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Physics instructors need support to successfully adopt and adapt evidence-based active engagement (EBAE) approaches because improving teaching and learning is a process and support is needed to ensure that they do not get disheartened if a…
In physics education research, instructors and researchers often use research-based assessments (RBAs) to assess students' skills and knowledge. In this paper, we support the development of a mechanics cognitive diagnostic to test and…
At large research universities in the USA, introductory physics labs are often run by graduate student teaching assistants (TAs). Thus, efforts to reform introductory labs should address the need for effective and relevant TA professional…
Providing students with flexible and timely academic support is a challenge at most colleges and universities, leaving many students without help outside scheduled hours. Large language models (LLMs) are promising for bridging this gap, but…
We discuss a case study of the influence of epistemology on learning for a student in an introductory college physics course. An analysis of videotaped class work, written work, and interviews indicates that many of the student's…
A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable…
Performance in introductory courses, particularly physics, is often crucial for student success in STEM majors and can impact an individual's tendency to persist in their chosen field. To enhance students' individual learning experiences,…
Students with disabilities are enrolling in postsecondary education in increasing numbers and in science, technology, engineering, and mathematics (STEM) at steady rates since the early 1990s. Specifically, in 2014, the National Center on…
We report on a multi-year study of student attitudes measured with the Colorado Learning Attitudes about Science Survey (CLASS) in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six…
This is a report on a qualitative study of students' learning where a physics computer simulation session is used to supplement lectures on the topic. Drawing on phenomenography as the analytical framework, the students' learning-focuses…
Learning analytics (LA) draws from the learning sciences to interpret learner behavior and inform system design. Yet, past personalization remains largely at the content or performance level (during learner-system interactions), overlooking…
Although the use of active learning to increase learners' engagement has recently been introduced in a variety of methods, empirical experiments are lacking. In this study, we attempted to align two experiments in order to (1) make a…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
This study investigates differences in student responses to in-class and online administrations of the Force Concept Inventory (FCI), Conceptual Survey of Electricity and Magnetism (CSEM), and the Colorado Learning Attitudes about Science…
Recently, latent action learning, pioneered by Latent Action Policies (LAPO), have shown remarkable pre-training efficiency on observation-only data, offering potential for leveraging vast amounts of video available on the web for embodied…
When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be…
Real-world reinforcement learning (RL) environments, whether in robotics or industrial settings, often involve non-visual observations and require not only efficient but also reliable and thus interpretable and flexible RL approaches. To…
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…
Teachers' in-the-moment support is a limited resource in technology-supported classrooms, and teachers must decide whom to help and when during ongoing student work. However, less is known about how students' prior help history (whether…
Teaching assistants (TAs) are often responsible for grading student solutions. Since grading communicates instructors' expectations, TAs' grading decisions play a crucial role in forming students' approaches to problem solving (PS) in…