All poster sessions will be held in Grand South.
| First Author |
Poster |
P# |
| Abrashkin, Ariel |
Students modeling of thermal contact - From particle diffusion to Energy Spreading |
A1 |
| Akinyemi, Abolaji |
Introductory student interpretation of validity checks of expressions: Different analytical perspectives |
A2 |
| Alfson, Jonathan W. |
Student use and coordination of computerized and tangible visualization tools |
A3 |
| Amadeu Filho, Joao R. |
Learning physics on YouTube: what is available for students? |
A27 |
| Arruda, Anthony |
Transitioning from Dirac to Function Notation in Spins-first Quantum Mechanics |
A4 |
| Becker, Sebastian |
Promoting Students’ Conceptual Knowledge and Representational Competence using Video Analysis on Tablet Computers |
A5 |
| Bender, Lydia G. |
Transforming to Three-Dimensional Learning Across Institutions |
A6 |
| Bretland, Dean |
Adapting Tutorials in Introductory Physics for new populations and environments |
A7 |
| Castillo, Steven |
The Intersection of Physics and Computing Identities: Examining boundary spanning amongst marginalized groups in physics |
A8 |
| Cermak, Jacob |
Comparative Experiments: Investigating student reasoning with pictorial and graphical data. |
A9 |
| Chang, Sheh Lit |
Curriculum development to improve student understanding of rolling motion |
A10 |
| Cheng, Hemeng |
The Structure of Student Physics Identity Development through Two High School Interventions |
A11 |
| Coghlan, Virginia |
Investigating Student Perceptions of Learning Assistants |
A12 |
| Colborn, Christopher |
Student understanding of principles of superposition in introductory calculus-based electricity and magnetism |
A13 |
| Corrales, Adriana |
Conversational norms in faculty communities enable and constrain opportunities to learn |
A14 |
| Cothrel, Helen Mae |
Modern Physics Laboratory Students' Ideas about Physics |
A15 |
| Crouch, Taylor |
Effect of peer-review on development of students' problem-solving abilities |
A16 |
| De Grandi, Claudia |
Strategies for building a welcoming STEM classroom environment for all students |
A17 |
| De Winter, James |
The views of pre-service physics teachers on the role of mathematics in the teaching and learning of physics |
A18 |
| Deich, Aaron |
Writing Physics Books Like Harry Potter: How to Make Physics Textbooks More Enjoyable |
A19 |
| Doty, Constance M. |
Graduate Teaching Assistants’ Perspectives on Leading Student-centered Classes in Physics and Chemistry |
A20 |
| Elliott, Thomas |
Service Learning in Astronomy Education |
A21 |
| Eriksson, Moa |
Towards understanding learning challenges involving sign conventions in introductory level kinematics |
A22 |
| Etson, Candice M. |
Transition Analysis: A new method for tracking changes in student understanding using concept inventories |
A23 |
| Faries, Whitney |
Student Attitudes in Introductory Physics: How Students Experience Physics Courses |
A24 |
| Fiedler, Brett |
A Design-Based Informal Physics Program from a Youth Perspective |
A25 |
| Figueroa, Abigail |
Learning To Teach Quantum Information Using the Visual Quantum Mechanics Project |
A26 |
| Finzell, Thomas |
A Tale of Two Faculty: Differing Perspectives on the Incorporation of Computation into Undergraduate Studies |
A28 |
| Fischer, Christopher |
Modifying the curriculum of introductory physics to improve student learning locally and downstream. |
A29 |
| French, Rica Sirbaugh |
Uncovering the Unknown Unknowns of Peer Instruction Questions |
A30 |
| Gifford, Julian D. |
Representational Integration: A framework for Mathematical Sense Making |
A31 |
| Gordon, Robin |
Student Attitudes in Introductory Physics: Quantitative Trends Across Courses |
A32 |
| Griswold, Kristina |
Denoting and Comparing Leadership Actions/Traits in Group Work |
A33 |
| Halpern, Megan |
Physics Demonstrations as Expressive Acts |
A34 |
| Hanemann, Isaac |
Documenting and characterizing differences in students’ epistemologies between classical and quantum physics. |
