Related papers: Student ownership of projects in an upper-division…
In undergraduate research experiences, student development of an identity as a scientist is coupled to their sense of ownership of their research projects. As a a first step towards studying similar connections in physics laboratory…
In many upper-division lab courses, instructors implement multiweek student-led projects. During such projects, students may design and carry out experiments, collect and analyze data, document and report their findings, and collaborate…
National calls to transform laboratory courses by making them more discovery-based can be met by engaging students in multi-week final projects. One plausible outcome of this approach is that students may feel ownership of their projects.…
Multiweek projects in physics labs can engage students in authentic experimentation practices, and it is important to understand student experiences during projects along multiple dimensions. To this end, we conducted an exploratory…
We redesigned an advanced physics laboratory course to include a project component. The intention was to address learning outcomes such as modeling, design of experiments, teamwork, and developing technical skills in using apparatus and…
We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…
The modern engineering landscape increasingly requires a range of skills to successfully integrate complex systems. Project-based learning is used to help students build professional skills. However, it is typically applied to small teams…
We report results from a study designed to identify links between undergraduate students' views about experimental physics and their engagement in multiweek projects in lab courses. Using surveys and interviews, we explored whether students…
Upper-division physics students spend much of their time solving problems. In addition to their basic skills and background, their epistemic framing can form an important part of their ability to learn physics from these problems.…
The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division…
Computational physics is a key part of what it means to do physics in the twenty-first century. However, upper division computational physics remains a largely understudied area. We set out to understand the experiences of students in an…
As generative AI tools become embedded in creative practice, questions of ownership in co-creative contexts are pressing. Yet studies of human-AI collaboration often invoke "ownership" without definition: sometimes conflating it with other…
This article addresses the logistics of implementing projects in an undergraduate mathematics class and is intended both for new instructors and for instructors who have had negative experiences implementing projects in the past. Project…
Although developing proficiency with modeling is a nationally endorsed learning outcome for upper-division undergraduate physics lab courses, no corresponding research-based assessments exist. Our longterm goal is to develop assessments of…
Instructional physics labs are critical junctures for many STEM majors to develop an understanding of experimentation in the sciences. Students can acquire useful experimental skills and grow their identities as scientists. However, many…
Augmented reality (AR) provides users with a unique social space where virtual objects are natural parts of the real world. The users can interact with 3D virtual objects and virtual humans projected onto the physical environment. This work…
In their study of physics beyond the first year of University -- termed upper-division in the US, many of students' primary learning opportunities come from working long, complex back-of-the-book style problems, and from trying to develop…
We are interested in better understanding ways that students collaborate to solve conceptual physics problems in the context of spherical unit vectors in upper-level E&M, especially problems that have been shown to be difficult for students…
Problem: The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner…
Implementing a laboratory activity involves a complex interplay among learning goals, available resources, feedback about the existing course, best practices for teaching, and an overall philosophy about teaching labs. Building on our…