Charles is a PhD student in Environmental Sciences at Louisiana State University. In 2012, he earned his master's degree in Medical and Health Physics and has since been working towards a PhD. During his studies, he has worked actively with the LSU STEM Talent and Expansion Program and LSU Center for Academic Success helping with different methods that aim to improve how STEM college students learn including tutorial centers, PLTL, SI, and recitation programs. Dr. Wang's research interests focus on the development of feasible solutions to practical radiation protection and radiation detection issues. The majority of his work has emphasized operational radiation safety, radiation detection instrumentation, air monitoring methodology, and radioactive waste management. He has authored or co-authored more than 30 peer-reviewed publications, conference proceedings and abstracts, and book chapters. He has also chaired five graduate committees and served on another 16 graduate committees. In addition, he has served as a manuscript reviewer for four referred journals (i.e.,

Charles is a PhD student in Environmental Sciences at Louisiana State University. In 2012, he earned his master's degree in Medical and Health Physics and has since been working towards a PhD. During his studies, he has worked actively with the LSU STEM Talent and Expansion Program and LSU Center for Academic Success helping with different methods that aim to improve how STEM college students learn including tutorial centers, PLTL, SI, and recitation programs. Ms. Adrienne Steele, Louisiana State UniversityAdrienne Steele has over 15 years experience in STEM education. Currently, Adrienne works at Louisiana State University in the College of Engineering, managing all aspects of the STEP project that consists of a large-scale peer mentoring program. Previously, she coordinated the Scope-On-A-Rope Outreach Program (SOAR) in the Department of Biological Sciences for 10 years with funding from the Howard Hughes Medical Institute. In this position, she led over 175 professional development workshops for K-12 teachers. Prior to her positions at LSU, Adrienne was the Science Education Curator at the Louisiana Art and Science Museum in Baton Rouge. Adrienne has a Master of Science degree in zoology from LSU, where she studied in the Museum of Natural Science, and an Education Specialist Certification in science education. Mr. James Blake GegenheimerJames Gegenheimer is an MSME Candidate in Mechanical Engineering at LSU. When graduated, James will commission as a Second Lieutenant in the United States Air Force. He will be stationed at Hill Air Force Base in Salt Lake City, Utah. He plans to pursue a Ph.D. through the Air Force and work with the Air Force Weapons Research Laboratory. James is currently a Supplemental Instructor at LSU for Thermodynamics where he has served since 2013. He has worked to improve how STEM college students learn through the use of active learning.c American Society for Engineering Education, 2016 The Unsubstantiated Cutoff: Deeper Analysis of Supplemental Instruction Sessions in Engineering CoursesAbstract Active learning sessions such as those in the Supplemental Instruction model are often reported as successful when incorporated into high DFW (Drop, Fail, Withdraw), high enrollment courses (1) . Research conducted by The U.S. Department of Education, Redish, Longfellow, and many others have reported significant benefits to students enrolled in courses that incorporate active learning strategies (1,2,3) . The initial analysis of the impact of Supplemental Instruction on students in the College of Engineering at Louisiana State University (LSU) was consistent with these previous findings (4) . However, researchers like Dawson and McCarthy recognized some sobering truths-many analyses regarding Supplemental Instruction were incomplete and made weak conclusions (5,6) . The research presented herein investigated two different modes of analysis to better determine the effectiveness of Supplemental Instruction (or similar models), taking advantage of the large dataset at LSU and attempting to r...

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The true E ate of strain at the centre of the beam may be found by superposing on the state of strain due to bending only, that due to surface-loading without bending. (2) The state of strain due to surface-loading only niay be found, with close approximntion to truth, by resting the beam on a flat plane instead of on two supports, (3) The strains due to bending only may be obtained from the Bernoulli-Saint-Venant resalts ; viz. :-(a) The stretch for any cross section varies as the distance froin the neutral axis. (6) The central axis is unstretched. (y) For the same point in different cross sections the stretch varies as the bending-moment. Saint-Venant has dealt with the shearing-strains at some little distance from the load in the case of a beam doubly supported and centrally loaded* ; and Professor Pearson has shownt that, in the case of beams continuously loaded, the results of the Bernoulli-Eulerian theory can only be considered as giving approximate formuls when the span of the beam is not less than ten times its depth $. * Pearson's ' Elastica1 Researches of Saint-Venast,' $3 69-99. t Pewson, '' On the Flexure of Heavy Beams subject to continuous Bystems of Load," Quarterly Journal of Mathematics, No. 93 (1889). $ Rankine assumed that the surface-loading effect might be neglected. See his 'Applied Mechanics,' 311. See also R. L ?~U~ de8 Lepons &c. by Navier (Paris: Dunod, 1864), vol. i. p. 41 :-'(Observation sur le mode d'application et de distribution des forces qui font fldchir," where the same assumption ia made. 5 Crelle's Jotctnal, vol. vii. p. 146 et seq.

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