A35 |
| Hayden, Emily |
Personalization of Learning, and Scientific Pursuit in an Inquiry-based Learning Environment |
A36 |
| Head, Thomas Blake |
STEP UP 4 Women: Examining students’ responses to lesson interventions |
A37 |
| Herrera, Xochith |
Student Outcomes Across Collaborative-Learning Environments |
A38 |
| Hillebrand-Viljoen, Charlotte |
How students apply linear algebra to quantum mechanics |
A40 |
| Jambuge, Amali Priyanka |
Students’ use of mathematics while working on physics assessments |
A41 |
| Khan, Raquib |
STEM Students’ Voluntary Use of YouTube to Learn Science Topics Taught in High School and/or College |
A42 |
| Khong, Hien |
Assessing students in planning investigations |
A43 |
| Kota, Srividya Durga |
Harnessing digital technologies to improve student engagement in the laboratory |
A44 |
| Lane, W. Brian |
Response-Shift Bias in the CLASS with Predicted and Retrospective Survey |
A45 |
| LeGresley Rush, Sarah |
Student learning: How do we improve grades without lowering the standards? |
A73 |
| Leary, Ashleigh |
Integrating computation in undergraduate physics can be difficult and water is wet |
A46 |
| Lebedev, Petr |
Critical Reflection and Physics Education Multimedia |
A47 |
| Levy, Smadar |
PD of Physics Teacher-Leaders in a Program of Regional PLCs |
A48 |
| Li, Feng |
Introductory physics lab practical exam development: Investigation design, explanation, and argument |
A49 |
| Lima, Katherine |
Transformative experience in a physics course designed to facilitate connections to biology |
A50 |
| Louis, Kyle |
Determining hierarchies of “correctness” through student transitions on the FMCE |
A51 |
| Madden, Jack |
Virtual Reality as a Teaching Tool for Moon Phases and Beyond |
A52 |
| Majiet, Nuraan |
Student Understanding of Measurement and Uncertainty |
A53 |
| Malboeuf, Samantha |
The analysis of student interactions with open-ended lab experiments: Integration of past knowledge and new thinking |
A54 |
| Marshall, Delia |
Developing representational competence in introductory-level physics |
A55 |
| McCauley, Austin |
Discourse analysis of Learning Assistant preparation sessions: Group discussion dynamics and level of mechanistic reasoning |
A39 |
| Monsalve, Camila |
Exploring undergraduates’ perceptions of barriers to graduate school |
A56 |
| Moore, Christopher |
Development and validation of a physics-specific problem-solving process rubric |
A57 |
| Munsell, Jeremy |
Validating a survey for self-reporting cognitive load |
A58 |
| Myers, Carissa |
Content analysis of instructor tools for building a learning community |
A59 |
| Pak, Alaina |
Talk moves, argumentation, and questioning patterns in LA-supported group problem solving |
A60 |
| Payne, Lily |
Intervening in status hierarchies to disrupt inequity in small groups |
A61 |
| Perez-Montalvo, Dicha |
Just Science: Analyzing future teachers’ colorblindness |
A62 |
| Perl Treves, David |
Preparing students for long-term open inquiry projects - students' perspective |
A93 |
| Pina, Anthony |
Student Blending in Math and Physics Integration Problems |
A64 |
| Prefontaine, Brean |
Intense Outreach: Experiences Shifting University Students’ Identities |
A65 |
| Price, Argenta |
How and why do teachers use PhET interactive simulations? |
A66 |
| Price, Virginia |
Determining Influences of Women Deciding to Major in Physics |
A67 |
| Pyles, Lacee |
Investigating the Effects of Deliberate Practice on Introductory Physics Student Representation Skills |
A68 |
| Quichocho, Xandria R. |
Examining the intersectionality of physics students’ multiple identities at MSIs. |
A69 |
| Reynerson, Paul |
Defining Productivity Using Student Objectives in an Informal Physics Program |
A70 |
| Reynolds, Cynthia |
Investigating Physics Self-Efficacy in Secondary Education Students |
A71 |
| Robinson, Alma |
The Impact of a Physics-Majors Introductory Physics Course and First Year Seminar for Physics Majors on Learning and Attitudinal Gains |
