The reduction of CuBr2 by NaBH4 in a variety of solvents yields nanoscale metallic copper as the primary product. Although the product of this reaction is largely solvent independent, the studies show that reaction times, the total volume of gaseous products, and nanoscale particle sizes are dependent on solvent properties. The reaction occurred instantaneously in polar, protic, and acidic solvents such as methanol and ethanol. In contrast, in polar, aprotic, and coordinating solvents such as tetrahydrofuran and acetonitrile, the reaction was slow. Particle sizes increased as the rate of reaction decreased. For solvents in which similar reaction times were observed, the reaction carried out in polar, aprotic, and coordinating solvents yielded copper samples with larger particle sizes. The acid properties of the solvent controlled the amount of gas evolved in these experiments.

Background Historical research shows that influencing student motivation is a factor in achieving academic success. The use of a competency‐based educational (CBE) model provides a challenge in recognition of students who exceed the competency requirements of a given task or written paper. This study provides the opportunity to see if providing formal recognition of excellence in a student's work would improve their academic resilience and persistence in a CBE model. This is a retrospective longitudinal qualitative and quantitative study of all award recipients from August 2016 to August 2019, with a content analysis and correlation research investigation. Data Analysis Content analysis of 11,664 grateful responses showed 15.6% students receiving the excellence award who were on the verge of withdrawing their enrollment, decided to continue their studies and were more motivated. Quantitative analysis (n = 30,340) comparing students receiving an excellent award with those who did not, showed the students who were awarded had a significant overall lift of 10.9% in persistence (p < .01), with students in the lower quartile as the ones with the most lift in persistence (20.23%, p < .01). Subsequent data analysis validated initial findings (10 weeks: 5.9% persistence lift, p < .01, n = 27,510; 20 weeks: 3.6% persistence lift, p < .01, n = 27,490). Results The study's results are significant and have shown that student recognition positively impacts student retention and academic success. The results of this research investigation provide quantifiable and qualitative evidence that adds to the literature and contributes additional factors in the domain of competency‐based education by which future research can proceed.

This article describes Western Governors University's emergency management student support program in place prior to the pandemic and the challenge to adapt and address the unprecedented needs students faced due to COVID‐19. Included are key lessons learned in addressing the impact of COVID‐19 and evidence‐based learnings in response to the large‐scale student needs during the prolonged pandemic.