We determine Li abundances and v sin i values from new spectra of 53 stars with Doppler‐detected planets not included in our previous papers in this series. We also examine two sets of stars without detected planets, which together serve as our comparison sample. Using the method of comparison of Li abundances and v sin i values between two sets of stars we introduced in Gonzalez, we confirm that these two quantities are smaller among stars with planets (SWPs) compared to stars without detected planets near the solar temperature. The transition from low to high Li abundance among SWPs occurs near 5850 K, a revision of about 50 K from our previous determination. The transition from low to high v sin i occurs near 6000 K, but this temperature is not as well constrained.

We report the results of abundance analyses of new samples of stars with planets and stars without detected planets. We employ these data to compare abundance–condensation temperature trends in both samples. We find that stars with planets have more negative trends. In addition, the more metal‐rich stars with planets display the most negative trends. These results confirm and extend the findings of Ramirez et al. and Melendez et al., who restricted their studies to solar analogues. We also show that the differences between the solar photospheric and CI meteoritic abundances correlate with condensation temperature.

Introductory courses in mathematics and the physical sciences are challenging for students and often have lower success rates than other comparable courses.  In online courses, this problem is magnified given the greater propensity for students to engage in surface learning strategies.  In particular, it has been shown that students are not actively utilizing learning materials provided in the structured course modules such as lecture videos.  To combat this problem, we have implemented two different solutions to improve student engagement and retention of knowledge.  Firstly, we have incorporated Quick Checks into courses in general chemistry and precalculus, where students answer auto-graded questions directly after viewing the course materials.  These aim to promote the viewing of course materials beyond homework and quizzes, including engagement with course lecture videos.  Secondly, with the incorporation of online proctoring options integrated into our LMS offerings, we have moved to increase the extent to which examinations are proctored. This encourages students to engage in more frequent reinforcement prior to examinations because they cannot use course materials during proctored examinations.  We show that these measures lead to greater engagement with course materials and improved performance on proctored examinations, although student performance on formative assessments remained relatively consistent.

There are many people that have helped me along the way. Both in success and in failure, these people were there to help when help was needed: First, and foremost, I would like to thank my advisor, Guillermo Gonzalez, whose straightforward attitude, experience, patience and guidance was never less than I needed. For always mixing the bad with some good, for helping me stay on track and for always being available, thank you. Because all of the late nights, long hours, and inconsistent schedules take a larger toll on her, I would especially like to thank my wife, Amy for her love and support. For all of the little things, thank you. Special thanks should go to Joshua Anderson and Daniel Risse for helping me when Linux fails and C++ codes misbehave. Without your help, this thesis would be stuck in a segmentation fault. Others, whose support makes this thesis possible include: Joseph Eitter, for observing when I could not; Lee Anne Willson and Steven D. Kawaler, for answering even the small, irrelevant questions; and Michelle Hartwell and Tom Stroman, without whom I would run in fear.