A72 |
| Ríos, Laura |
Challenges with proposing causes for unexpected experimental results |
A74 |
| Sachmpazidi, Diana |
What makes instructional development teams successful? |
A75 |
| Saeedi, Manooch |
The Impact of Engaged Instructional Techniques on Students' Mindsets |
A76 |
| Sammons, Amber |
Using Grounded Cognition Theory to Improve Physics Diagrams |
A77 |
| Sand, Odd Petter |
How first-year university students frame computational tasks on radioactive decay |
A78 |
| Sault, Timothy |
Student Cognition in Physics Group Exams |
A79 |
| Schaefle, Claudia |
Students’ reasoning in fluid dynamics: Bernoulli’s principle vs. the continuity equation |
A80 |
| Shar, Kelli |
Investigating the influence of assessment questions on student epistemological resources in physics |
A81 |
| Singh, Mamta |
Assessing Pre-Service Teachers' Physics Content Knowledge and Teaching Efficacy |
A82 |
| Sirait, Judyanto |
Pre-Service Physics Teachers’ Views about Physics Representations |
A83 |
| Solli, Robert |
Predicting on campus student performance from video interactions. |
A84 |
| Solomon, Jonathan |
Assessing the lasting impact of an IPLS course |
A85 |
| Stanley, Bryan |
Comparing assessment data between learning and teaching assistant supported studios |
A86 |
| Stein, Martin M |
Confirming what we already know: Biases in students’ lab notes |
A87 |
| Steiner, Ariel |
Students modeling of particle diffusion - From Dynamics to Equilibrium Statistical Thermodynamics |
A88 |
| Sullivan, Kelley D. |
Communicating Wonderful Ideas |
A89 |
| Tapping, Ryan |
Visualizing patterns in CSEM responses to assess student conceptual understanding |
A90 |
| Taylor, Henry |
“So it’s the same equation...”: A blending analysis of student reasoning with functions in kinematics |
A91 |
| Todoroki, Keita |
Assessing students' experimental reasoning and proficiency in elementary laboratory |
A92 |
| Valente, Diego |
A study on the effect of physical context in students’ understanding of vectors |
A94 |
| Vela, Adan |
A Survival Analysis of Irregular Enrollment Patterns |
A95 |
| Vela, Adan |
Variations in Patterns of Persistence |
A96 |
| Ventura, Katherine |
Engaging Students in Developing and Using Models through Assessments |
A97 |
| Walsh, Cole |
Assessment of critical thinking in physics labs |
A98 |
| Waters, David |
How perceptions of active learning strategies affects class performance |
A99 |
| Weller, Daniel |
Comparing Students’ Perceptions of Reality in Experimental and Computational Activities |
A100 |
| Wells, James E |
Using STERGMs to Model Tie Persistence in Students' Out-of-Class Networks |
A101 |
| Wentink, Orlala |
Teachers’ energy model as a tool for interpreting student ideas in a community of practice |
A102 |
| Whitcomb, Kyle M. |
How do introductory physics and mathematics courses impact engineering students’ performance in subsequent engineering courses? |
A103 |
| Wilke, Edana |
Investigating reasons for why self-paced interactive electronic learning tutorials express a challenge for engaging students |
A104 |
| Zhang, Daqing |
Implementation and Assessment of Redesigned Courses in Calculus-Based Introductory Physics |
A105 |
| First Author |
Poster |
P# |
| Agra, Elise |
An alternate method to examine CLASS data |
B1 |
| Aiken, John M. |
Towards a model of students pathways in STEM |
B2 |
| Atkins Elliott, Leslie |
The EDISIn Project: Engineering Design in Scientific Inquiry |
B3 |
| Bennett, Michael B. |
How Does Program Design Promote or Constrain Pedagogical Approaches? |
B4 |
| Beverly, Nancy |
Assessing competence in authentic modeling by life science students in the introductory course |
B5 |
| Bogdan, Abigail M. |
Comparing Student Understanding of Units and Dimensional Analysis Between Universities |
B6 |
| Bugge, Danielle |
How’d you do that? Student reflections in physics labs |
B7 |
| Cai, Bei |
Using reflections to explore student learning during the project component of an advanced laboratory course |
