We have been exploring a variety of computerized techniques for analyzing student writing in introductory biology. We achieve computer-to-expert inter-rater reliability (IRR) on par with expert-to-expert IRR (> .8). In Fall, 2012, we piloted the use of automated text analysis to facilitate the use of written formative assessment for Just-in-Time Teaching (JiTT) in a large-enrollment introductory biology course at a large public Midwestern university. A total of 12,677 student responses to 15 online homework questions were collected in three 300+ student course sections with four instructors. We used automated analysis to create feedback for instructors before the next class period (less than one working day), so that instructions could use this feedback to inform their instruction. Instructors used many of the questions pre- and post-instruction and the reports we provided to them allowed them to see how their students' answers changed as a result of their instruction. Focus groups with the instructors revealed that they already knew some of the topics that challenged students, as revealed in previous semesters with multiple-choice examinations. However, the instructors pointed out that the written assessments were particularly important for gaining insight as to why students have struggled continuously with these ideas.

Thermodynamics can be challenging to students, thus improving thermodynamics instruction and assessment is an important area of science and engineering education research. Constructed response assessments can reveal the complexity of students' ideas about thermodynamics. We investigate the use of lexical analysis software for examining students' constructed responses using a group of three questions related to reaction thermodynamics. These questions were administered to students in a large enrollment undergraduate introductory science course and examined learning at two levels of Bloom's Taxonomy: comprehension and application. Our results show that students are able to identify correct statements about thermodynamics in a multiple choice context but fail to construct correct explanations using thermodynamic concepts. Lexical analysis revealed that students who provided correct explanations incorporated more correct concepts and/or made more connections among these concepts than did students with incorrect explanations. Lexical analysis provided insight into student understanding by revealing heterogeneous ideas that were masked in multiple choice versions of the assessment.

Early extremely low-frequency (ELF) research and the implementation of Project Sanguine to meet the Navy's need for secure transmission to submerged fleet ballistic missile (FBM) submarines are outlined. The 1963 "Intensive Test," which proved the feasibility of ELF reception by a submarine at operational depths, is highlighted.