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Foundations and Frontiers of Physics Education Research: Puget Sound 2012 Plenary Speakers

Louis Deslauriers, Carl Wieman Science Education Initiative

Louis Deslauriers completed his M.S.E. in Electrical Engineering (2000), M.Sc. in Physics (2001), and his Ph.D. in Applied Physics (2006), at The University of Michigan. His post doctoral work in Atomic Interferometry was conducted at Stanford University from 2006 to 2008. In 2008 Louis Deslauriers decided to satisfy his curiosity about physics education research and as such took a position of researcher with the Carl Wieman Science Education Initiative at the University of British Columbia in Vancouver, BC as a Science Teaching & Learning Fellow. At UBC he has worked on course transformation and assessment in modern physics, quantum mechanics, and other topics. In 2011, "Improved Learning in a Large-Enrollment Physics Class" (Deslauriers, Schelew, Weiman) was published in Science (http://www.sciencemag.org/content/332/6031/862.short) and received significant mainstream attention (http://www.economist.com/node/18678925).

Joss Ives, University of the Fraser Valley

Joss Ives is a Physics Instructor at the University of the Fraser Valley. He received his B.Sc. and M.Sc. from the University of Saskatchewan (2003) and a Ph.D. in experimental particle physics from the University of  British Columbia (2008). During his doctoral studies he co-founded the UBC Physics and Astronomy teaching assistant professional development program. His primary research is focused on evaluating the benefits of assessment that support learning, assignments that require learning before class and collaborative group work in his own courses. He is also in the process of remodeling his Advanced Laboratory course in the format of a physics research group, with the students taking on the role of apprentice scientists and the instructor taking on the role of research supervisor. He blogs about his experiences in implementing these instructional strategies and transformations at http://learnification.wordpress.com.

Corinne Manogue, Oregon State University

Corinne Manogue received her Ph.D. in physics from the University of Texas in 1984 and her undergraduate degree in mathematics and physics from Mount Holyoke College in 1977.  As a research professor of theoretical physics, Dr. Manogue investigates the use of the octonions, an eight dimensional number system, to describe the fundamental symmetries of elementary particle physics. Since 1996, she has been the Director for the Paradigms in Physics Program at Oregon State University, an NSF-funded project to revise the entire upper-division curriculum for physics majors.  The goals of the reform are to reorganize the curriculum along the lines in which professional physicists organize their own thinking, to make the scheduling more flexible for students with a variety of career interests, and to incorporate a variety of active-engagement pedagogical styles.

Amy D. Robertson, Seattle Pacific University

Amy Robertson is a Visiting Assistant Professor of Physics at Seattle Pacific University. She recently completed her Ph.D. with the Physics Education Group at the University of Washington, where she studied student and teacher reasoning about topics related to the particulate nature of matter. She currently coordinates the Learning Assistant Program at SPU and is working to develop new ways of assessing K-12 teachers' pedagogical content knowledge, attention to the disciplinary substance of student ideas, and perceptions of science and of self as a member of the scientific community. This research is part of the broader effort of the Energy Project to provide quality teacher preparation and growth in proximal formative assessment skills for instruction on the topic of energy. She also has a particular interest in the theory and methodology of quantitative and qualitative research in the physics education research community.

Jessica Thompson, University of Washington

Jessica Thompson is a research assistant professor in the UW College of Education. She is the Co-Principal Investigator on an NSF Tool Systems grant and the Principal Investigator on the Knowles Science Teaching Mentoring grant. Her research focuses on building networks that support novice and experienced science teachers in learning ambitious equitable practices. In 2010 she was awarded a fellowship from the Knowles Science Teaching Foundation which has supported research and development of tools and routines for mentor teachers in learning ambitious practices. This work included the development of summer institutes for mentors and for science instructional leaders in six major school districts. She is currently working with the Institute for Systems Biology and the North Sound LASER Alliance TOSA network (a group of instructional leaders in districts in the Puget Sound Region) to design instructional supports for science kits used in these districts and develop professional learning communities in schools and across districts-these projects aim to build local capacity for ambitious and equitable science teaching. As a part of this work she founded a video club, Lenses on Learning, to support in-service teachers in developing a learning community that works toward ambitious equitable practices. Jessica also has expertise in working with underserved students in secondary science classrooms and developing interventions that learn from, and support ethnic minority girls' engagement in scientific inquiry (dissertation fellowship from the American Association of University Women; 2007 Selma Greenberg Dissertation Award) and currently has an NSF grant to support an afterschool club for girls in science. She has a background in Biology and Chemistry and taught high school and middle school science as well as a drop-out prevention courses for eight years in North Carolina and Washington State. She has taught secondary and elementary science teaching methods courses and Culturally Responsive Math and Science Teaching at the UW.