B8 |
| Chastain, Raymond |
Using a Student-Authored Problem Assignment as a Bridge from Instruction to Practice |
B9 |
| Chasteen, Stephanie Viola |
What do thriving physics teacher education programs do? The Physics Teacher Education Program Analysis (PTEPA) Rubric |
B10 |
| Chen, Zhongzhou |
Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer |
B11 |
| Christensen, Warren |
Development of a Rubric for Improved Understanding of IPLS Curricula |
B12 |
| Coble, Kimberly |
Evaluation of an Interactive Undergraduate Cosmology Curriculum |
B13 |
| Coble, Kimberly |
Impacts of a Course-based Undergraduate Research Experience in Introductory Astronomy Using Robotic Telescopes |
B14 |
| Conn, Jessica |
“What is the task?: LA Prep as locus of identity reconciliation?” |
B15 |
| Daane, Abigail R. |
Let’s talk about equity: Two-year college students’ and physics culture |
B16 |
| De Leone, Charles J. |
Long-Term Fidelity in a Research-Based Introductory Physics Curriculum* |
B17 |
| Delgado, Jennifer |
Logic and Quantitative Reasoning in an Introductory Astronomy Class |
B18 |
| Doucette, Danny |
What’s happening in traditional and inquiry-based introductory labs? An integrative analysis at a large research university |
B19 |
| Doughty, Leanne |
Investigating the Relationship between Active Learning Task Characteristics and Student Success |
B20 |
| Dounas-Frazer, Dimitri R. |
Student ownership of laboratory projects and attitudes about experimental physics |
B21 |
| Duffy, Andrew G. |
Project Accelerate: Closing the Access Gap for STEM Careers and Academic Programs |
B23 |
| Durden, Jared |
Do I Belong Here?:Understanding Participation and non-Participation in a Contentious “Board” Meeting |
B24 |
| Edri, Haim |
Students Perceptions of Simplification- From Fine-Grained to Coarse- Grained Modeling |
B25 |
| Engelhardt, Paula V. |
Developing a student outcomes assessment for Next Gen PET |
B27 |
| Evans, William R. |
Results from Piloting a Design-style Lab in Introductory Algebra-based Mechanics |
B28 |
| Funkhouser, Kelsey |
What counts in laboratories: Toward a practice-based identity survey |
B29 |
| Gaffney, Jon |
How instructors leverage the unpredictable in their classrooms |
B30 |
| Galloway, Ross |
What really happens in active engagement lectures? |
B31 |
| Goldberg, Fred |
Instructional dilemmas around energy representations: Learning potential in faculty communities |
B103 |
| Good, Melanie L. |
Physics teaching assistants’ perceptions of a multiple choice problem: Empathy for students overshadows benefits of formative assessment |
B33 |
| Gupta, Ayush |
Leveraging case studies of engineering students’ discussions of socio-scientific issues to motivate ethics education in physics |
B34 |
| Hamerski, Paul C |
Learning Assistants as Constructors of Feedback: How Are They Impacted? |
B35 |
| Hinrichs, Brant |
Social Positioning and Consensus Building in “Board” Meetings With Disagreements |
B36 |
| Hopf, Martin |
EPO-EKO – Learning Electricity in Middle Schools |
B37 |
| Hyater-Adams, Simone |
Performing Physics: An Analysis of Design-Based Informal STEAM Education Programs |
B38 |
| Ibrahim, Bashirah |
Sequential versus simultaneous synthesis problem solving: An exploration of students' visual gaze |
B39 |
| James, Westley |
Beyond Disability as Weakness: Perspectives from Students with Disabilities |
B40 |
| Jariwala, Manher |
Learning Assistants and their Contributions to a Curriculum Development Project |
B41 |
| Johnson, Brandon |
How social-media and web-accessible learning resources influence students’ social, emotional, and epistemological experiences in quantum mechanics |
B42 |
| Kalender, Zeynep Y. |
Large gender differences in physics self-efficacy at equal performance levels: A warning sign? |
B43 |
| Keebaugh, Christof |
Helping students learn to count the number of many-particle states with a fixed number of single-particle states for a system of identical p |
B44 |
| Knaub, Alexis |
