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The role of student experiences in physics beyond the classroom which support their development has been the subject of exciting research in recent years. Results, typically from small studies at single institutions, have illustrated that…
We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses which…
Understanding how an instructional approach shapes student's cognitive resources and engagement is central to improving undergraduate physics education especially for novice learners. This study examines how three instructional modalities…
The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning (Dweck, 2000). However, the mindset literature's applicability to the context of…
Historically, physics has been a predominantly male field, with previous literature showing there is little diversity amongst U.S. physics students at the undergraduate and graduate levels. Recent research indicates that the lack of…
We have found that non-STEM majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower pre-instruction on the Lawson's Classroom Test of Scientific Reasoning (LCTSR) in…
Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by…
At large institutions of higher education, students frequently have a choice whether to attend the introductory physics sequence asynchronously online, on-site in a traditional lecture-setting, or in a reformed studio setting. In this…
Learning to think like a physicist (LTP) is often cited as a central goal of graduate physics education, yet what this means in practice and the extent to which physics graduate education prepares students to develop LTP and view LTP as…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…
We present an investigation into the interdisciplinary role of physics in a physics-for-non-physicists course at Pomona College. This work is guided by prior research into introductory physics for life-science (IPLS) courses, but attends to…
Student attitudes and approaches to problem solving can impact how well they learn physics. Prior research in the US using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences…
An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in…
Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the…
We examine the relationship between homework completion and exam performance for students having different physics aptitudes for five different semesters of an introductory electricity and magnetism course. In our analysis, we plot exam…
Analysis of institutional data for physics majors showing predictive relationships between required mathematics and physics courses in various years is important for contemplating how the courses build on each other and whether there is…
While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well…
This study investigates how graduate students' sense of belonging (SB) influences their intent to persist (IP) in physics and astronomy programs, and how this relationship is shaped by the basic psychological needs that drive…
We discuss the development, implementation, and assessment of a course for science undergraduates designed to help them develop an awareness and a deeper appreciation of the intellectual demands of physics teaching. The course focused on…
Following the emergence of COVID-19 in Spring 2020, undergraduate in-person physics laboratory courses at a R1 public university were adapted for remote learning to accommodate the subsequent campus closure. Video lectures and web-based…