Related papers: Taking introductory physics in studio, lecture, or…
Despite nation efforts to promote diversity and inclusion, women and gender minorities remain underrepresented in physics. One common approach to studying gender in physics contexts treats gender as a categorical identity variable (e.g.…
We assessed changes in calculus proficiency and calculus self-efficacy in a second semester course of introductory physics focused on electricity and magnetism. While all students demonstrated an increase in calculus proficiency, including…
Students face diverse pathways as they journey through undergraduate study. The analysis of student course records can untangle common patterns in course progression, and identify group trends in student outcomes. The current work examines…
A recent paper by Salehi et al. claims that the differences found between major demographic groups on scores in introductory college physics tests are due to differences in pre-college preparation. No evidence is produced, however, to show…
Engaging in meaningful collaborations with peers, both inside and outside the classroom, can greatly enhance students' understanding of physics and other STEM disciplines. We analyzed the characteristics of women and men who typically…
Perceptions of disciplinary recognition and identity can be shaped by various forms of feedback and experiences. Here we focus on the potential effects of course grades on the perceievd recognition and physics identity of students. We…
We present a model for competency-based grading for calculus-based introductory physics that encourages students to obtain proficiency with all course content. By allowing students to continually improve their proficiency with skills and…
We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in…
Gaining recognition as a physics person by peers is an important contributor to undergraduate students' physics identity and their success in physics courses. Previous research has separately demonstrated that women perceive less…
Evidence is presented that offering introductory physics courses with an explicit focus on mastery can reduce the gender gap to zero. Taken together with a previous study showing that a concepts-first course may zero out another demographic…
A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be…
There is a significant underrepresentation of women in many Science, Technology, Engineering, and Mathematics (STEM) majors and careers. Prior research has shown that self-efficacy can be a critical factor in student learning, and that…
Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…
The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems.…
While laboratory instruction is a cornerstone of physics education, the impact of student behaviours in labs on retention, persistence in the field, and the formation of students' physics identity remains an open question. In this study, we…
Students' self-efficacy, interest, and perceived recognition from others have been shown to be very important for the development of their identity in a given field, which is a critical predictor of students' career decisions. Prior…
This paper examines the educational impact of the implementation of "Changes in Energy and Momentum" from the Tutorials in Introductory Physics in five different instructional settings. These settings include (1) a completely computer-based…
A recent paper used structural equation modeling to infer effects of gender-dependent student attitudes on several outcomes of introductory physics courses. The model used is precisely Markov equivalent to an equally plausible approximation…
The COVID-19 pandemic significantly altered how post-secondary students receive their education. Namely, the transition from an in-person to an online class format changed how students interact with their instructors and their classmates.…
As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component. Students completed a demographic…