Effect of Classroom Gender Composition on Students' Development of Self-Regulated Learning Competencies

Success in any field depends on a complex interplay among environmental and personal factors. A key set of personal factors for success in academic settings are those associated with self-regulated learners (SRL). Self-regulated learners choose their own goals, select and organize their learning strategies, and self-monitor their effectiveness. Behaviors and attitudes consistent with self-regulated learning also contribute to self-confidence, which may be important for members of underrepresented groups such as women in engineering. This exploratory study, drawing on the concept of "critical mass", examines the relationship between the personal factors that identify a self-regulated learner and the environmental factors related to gender composition of engineering classrooms. Results indicate that a relatively student gender-balanced classroom and gender match between students and their instructors provide for the development of many adaptive SRL behaviors and attitudes.

Bulk Metallic Glasses Deform via Slip Avalanches

For the first time in metallic glasses, we extract both the exponents and scaling functions that describe the nature, statistics, and dynamics of slip events during slow deformation, according to a simple mean field model. We model the slips as avalanches of rearrangements of atoms in coupled shear transformation zones (STZs). Using high temporal resolution measurements, we find the predicted, different statistics and dynamics for small and large slips thereby excluding self-organized criticality. The agreement between model and data across numerous independent measures provides evidence for slip avalanches of STZs as the elementary mechanism of inhomogeneous deformation in metallic glasses.