We present the H I mass inventory for the REsolved Spectroscopy of a Local VolumE (RESOLVE) survey, a volume-limited, multi-wavelength census of >1500 z = 0 galaxies spanning diverse environments and complete in baryonic mass down to dwarfs of ∼10 9 M ⊙ . This first 21cm data release provides robust detections or strong upper limits (1.4M HI < 5-10% of stellar mass M * ) for ∼94% of RESOLVE. We examine global atomic gas-to-stellar mass ratios (G/S) in relation to galaxy environment using several metrics: group dark matter halo mass M h , central/satellite designation, relative mass density of the cosmic web, and distance to nearest massive group. We find that at fixed M * , satellites have decreasing G/S with increasing M h starting clearly at M h ∼ 10 12 M ⊙ , suggesting the presence of starvation and/or stripping mechanisms associated with halo gas heating in intermediatemass groups. The analogous relationship for centrals is uncertain because halo abundance matching builds in relationships between central G/S, stellar mass, and halo mass, which depend on the integrated group property used as a proxy for halo mass (stellar or baryonic mass). On larger scales G/S trends are less sensitive to the abundance matching method. At fixed M h ≤ 10 12 M ⊙ , the fraction of gas-poor centrals increases with large-scale structure density. In overdense regions, we identify a rare population of gas-poor centrals in low-mass (M h < 10 11.4 M ⊙ ) halos primarily located within ∼1.5× the virial radius of more massive (M h > 10 12 M ⊙ ) halos, suggesting that gas stripping and/or starvation may be induced by interactions with larger halos or the surrounding cosmic web. We find that the detailed relationship between G/S and environment varies when we examine different subvolumes of RESOLVE independently, which we suggest may be a signature of assembly bias.

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In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed the pedagogy to include research-validated practices in interactive engagement, and accomplished our goals of enhanced learning gains, sustainability, and adoptability of our course reforms. The active engagement at the heart of the Lecture/Studio format results in comparable or enhanced learning gains (as measured by validated concept surveys) when compared to traditional instruction. When coupled with appropriate instructor preparation the format is sustainable, requiring no greater financial or human resources than does the traditional mode of teaching such courses. We have developed a complete suite of activeengagement instructional materials and made them available to the physics education community for adoption outside our institution.

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