Carl Wieman
Cheriton Family Professor and Professor of Physics and of Education, Emeritus
Bio
Carl Wieman holds a joint appointment as Professor of Physics and of the Graduate School of Education. He has done extensive experimental research in atomic and optical physics. His current intellectual focus is now on undergraduate physics and science education. He has pioneered the use of experimental techniques to evaluate the effectiveness of various teaching strategies for physics and other sciences, and served as Associate Director for Science in the White House Office of Science and Technology Policy.
Honors & Awards
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Carnegie US University Professor of the Year, Carnegie Foundation for the Advancement of Teaching (2003)
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Nobel Prize in Physics 2001, Nobel Foundation (2001)
Professional Education
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Ph.D., Stanford University, Physics (1977)
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B.S., MIT, Physics (1973)
Research Interests
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Brain and Learning Sciences
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Higher Education
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Science Education
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Teachers and Teaching
Current Research and Scholarly Interests
The Wieman group’s research generally focuses on the nature of expertise in science and engineering, particularly physics, and how that expertise is best learned, measured, and taught. This involves a range of approaches, including individual cognitive interviews, laboratory experiments, and classroom interventions with controls for comparisons. We are also looking at how different classroom practices impact the attitudes and learning of different demographic groups.
Some current projects include:
1. Investigating problem solving strategies. We are examining the detailed components in problem solving to determine how these combine to achieve problem solving success, and how the strengths and weaknesses of a learners strategy can be measured and then improved. This work involves physics based computer simulations where students decide what information to seek, how to interpret the information they get, and then how they choose to act on that information. The goals of this research are, primarily, to identify which aspects of problem solving strategies pave the way to expertise and how to teach these effectively.
2. Cognitive principles for instructional design
Although current “active learning” efforts have been shown to provide better learning outcomes than traditional instructional methods, there is currently little guidance on how to design such materials to best support learning. We are designing, implementing, and studying instructional materials that take into account findings on human cognition, such as the benefits of inventing from a series of contrasting cases (e.g. Schwartz et al., 2011). By studying the efficacy of these materials, we hope to provide instructors, curriculum developers, and researchers with new principles for designing effective instructional materials for typical classroom instruction. A particular focus at this time is the use and learning of mechanistic reasoning, a fundamental component of physic expertise, as well as many other sciences.
3. The assessment and learning of adaptive medical expertise. Although medical education focuses heavily on mastery factual information and procedures under carefully identified conditions, medical practice takes place in a much less controlled environment. There are many other possibly relevant and irrelevant factors a doctor must take into account. This calls for adaptive expertise, the capability to operate in new contexts and learn new things as needed. We are working on the better assessment of such adaptive expertise and ultimately on the improvement of medical teaching to better teach it.
2024-25 Courses
- Learning & Teaching of Science
EDUC 280 (Win) -
Independent Studies (7)
- Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr) - Independent Research and Study
PHYSICS 190 (Aut, Win, Spr) - Research
PHYSICS 490 (Aut, Win, Spr) - Senior Thesis Research
PHYSICS 205 (Aut, Win, Spr)
- Directed Reading
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Prior Year Courses
2023-24 Courses
- Mechanics, Concepts, Calculations, and Context
PHYSICS 41E (Win)
2022-23 Courses
- Learning & Teaching of Science
CTL 280, EDUC 280, ENGR 295, MED 270, PHYSICS 295 (Spr) - Scientific Communication in Physics
PHYSICS 191 (Win)
2021-22 Courses
- Scientific Communication in Physics
PHYSICS 191 (Win)
- Mechanics, Concepts, Calculations, and Context
All Publications
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Characterizing decision-making opportunities in undergraduate physics coursework
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2024; 20 (2)
View details for DOI 10.1103/PhysRevPhysEducRes.20.020103
View details for Web of Science ID 001281754200002
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Cognitive framework for blended mathematical sensemaking in science
INTERNATIONAL JOURNAL OF STEM EDUCATION
2023; 10 (1)
View details for DOI 10.1186/s40594-023-00409-8
View details for Web of Science ID 000945268600001
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Equitable approach to introductory calculus-based physics courses focused on problem solving
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2022; 18 (2)
View details for DOI 10.1103/PhysRevPhysEducRes.18.020124
View details for Web of Science ID 000880058300001
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An accurate and practical method for assessing science and engineering problem-solving expertise
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
2022
View details for DOI 10.1080/09500693.2022.2111668
View details for Web of Science ID 000843897700001
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A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment.