The Career Motivations of Women in Finnish Physics Programs |
B45 |
| Kontro, Inkeri |
Exercise iteration increases student activity and learning |
B46 |
| Kornreich-Leshem, Hagit |
The Connection Between Classroom Cues, Student Engagement and Disciplinary Identity |
B47 |
| Lau, Alexandra C |
Illustrating a Faculty Community’s Productive Teaching Talk and the Facilitation Moves That Supported It |
B48 |
| Leak, Anne E. |
Physics students’ perceptions about seven aspects of innovation and entrepreneurship |
B49 |
| Lewandowski, Heather |
Initial Impacts of the transformation of a large Introductory lab course focused on developing experimental skills and expert epistemology |
B50 |
| Lieberman, David |
The Case for the Study of the Effectiveness of Active Learning Strategies at Community Colleges |
B51 |
| Lindell, Rebecca |
Appropriate Statistics for use with Distracter-driven Conceptual Evaluation Instruments |
B52 |
| Little, Angela |
Exploring Mindset’s Applicability to Transformed College Physics Courses |
B53 |
| López Tavares, Diana Berenice |
Dashboard to Evaluate Student Engagement with PhET Simulations |
B84 |
| Maloney, David P. |
Learning to Apply Coulomb's Law Consistently: It's Complicated |
B54 |
| Marshman, Emily |
Investigating student difficulties with the corrections to the energy spectrum of the hydrogen atom for the Zeeman effect |
B55 |
| Mason, Andrew J. |
Comparison of attitudes and approaches to problem between introductory physics and introductory astronomy using a validated survey |
B56 |
| Massey-Allard, Jonathan |
Supporting invention: interactive simulations, contrasting cases and collaboration |
B57 |
| Meredith, Dawn |
Truly Representative Samples for Conceptual Evaluation Instrument (CFI) Development |
B58 |
| Morphew, Jason |
Factors Affecting Metacognitive Monitoring Accuracy in an Introductory Physics Course |
B59 |
| Murray, Jeffrey W. |
Infusing Engineering Design in a Physics Course for Pre-Service Elementary Teachers |
B60 |
| Nokes-Malach, Timothy J. |
The impact of prior preparation and motivational characteristics on learning outcomes in introductory physics courses |
B61 |
| Olmstead, Alice |
Justifying the design of pathways into the Living Physics Portal instructor community |
B104 |
| Owens, Lindsay M |
The Ideal Physics Graduate Student |
B62 |
| Paul, Cassandra |
Pondering the Punitive Zero: Analysis of a decade of blanks and missed quizzes |
B63 |
| Phillips, Jeffrey A. |
Facilitators and outcomes of three STEM-Education conference groups working toward transdisciplinarity |
B22 |
| Piedrahita Uruena, Yuri B. |
Probing the Performance Gap Between Engineering and Biology Majors in an Introductory Physics Laboratory |
B89 |
| Pollard, Benjamin |
Views about Experimental Physics in a Large Introductory Laboratory Course |
B64 |
| Porter, Christopher Douglas |
A Controlled Study of Stereoscopic Virtual Reality in Freshman Magnetostatics |
B65 |
| Pérez-Lemonche, Ángel |
Frequently Paired Wrong Answers and Pre-post Transitions on the Mechanics Baseline Test |
B66 |
| Radoff, Jennifer |
Teachers’ shifting interpretations of (in)equities in classroom participation |
B68 |
| Rebello, N. Sanjay |
Machine Learning Predicts Responses to Conceptual Questions Using Eye Movements |
B69 |
| Richards, AJ |
Recruiting future physics teachers with a summer enrichment program |
B70 |
| Robertson, Amy D. |
Belonging, Success, Access, and Disruption: Physics Faculty Goals and Practices for Inclusive Learning Environments |
B71 |
| Rodriguez, Idaykis |
Transforming modeling instruction for a large classroom environment |
B72 |
| Rosengrant, David |
Video Game Vignettes |
B74 |
| Sabella, Mel S. |
How ideas from Learning Assistants can inform instruction and shift power dynamics in STEM classrooms |
B75 |
| Sabo, Hannah |
Role-playing as pedagogical tool for helping LAs sense-make about inequitable team dynamics |
B76 |
| Sadaghiani, Homeyra |
Student sense-making and interpretation of quantum mechanical expectation values |
