filters and fiber lasers, pointing to the fast switching and highly efficient modulation of all-fiber photonic devices.

We add to a growing literature suggesting that demographic grade gaps should be attributed to biases embedded in the courses themselves. Changes in the structure of two different introductory physics classes were made while leaving the topics covered and the level of coverage unchanged. First, a class where conceptual issues were studied before doing any complicated calculations had zero final exam grade gap between students from underrepresented racial/ethnic groups and their peers. Next, four classes that offered students a retake exam each week between the regular bi-weekly exams during the term had zero gender gap in course grades. Our analysis indicates that demographic grade gaps can be attributed to the course structure (a Course Deficit Model) rather than to student preparation (a Student Deficit Model)., Comment: 13 pages, 3 figures

We prove various results connected together by the common thread of computability theory. First, we investigate a new notion of algorithmic dimension, the inescapable dimension, which lies between the effective Hausdorff and packing dimensions. We also study its generalizations, obtaining an embedding of the Turing degrees into notions of dimension. We then investigate a new notion of computability theoretic immunity that arose in the course of the previous study, that of a set of natural numbers with no co-enumerable subsets. We demonstrate how this notion of $\Pi^0_1$-immunity is connected to other immunity notions, and construct $\Pi^0_1$-immune reals throughout the high/low and Ershov hierarchies. We also study those degrees that cannot compute or cannot co-enumerate a $\Pi^0_1$-immune set. Finally, we discuss a recently discovered truth-table reduction for transforming a Kolmogorov--Loveland random input into a Martin-L\"of random output by exploiting the fact that at least one half of such a KL-random is itself ML-random. We show that there is no better algorithm relying on this fact, i.e., there is no positive, linear, or bounded truth-table reduction which does this. We also generalize these results to the problem of outputting randomness from infinitely many inputs, only some of which are random., Comment: PhD thesis

While it is not known whether each real that is Kolmogorov-Loveland random is Martin-L\"of random, i.e., whether $\mathrm{KLR}\subseteq\mathrm{MLR}$, Kjos-Hanssen and Webb (2021) showed that $\mathrm{MLR}$ is truth-table Medvedev reducible ($\le_{s,tt}$) to $\mathrm{KLR}$. They did this by studying a natural class Either(MLR) and showing that $\mathrm{MLR}\le_{s,tt}\mathrm{Either(MLR)}\supseteq\mathrm{KLR}$. We show that Degtev's stronger reducibilities (positive and linear) do not suffice for the reduction of MLR to Either(MLR), and some related results.

In previous work we analyzed databases for 95 classes to show that the percent grade scale was correlated with a much higher student fail rate than the 4.0 grade scale. This paper builds on this work and investigates equity gaps occurring under both scales. By employing a "Course Deficit Model" we attribute the responsibility for closing the gaps to those who are responsible for the policies that guide the course. When comparing course grades in classes graded using the percent scale with those in courses graded using the 4.0 scale, we find that students identifying as belonging to racial or ethnic minorities underrepresented in physics suffer a grade penalty under both grade scales but suffer an extra penalty under percent scale graded courses. We then use the fraction of A grades each student earns on individual exam items as a proxy for the instructor's perception of each student's understanding of the course material to control for student understanding and find that the extra grade penalty students from groups underrepresented in physics students suffer under percent scale grading is independent of the student's understanding of physics. When we control for more student level variables to determine the source of the grade scale dependent penalty, we find that it is primarily the low F grades (partial credit scores) on exam problems that are the source of these inequities. We present an argument that switching from percent scale grading to a 4.0 grade scale (or similar grades scale) could reduce equity gaps by 20-25\% without making any other course changes or controlling for any incoming differences between students., Comment: 16 pages, 3 figures

This addendum shows that a demographic grade gap is best understood using a course deficit model rather than the more common student deficit model. Students from a concepts-first class took the same final exam as the three other classes that were offered at the same time so the grade gaps between different demographic groups from each class can be compared. It is found that students identifying as members of a racial/ethnic group underrepresented in physics had higher final exam grades than their peers from the same concepts first class rather than the usual case, lower exam grades than their peers, found in each of the other three classes. After controlling for demonstrated incoming understanding of calculus and Newtonian mechanics this demographic gap in the concepts first class is found to differ from that of the other three classes by over four standard errors. In addition, it's noted that while students' incoming understandings are useful in explaining within-group differences they do not explain between-group differences suggesting that a student deficit model does not explain (between-group) demographic grade gaps.

We show that the (truth-table) Medvedev degree KLR of Kolmogorov--Loveland randomness coincides with that of Martin L\"of randomness, MLR, answering a question of Miyabe. Next, an analogue of complex packing dimension is studied which gives rise to a set of weak truth-table Medvedev degrees isomorphic to the Turing degrees.

Evidence is presented that offering introductory physics courses with an explicit focus on mastery can reduce the gender gap to zero. Taken together with a previous study showing that a concepts-first course may zero out another demographic gap leads one to speculate that demographic grade gaps in introductory physics are just artifacts of the design of the courses and that none of these classes/grades should be assumed to be demographically neutral.

In deciding on a student's grade in a class, an instructor generally needs to combine many individual grading judgments into one overall judgment. Two relatively common numerical scales used to specify individual grades are the 4-point scale (where each whole number 0-4 corresponds to a letter grade) and the percent scale (where letter grades A through D are uniformly distributed in the top 40% of the scale). This paper uses grading data from a single series of courses offered over a period of 10 years to show that the grade distributions emerging from these two grade scales differed in many ways from each other. Evidence suggests that the differences are due more to the grade scale than to either the students or the instructors. One major difference is that the fraction of students given grades less than C- was over 5 times larger when instructors used the percent scale. The fact that each instructor who used both grade scales gave more than 4 times as many of these low grades under percent scale grading suggests that the effect is due to the grade scale rather than the instructor. When the percent scale was first introduced in these courses in 2006, one of the authors of this paper, who is also one of the instructors in this data set, had confidently predicted that any changes in course grading would be negligible. They were not negligible, even for this instructor.

When assessing student work, graders will often find that some students will leave one or more problems blank on assessments. Since there is no work shown, the grader has no means to evaluate the student's understanding of a particular problem, and thus awards 'zero' points. This practice punishes the student behavior of leaving a problem blank, but this zero is not necessarily an accurate assessment of student understanding of a particular topic. While some might argue that this practice is 'fair' in that students are aware that they can't receive points for problems they don't attempt, we share evidence that this practice unequally impacts different student groups. We analyze 10 years of UC Davis introductory physics course databases to show that different groups of students (by gender, racial/ethnic group, first generation, etc.) skip problems, and entire exams at different rates. We also share some implications for grading and teaching practices.

An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in practice at solving complicated problems (those requiring students to use higher order cognitive abilities). A second active learning course (control) was taught in the same quarter by the same instructor using the same curricular materials but covering material in the standard (chapter-by-chapter) order. After accounting for incoming student characteristics, students from the treatment course scored significantly better than the control for two outcome measures: i) the final exam and ii) their immediately subsequent physics course. More importantly, students from minority groups who are underrepresented in physics had final exam scores as well as class grades that were indistinguishable from the rest of their class if and only if they were in the treatment class. Finally, many of the students in this cohort took a Concepts First course in their third quarter of introductory physics. The students who took at least one Concepts First course are found to have significantly higher rates of graduation with a STEM major than those students from this cohort who did not take a Concepts First course.