Plasmaspheric plumes have ionospheric signatures and are observed as storm‐enhanced density (SED) in global positioning system (GPS) total electron content (TEC). These ionospheric signatures have been primarily observed over the American sector and in a few limited examples over the European sector. This study examines the longitudinal occurrence frequency of plasmaspheric plumes. We analyzed all images from the Imager for Magnetopause‐to‐Aurora Global Exploration (IMAGE) Extreme Ultraviolet Imager (EUV) databases for the first half of 2001 and identified a total of 31 distinct plume intervals observed during different storm events. Out of the total IMAGE EUV plumes that we identified, 12 were projected over North America, 10 over Asia, and the remaining 9 were over Europe and the Atlantic Ocean. Using ground‐based GPS TEC from MIT's Madrigal database, we searched for corresponding SED/TEC plumes at different longitudinal sector and found 12 ionospheric SED plume signatures over North America, 4 over Europe, and 2 over Asia. This indicates that the observation probability of an ionospheric SED plume when a plasmaspheric plume is seen is 100% in the American sector, 50% in the European sector, and 20% in the Asian sector. This could be due to the fact that the plumes may be either positioned beyond the limit of the ground‐based GPS field of view, which happens mainly when there is less plasmaspheric erosion, or are too weak to be detected by the sparse number of GPS receivers over Asia. The in situ plasma densities from the available coincident defense metrological satellite program (DMSP) satellites were also used to study the characteristics of SED/TEC plume at DMSP orbiting altitude (i.e., ∼870 km). The TOPographic EXplorer (TOPEX) altimeter TEC also is used to identify the conjugate SED/plume signature over the Southern Hemisphere.

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This book is a guide to the scholarship of teaching and learning (SoTL) for scientists, engineers, and mathematicians teaching at the collegiate level in countries around the world. It shows instructors how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes them all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors’ experience leading many SoTL workshops in the United States and Canada. The taxonomy of SoTL questions—What works? What is? What could be?—that emerged from the SoTL studies undertaken by the Carnegie scholars provides a useful framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to science, technology, engineering, and mathematics (STEM) faculty at all types of institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.

This article provides an overview of the scholarship of teaching and learning (SoTL) in mathematics. It describes the origins of SoTL in higher education and distinguishes SoTL from good teaching, scholarly teaching, and mathematics education research. It includes a widely adopted taxonomy of SoTL questions and presents several examples of SoTL questions that have been investigated and made public. The heart of the article is a specific example of how a "teaching problem" can launch a SoTL investigation. The article also considers the value of SoTL to individual faculty, their departments, and their institutions. It closes with additional resources and suggestions for pursuing SoTL in mathematics.