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Informal STEM education (ISE) programs are known to foster heightened student engagement due to leveling the student-teacher hierarchy, free choice, self-directed learning experiences, and hands-on pedagogies. ISE has also been shown to be effective in helping to prepare the K-12 STEM teacher workforce by fostering STEM teacher identity. The COVID-19 pandemic forced most ISE programs to move their activities to virtual formats which changed the ways facilitators provide meaningful informal STEM learning for students, and as such, moving online had implications for how their STEM teacher identity developed. The objective of this study is to examine the role that COVID-19 mandated virtual learning played in the STEM teacher identity development of facilitators in an ISE program which had historically been offered in-person. Using a naturalistic inquiry design, we identified three themes that contextualize the STEM teacher identity development for 5 facilitators participating in online ISE: (1) Navigating Difficulties Engaging Students; (2) Building Bonds; and (3) Perspective Taking. This paper concludes by discussing implications these themes have for informal STEM programs, online ISE educators, and the environments supporting ISE educators going forward in supporting CTE teachers' STEM teacher identity.

The COVID-19 pandemic has greatly impacted every aspect of academic activity, including the informal education and public engagement efforts of physics departments and institutions. As part of a large-scale national survey of the landscape of informal physics education programs, we have conducted a series of short interviews with directors and facilitators for a variety of programs in order to create a snapshot of whether and how programs have been able to adapt to the challenges and risks of the pandemic. Broadly, we find that programs are struggling to maintain any activity at all, and that those programs still in operation have relied largely on the efforts of individual director or facilitators to make substantial adaptations. Additionally, we find that those programs that have been most successful in maintaining activity benefit from strong, ongoing institutional support; we present the findings of this study both to complement existing research on formal spaces and to advocate for the continued support of informal physics education, which continues to play a crucial role in connecting departments to the public.

Public engagement is an important component of the operation of many physics organizations, such as physics departments. However, comparatively little work has been done to systematize the study of pedagogical approaches in these informal environments, which may contain unique affordances and challenges compared to formal settings. A 2016 study took an important step toward a comprehensive understanding of pedagogy in informal environments by developing a model articulating three so-called "modes of pedagogy," utilizing cultural-historical activity theory to categorize pedagogy of volunteer instructors. To build upon this model, we have conducted a more thorough study at a University of Colorado Boulder-based informal physics education program, following similar methods but expanding upon the methodology to generate more robust insights into instructors' pedagogy. The study has produced three major results. First, we have broadly corroborated the findings of the 2016 study, observing similar distributions of enacted pedagogical preferences among our volunteer instructors. Second, we have expanded upon recommendations in the 2016 study for methods of instructor preparation; specifically, we find that presemester training is insufficient to effect a lasting change in instructors' enacted pedagogy. Third, we have refined the pedagogical modes model presented in that work, moving away from a categorical articulation of the modes in favor of a model where instructors' pedagogy is characterized by combinations of traits and mediated by their overarching objectives for students. These two novel additions to the pedagogical modes framework allow for a more nuanced and comprehensive characterization of the pedagogical techniques used by instructors in informal learning environments, improving both our understanding of the methods of informal pedagogy and our ability to prepare instructors to succeed.

Thirteen elasmobranch species were collected during a 4-yr survey of the intertidal margins of Moreton Bay, a large subtropical embayment in southeastern Queensland, Australia. Stingrays were the most common large predators in the intertidal zone, with total catch dominated numerically by blue-spotted maskray, Neotrygon kuhlii (53.8%); estuary stingray, Dasyatisfluviorum (22.2%); and brown whipray, Himantura toshi (10.2%). There was a significant female bias within intertidal populations of N. kuhlii and D. fluviorum. Courtship behaviors were observed in July and September in D. fluviorum and in January for white-spotted eagle ray, Aetobatus narinari. Dasyatis fluviorum, a threatened Australian endemic stingray, remains locally abundant within the bay. Overall, the inshore elasmobranch fauna of Moreton Bay is relatively species rich compared with similar studies elsewhere in Australia, emphasizing the regional importance of this ecosystem., Moreton Bay is a large (1,523 [km.sup.2]) subtropical embayment on the east coast of Australia. The bay is surrounded by the fast-growing southeastern Queensland urban region, home to over 2.8 [...]

Measurement of stresses, strains, shears and torques on the wing bones of bats in flight sheds light on the evolution of these bones in response to the requirements of flight, so different from those of terrestrial locomotion. Bones provide rigid anchors and lever arms for muscles, yet to maximize flying efficiency they must minimize weight. The design of bats' skeletons reflects these imperatives.