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This study reviewed applied research literature testing the efficacy of using instructional strategies to develop college students' self-directed learning skills. Researchers conducted a systematic database review of recent empirical studies from 2011 through 2021 and synthesized findings from four recent literature reviews into for two types of self-directed learning processes--motivational and metacognitive. The review sought to identify instructional strategies that could be adapted to online courses and showed promising evidence of increasing college students' reported use or awareness of self-directed learning skills or improving academic success in science, technology, engineering, or mathematics (STEM) courses, particularly those offered in the first year of higher education. The initial database search found 4,263 studies using terms related to "self-regulated learning," STEM domains, technology use, and both postsecondary and secondary students. Initial screening focused on studies using self-regulated learning as either an outcome or predictor variable in classroom interventions with a college or high school population reduced the sample to 209 studies. Subsequent screening identified 15 studies using treatment-comparison design with baseline equivalence and outcomes related to course grades, domain knowledge, and self-regulated learning skills. Our review found that several strategies showed significant positive impacts on academic outcomes or self-reported use of self-regulated learning skills and appeared adaptable to online learning application. We ultimately drew from literature beyond self-regulated learning, including motivational frameworks such as self-determination theory. Consultations with education partners favored aligning our framework with the adult-learning orientation of self-directed learning theory. We synthesized these findings with the findings from the four recent literature review that showed promising results for all students or historically marginalized populations. [This report was created by the Postsecondary Teaching with Technology Collaborative.]

The Bates Linear Accelerator uses six 4MW 2.856GHz RF transmitters. Phase drifts between the transmitters 12 klystrons of greater than 0.5 degree or any amplitude drifts compromise beam delivery and are a common occurrence. Machine operators in years previous to the Phase and Amplitude Monitoring system "PAM" were unable to tell which klystron was affecting beam and resorted to shifting the phases of each klystron experimentally. The PAM system has proven itself as a viable monitor, easing phase re-adjustment. PAM is comprised of off-the-shelf RF amplitude and phase detectors, phase shifters, splitters, and VME hardware under EPICS . The detected signals are amplified and matrixed to the control room via an EPICS driven custom video switch, are sample/held, then digitized by a VME 12bit ADC. Each of the 14 channels employ phase shifters and code that can auto zero the displayed phase. Phase drift is then apparent. Amplitude setpoints can also be auto zeroed with drift displayed as power deviations. To ensure repeatability to less than 0.25 degree a continuous calibration sequencer is employed that has been shown to measure phase drift independent of amplitude shifts. Under investigation is the viability of 60Hz sourced and slow phase feedback and correction., Comment: ICALEPCS 2001 conference paper and poster. 3 pages, 8 figures

We report the development and implementation of an energy feedback system for the MIT/Bates Linear Accelerator Center. General requirements of the system are described, as are the specific requirements, features, and components of the system unique to its implementation at the Bates Laboratory. We demonstrate that with the system in operation, energy fluctuations correlated with the 60 Hz line voltage and with drifts of thermal origin are reduced by an order of magnitude.

Describes a class assignment for a college-level sociology course in which students read from religious texts to identify norms and sanctions. Reports that students expressed positive comments about the activity. Includes suggestions for preparing materials, instructions for implementing the activity, and a coding sheet to be used by students. (CFR)

A college-level applied sociology course in which students use sociological theory or research methodology to solve social problems is described. Guidelines for determining appropriate projects are: (1) the student must feel there is a substantial need for the project; (2) the project must be approachable through recognized sociological techniques, and (3) the project must be feasible within the time frame of the course. Some projects students have conducted are described, e.g., they have built new social organizations and started a babysitting service as a shelter for potential child-abuse victims. In organizing and structuring the course, principles from classic sociological theories are used, and this strategy is shared with students. For example, sensitized to anomie by Emile Durkheim, the author took care when structuring this course to clearly draw norms. Students are expected to contribute much of the direction for their project. However, structure is provided through weekly group meetings, a private consulting session, and a student journal containing weekly progress reports. Research techniques used in the projects include experiments, survey research, field work, and documents analysis. One of the biggest challenges is helping the students deal with values. (RM)

The results of the analysis of the S-2 and S-4B components, although incomplete, indicate that many Saturn 5 components and subsystems, e.g., pumps, valves, etc., can be radiation hardened to meet NRV requirements by material substitution and minor design modifications. Results of these analyses include (1) recommended radiation tolerance limits for over 100 material applications; (2) design data which describes the components of each system; (3) presentation of radiation hardening examples of systems; and (4) designing radiation effects tests to supply data for selecting materials.

The spectral luminescence induced in UV grade sapphire, MgF2 and LiF2, three fused silicas, and three Corning glasses, by 1/2, 1, 2, and 3 MeV electrons was recorded. In the wavelength range from the LiF UV cutoff to the near visible, a plane-grating spectrograph with photographic recording at resolutions of 0.8 and 1.6 nm was utilized. Qualitative results based on relative density tracings of seven of the nine materials obtained from preliminary plates are given.

Theoretical analysis of electron beam array propagation from spacecraft

Al weld metal compositions and hydrogen content effects on weld porosity, locating hydrogen in weld by radioactive tracers

Vacuum effects on resistance spot welds in aluminum, stainless steel and titanium alloys, noting X ray and tensile shear test results

Luminescence mechanisms of optical glasses and quartzes excited by charged particles

Resistance spot welds in Al, Ti and stainless steel in air and hard vacuum, showing feasibility for space assembly

Investigation of aluminum alloy welds reveals that the combinations of metallic elements with hydrogen are not capable of producing weld porosity themselves, rather they tend to increase the amount of porosity only in the presence of arc contamination by water vapor.

Tensile strength and X ray analysis of resistance spot welded aluminum and stainless steel alloys

Designing, forming, machining, and assembling for joining titanium and titanium alloys with mechanical fasteners

Mechanical fastening of nickel-base alloys

Effects of factors associated with aluminum base plate and filler wire on occurrence of weld defects

Weld defects associated with aluminum alloys - monitoring weld shielding gas purity

Design study for 2MV microparticle accelerator

Single stage prototype microparticle accelerator design study