B77 |
| Scanlon, Erin |
Ability Profiles: A Framework for Conceptualizing Dimensions of Ability |
B78 |
| Sealfon, Carolyn D. |
Classifying Students’ Free Responses in Large Classes |
B79 |
| Simmons, Amber |
Assessing instructors with student grades: introductory physics |
B80 |
| Singh, Chandralekha |
Improving student understanding of the many-particle Hamiltonian and stationary state wavefunction for non-interacting identical particles |
B81 |
| Smith, Trevor I. |
PIQL: Measuring Physics Quantitative Literacy using Multiple-Choice/Multiple-Response Questions |
B82 |
| Strzys, Martin P. |
Smartglasses in STEM laboratory courses – the augmented thermal flux experiment |
B83 |
| Thees, Michael |
Smartglasses as assistive tools for STEM laboratory courses – Theoretical Foundations |
B85 |
| Topdemir, Zeynep |
The Factors That Affect Students’ Persistence in the Undergraduate Physics Program |
B86 |
| Traxler, Adrienne |
Visual representations of classroom activity: What captures the essence? |
B87 |
| Turpen, Chandra |
Maintaining the agency of educators in collaborative problem-solving about teaching |
B105 |
| Walter, Paul J. |
A metric for measuring the constancy of item response curves |
B90 |
| Watson, Kevin |
How Students' Understanding of Normalization Changes After Taking Quantum Mechanics |
B91 |
| Wilcox, Matthew |
Selling the Studio Style to Students: a Qualitative Study |
B92 |
| Willoughby, Shannon D. |
Space Sciences as a Context for College Physics |
B93 |
| Wittmann, Michael C. |
Biology teachers' engagement with a physics model of energy flow |
B94 |
| Wolf, Steven F. |
Collaboration structure and student group exam performance |
B95 |
| Wolf, Steven F. |
Learning Assistants' changing perception of teaching |
B96 |
| Wolf, Steven F. |
Student Attitudes on Group Exams in STEM Courses |
B97 |
| Wolf, Steven F. |
Surviving STEM: Pathways to getting a STEM degree |
B98 |
| Young, Nicholas |
Using Machine Learning to Predict Integrating Computation into Physics Courses |
B99 |
| Zamarripa Roman, Brian |
Success is a puzzle: sorting out the pieces with metaphor analysis |
B73 |
| Zeng, Liang |
Know-Why in Using Right-Hand Rules to Determine Directions in Electromagnetism in College Physics |
B100 |
| Zich, Raymond |
Using eye tracking to identify instructive features of diagrams |
B101 |
| Zohrabi Alaee, Dina |
Comparison between equal signs in students' homework and solution manuals |
B26 |
| Zu, Tianlong |
Effects of Peer-Interaction on Conceptual Test Performance and Cognitive Load |
B102 |
| First Author |
Poster |
P# |
| Allen, Patricia E |
ECLASS As Part of Program Assessment |
C1 |
| Bergin, Shane |
Quavers to Quadratics - An informal transdisciplinary physics & music programme. |
C3 |
| Buncher, John B. |
Algebra-Based Students & Vectors: Can ijk Coaching Improve Arrow Subtraction? |
C5 |
| Cao, Ying |
An Adapted Engineering Learning Assistant Program and Its Outcomes |
C7 |
| Chessey, Mary |
How physics students learn, adapt, and defy unspoken cultural expectations |
C9 |
| Close, Hunter G. |
Development and initial assessment of GlowScript Blocks, a new tool for introducing programming in introductory physics |
C11 |
| Corbo, Joel C. |
Capacity-Building as an Orienting Goal for Departmental Action Teams |
C13 |
| Doyle, Jacqueline |
Identifying Productive Questions for Measuring Teacher Knowledge |
C15 |
| Drury, Byron |
Online Quizzes Predict Conceptual and Calculational Final Exam Scores |
C17 |
| Ehrlich, Gabriel S. |
Problematization and Wonderful Ideas in a Design-an-Experiment Laboratory Course |
C19 |
| Emigh, Paul J. |
Student Sense Making about Equipotential Graphs |
C21 |
| Euler, Elias |
The case for (better) illustrations in qualitative physics education research |
C23 |
| Fracchiolla, Claudia |
Characterizing Models of Informal Physics Programs |
C25 |
| Goodhew, Lisa M. |
Examining the situated productivity of students’ conceptual resources over the course of problem-solving interviews |
