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Many STEM degrees require passing an introductory physics course. Physics courses often have high failure rates that may disproportionately harm students who are marginalized by racism, sexism, and classism. We examined the associations…
Assigning course grades to students requires obtaining accurate measures of the students' understanding and knowledge of the topic. The induced stress from a traditional summative assessment is known to negatively impact student grades,…
There is consistent and growing evidence that physics instruction disproportionately harms female students' self-efficacy, their beliefs about their ability to learn and do physics. This harm is problematic because self-efficacy supports…
We describe a course designed to help future educators build an integrated understanding of the different elements of physics education research (PER), including: research into student learning, content knowledge from the perspective of how…
Many instructors choose to assess their students using open-ended written exam items that require students to show their understanding of physics by solving a problem and/or explaining a concept. Grading these items is fairly time…
In a previous study, students' self-expressed learning orientations towards an exercise centered on self-monitoring one's ability to solve a pre-lab physics problem were identified from a post-test feedback survey given to an introductory…
Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their…
This paper explores an intervention that emphasizes expert practice using spaced recall. Interviews were performed with two students who were shown physics solutions, and were asked to repeatedly recall the solutions over a period of weeks.…
The objective of physics laboratory training is to develop, in students, a variety of important cognitive and psycho-motor abilities related to experimental physics. These include conceptual understanding, procedural understanding,…
This study explores how pre- and post-assessments shape learning outcomes in an Introductory Real Analysis course. Pre-assessments act as learning roadmaps, highlighting prior knowledge and guiding student focus, while post-assessments…
We analyze learning data of an e-assessment platform for an introductory mathematical statistics course, more specifically the time of the day when students learn. We propose statistical models to predict students' success and to describe…
Acquiring the mathematical, conceptual, and problem-solving skills required in university-level physics courses is hard work, and the average student often lacks the knowledge and study skills they need to succeed in the introductory…
Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments…
There is a critical need to develop new educational technology applications that analyze the data collected by universities to ensure that students graduate in a timely fashion (4 to 6 years); and they are well prepared for jobs in their…
Our main goal is to develop plans to increase physics enrollment. Once again we thoroughly analyze the problem from the beginning and reach the conclusion that the most appropriate starting point in this direction should be to look into…
Computer science's increased recognition as a prominent field of study has attracted students with diverse academic backgrounds. This has significantly increased the already high failure rates in introductory courses. To address this…
This study uses social network analysis and the Classroom Observation Protocol for Undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP,…
Physics education research has consistently shown that students have higher learning outcomes when enrolled in interactive-engagement courses. Consequently, many schools are actively reforming their introductory curricula. For courses where…
When assessing student work, graders will often find that some students will leave one or more problems blank on assessments. Since there is no work shown, the grader has no means to evaluate the student's understanding of a particular…
Despite limiting access to applicants from underrepresented racial and ethnic groups, the practice of using hard or soft GRE cut-off scores in physics graduate program admissions is still a popular method for reducing the pool of…