*69%*:**Assessing expertise in introductory physics using categorization task***50%*:**Categorization of quantum mechanics problems by professors and students***47%*:**Assessing and improving student understanding of quantum mechanics***42%*:**Using student-generated content to engage students in upper-division quantum mechanics***40%*:**Student Difficulties with Quantum Mechanics Formalism***39%*:**Improving students' understanding of quantum mechanics by using peer instruction tools***38%*:**Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics***38%*:**Developing and Assessing Research-Based Tools for Teaching Quantum Mechanics and Thermodynamics***37%*:**Numerical Time Development in Quantum Mechanics Using a Reduced Hilbert Space Approach***37%*:**Characterizing and monitoring student discomfort in upper-division quantum mechanics***36%*:**Using a Computer-Rich Curriculum to Teach Quantum Mechanics***36%*:**On the Study of Student Use of Meta-Resources in Learning Quantum Mechanics***36%*:**Faculty Disagreement about the Teaching of Quantum Mechanics***36%*:**Cognitive Issues in Learning Advanced Physics: An Example from Quantum Mechanics***36%*:**Surveying Instructors’ Attitudes and Approaches to Teaching Quantum Mechanics***36%*:**“Because math”: Epistemological stance or defusing social tension in quantum mechanics?***36%*:**The Influence of Student Understanding of Classical Physics When Learning Quantum Mechanics***36%*:**Time Development in Quantum Mechanics Using a Reduced Hilbert Space Approach***36%*:**Transforming Upper-Division Quantum Mechanics: Learning Goals and Assessment**