C27 |
| Gutmann, Brianne |
Effective Grain-Size of Mastery-Style Online Homework Levels |
C29 |
| Henderson, Rachel |
Rural-Urban and First Generation Differences on the Force and Motion Conceptual Evaluation |
C31 |
| Hoehn, Jessica R. |
Dynamics of students’ ontological reasoning across modalities and contexts in modern physics |
C33 |
| Huynh, Tra |
Blending Physics and Mathematical Sign |
C35 |
| Justice, Paul |
Developing Robust Clicker Question Sequences for Quantum Mechanics |
C37 |
| Karim, Nafis I |
Impact of evidence-based pedagogies on student performance in introductory physics |
C39 |
| Klein, Pascal |
Visual understanding of divergence and curl: Visual cues promote better learning |
C41 |
| Lenz, MacKenzie |
Surprise! students don’t do special-case analysis when unaware of it |
C43 |
| Lindsay, William |
Holistic Support for Physics Education Reform: Initial Results from the PEER Curricular Suite |
C45 |
| Lock, Robynne |
Evidence for Effective Group Work in Studio Physics |
C47 |
| Maries, Alexandru |
Impact of evidence-based active-engagement instruction on the gender gap in introductory physics |
C49 |
| Mays, Mikayla |
Student Interpretation of Coefficients in Fourier Series |
C51 |
| McPadden, Daryl |
Feedback as a mechanism for improving students’ communication skills |
C53 |
| Mulder, Gregory |
How students describe infinitesimal sources as infinitesimal spaces in integrals |
C55 |
| Nair, Abhilash |
An uncommon case of relevance through everyday experiences |
C57 |
| Passante, Gina |
Students' choices when solving expectation value problems |
C61 |
| Pawlak, Alanna |
Instructor approaches to teaching computational physics problems in problem-based courses |
C63 |
| Pollock, Steven |
Designing, validating, and contrasting closely related conceptual quantum mechanics questions for spin states and spatial wavefunctions |
C65 |
| Quan, Gina M. |
Research on University Faculty’s Reasoning about how Departments Change |
C14 |
| Quinn, Katherine N. |
Who does what now? How physics lab instruction impacts student behaviors |
C67 |
| Ramey II, Charles L. |
Technical Writing and Letters Home: What's Going On? |
C69 |
| Redish, Edward |
Learning to use math in science: Teaching epistemic tools |
C71 |
| Rodriguez, Miguel |
Using Social Interdependence Theory to Understand Small Group Learning in Modeling Instruction |
C73 |
| Rosenblatt, Rebecca |
Investigating the effects of modified equipotential diagrams on student interpretation |
C75 |
| Ruggieri, Charles |
Assessable Learning Objectives: Collaborative Development, Implementation, and Evaluation |
C77 |
| Sayer, Ryan |
A Case Study Evaluating Just-in-Time Teaching and Peer Instruction Using Clickers in a Quantum Mechanics Course |
C79 |
| Schermerhorn, Benjamin |
Connecting Physics Students’ Conceptual Understanding to Symbolic Forms s Using a Conceptual Blending Framework |
C81 |
| Smith, Emily M. |
Surprise! Shifting students away from model-verifying frames in physics labs |
C83 |
| Speirs, J. Caleb |
Examining student tendencies to explore alternate possibilities |
C85 |
| Van De Bogart, Kevin L |
Investigating student design of electronic systems* |
C87 |
| Vignal, Michael |
Expert reasoning about independent and dependent variables in thermodynamics |
C89 |
| Warren, Aaron R. |
Using Bayesian Updating to Shift Epistemic Beliefs |
C91 |
| Wawro, Megan |
Student Reasoning about Eigenvectors and Eigenvalues from a Resources Perspective |
C93 |
| Williams, Tamia |
The Intersection of Identity and Performing Arts of Black Physicists |
C95 |
| Wilson, Michael |
A Comparison of Visual Representations of E&M Plane Waves |
C97 |
| Wood, Laura A. |
Researching Experiences in a Cohort Program to Influence Self-Efficacy |
C99 |
| Zabriskie, Cabot |
Analysis of mathematics pathways through a Physics Major |
C101 |
| Zwickl, Benjamin M |
Measurement: A rich and ubiquitous context for mathematization in physics |
C103 |
