While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.

While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as individual topics or exams. Regarding lab courses, only one study is available and it involves moderating variables that are largely uncontrolled. In this work, we compared the student pass rates, withdrawal rates, and grade distributions between asynchronous online and traditional formats of an introductory chemistry lecture as well as its associated lab course. The study was based on the 823 university records available for the 2015–2016 academic year. Student pass and withdrawal rates between the two modes were quite similar and did not appear to be statistically significant. However, grade distributions for both the lecture and lab differed between the two learning modes, showing significant statistical associations. Online students were more likely to earn As in both lecture and lab while traditional in-person students were more likely to earn Cs or Ds. Further research should include replication of this study with a larger data set. Additionally, this study should be repeated in three to five years to determine if advances in course design, standardization and delivery platforms further reduce or eliminate differences between learning modes. Future studies should also use qualitative tools for a better understanding of why students fail or withdraw from courses.

Embry-Riddle Aeronautical University researchers analyzed 811 (118 faculty and 693 student) comments to determine perceptions of group work in the academic setting. The biggest issue noted by both groups was allocation of grades for group members. Students perceived that all students received the same grade in a group project, regardless of effort. Most faculties did not share that perception, but noted difficulties in assigning group grades as well. Faculty and students described difficulties encountered by students when working on group projects in online or distance learning settings due to limited interaction and time zone differences and/or different work schedules. Faculty and students also encouraged faculty to closely monitor group projects and mentor students through group formation and goal setting. Recommendations include future research on age, gender, ethnic background relative to group projects, and case studies identifying best practices and identification on where group projects should be placed in a college curriculum.

R ESPONSE TO WEATHER WARNINGS.The National Weather Service (NWS) is responsible for issuing public warnings for all hazardous weather events across the United States. Advances in technology and basic scientific research over the years have allowed for significant improvements in this assignment. But while the NWS continues to focus much of its strategic planning toward improved warnings, most of those associated with the process are aware that there are a number of steps beyond increased accuracy to make their warnings effective. These include assuring that the target audience hears their message, understands it, believes it, and responds to it properly. One useful means of addressing these issues involves working directly with community response organizations, whose job it is to direct and allocate emergency services during catastrophic events.Often, the primary responsibility for identifying risks and managing vulnerabilities within a community is entrusted to a local emergency manager. With an emergency management system in place, disaster response can be more coordinated, flexible, and professional. However, one crucial factor in effectively managing emergencies is collaboration with organizational partners, and breakdowns in collaboration can adversely impact outcomes. In recent weather-related incidents, communications between the NWS and emergency managers have become confused. For example, in the case of the 2008 Windsor, Colorado, tornado, NWS forecasters tried to convey the urgency of a developing situation, while emergency managers awaited confirmation that a damaging event was actually underway. In that situation, it appears that emergency managers didn't entirely understand how strongly forecasters felt about the potential threat, and NWS forecasters didn't understand why emergency managers were not implementing emergency response immediately.The premise of the present study is that NWS forecasters can benefit from knowing more about their emergency management counterparts, including a general overview of the nature of that community, along with characteristics that might influence collaboration. To this end, a nationwide survey was conducted to learn more about the diversity of individual emergency managers and of the communities they serve. THE SURVEY AND ITS RESULTS.More than 3,500 invitations were e-mailed, yielding 1,062 (30.3%) completed responses from across the country. Most of the 35 questions comprising the survey were presented in a Likert-scale format. A few required more complex answers. 1 There were five categories of questions addressing such topics as personal demographics, education and experience, salary and agency funding, community settings, emergency situations, and response to a hypothetical tornado situation.Means, standard deviations, and Pearson correlation coefficients were calculated for basic demographics and are presented in Table 1a. 2 There were numerous correlations. An overview of results for the various categories follows. 1 A pdf version of the survey questions can ...

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