Entanglement Assisted Probe of the Non-Markovian to Markovian Transition in Open Quantum System Dynamics.

We utilize a superconducting qubit processor to experimentally probe non-Markovian dynamics of an entangled qubit pair. We prepare an entangled state between two qubits and monitor the evolution of entanglement over time as one of the qubits interacts with a small quantum environment consisting of an auxiliary transmon qubit coupled to its readout cavity. We observe the collapse and revival of the entanglement as a signature of quantum memory effects in the environment.

"They Have Shown Me It Is Possible to Thrive within STEM": Incorporating Learning Assistants in General Chemistry Enhances Student Belonging and Confidence.

Students often experience social and psychological barriers to success in General Chemistry, which is a key gateway to many students' science pathways. Learning assistants (LAs) have the potential to reduce these barriers and to strengthen students' sense of belonging in General Chemistry and STEM more broadly. Here, we used a 17-item Likert scale to determine whether incorporating LAs into General Chemistry I and II enhances students' sense of belonging in these courses.

Teaching Discipline-Based Problem Solving.

Problem solving plays an essential role in all scientific disciplines, and solving problems can reveal essential concepts that underlie those disciplines. Thus, problem solving serves both as a common tool and desired outcome in many science classes. Research on teaching problem solving offers principles for instruction that are guided by learning theories.

"It made me feel like a bigger part of the STEM community": Incorporation of Learning Assistants Enhances Students' Sense of Belonging in a Large Introductory Biology Course.

Large introductory science courses are a particularly important and challenging target for creating inclusive learning environments. In this study, we examined the impact of incorporating learning assistants (LAs) on the learning environment in an introductory biology course taught with two different structures: an in-person lecture with intermittent active-learning components and an online setting taught with a flipped instructional approach. Using a survey that measured sense of belonging in a single class, we found that students in sections with LAs reported greater sense of belonging than students in sections without LAs in both class structures.

Speak-Up Culture in Academic Nursing: Empowering Junior Faculty.

Background: Faculty-to-faculty incivility in academic nursing is well documented, yet speaking up about the unprofessional behaviors of academic colleagues is still a challenge, particularly for junior faculty.

Method: A unique faculty development session presented an opportunity to explore junior faculty experiences and perceptions of incivility, with the objectives of addressing concerns in a safe environment, identifying appropriate responses and resources for managing incivility, and supporting decisional influences on speaking up.

Results: Junior faculty were valued for their unique perspectives of the institutional culture and empowered as members of speak-up culture in the academic setting.