CBE life sciences education
2021; 20 (3): ar43
Abstract
A primary goal of science and engineering (S&E) education is to produce good problem solvers, but how to best teach and measure the quality of problem solving remains unclear. The process is complex, multifaceted, and not fully characterized. Here, we present a detailed characterization of the S&E problem-solving process as a set of specific interlinked decisions. This framework of decisions is empirically grounded and describes the entire process. To develop this, we interviewed 52 successful scientists and engineers ("experts") spanning different disciplines, including biology and medicine. They described how they solved a typical but important problem in their work, and we analyzed the interviews in terms of decisions made. Surprisingly, we found that across all experts and fields, the solution process was framed around making a set of just 29 specific decisions. We also found that the process of making those discipline-general decisions (selecting between alternative actions) relied heavily on domain-specific predictive models that embodied the relevant disciplinary knowledge. This set of decisions provides a guide for the detailed measurement and teaching of S&E problem solving. This decision framework also provides a more specific, complete, and empirically based description of the "practices" of science.
View details for DOI 10.1187/cbe.20-12-0276
View details for PubMedID 34388005
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Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training
DAEDALUS
2019; 148 (4): 47–78
View details for DOI 10.1162/daed_a_01760
View details for Web of Science ID 000487022600004
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What do AP physics courses teach and the AP physics exam measure?
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2019; 15 (2)
View details for DOI 10.1103/PhysRevPhysEducRes.15.020117
View details for Web of Science ID 000482587700001
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Demographic gaps or preparation gaps?: The large impact of incoming preparation on performance of students in introductory physics
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2019; 15 (2)
View details for DOI 10.1103/PhysRevPhysEducRes.15.020114
View details for Web of Science ID 000476696500001
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Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.
CBE life sciences education
2017; 16 (4)
Abstract
Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.
View details for DOI 10.1187/cbe.16-12-0344
View details for PubMedID 29054921
View details for PubMedCentralID PMC5749958
- Improving How Universities Teach Science: Lessons from the Science Education Initiative Harvard University Press. 2017
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Measuring the impact of an instructional laboratory on the learning of introductory physics
AMERICAN JOURNAL OF PHYSICS
2015; 83 (11): 972-978
View details for DOI 10.1119/1.4931717
View details for Web of Science ID 000363529400014
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Teaching critical thinking
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
2015; 112 (36): 11199-11204
Abstract
The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and although it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics laboratory course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. The students in the experimental condition were also four times more likely to identify and explain a limitation of a physical model using their data. Students in the experimental condition also showed much more sophisticated reasoning about their data. These differences between the groups were seen to persist into a subsequent course taken the following year.
View details for DOI 10.1073/pnas.1505329112
View details for Web of Science ID 000360994900034
View details for PubMedID 26283351
View details for PubMedCentralID PMC4568696
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Analyzing the many skills involved in solving complex physics problems
AMERICAN JOURNAL OF PHYSICS
2015; 83 (5): 459-467
View details for DOI 10.1119/1.4913923
View details for Web of Science ID 000353306500010
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The teaching practices inventory: a new tool for characterizing college and university teaching in mathematics and science.
CBE life sciences education
2014; 13 (3): 552-569
Abstract
We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices.
View details for DOI 10.1187/cbe.14-02-0023
View details for PubMedID 25185237
View details for PubMedCentralID PMC4152215
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Large-scale comparison of science teaching methods sends clear message.
Proceedings of the National Academy of Sciences of the United States of America
2014; 111 (23): 8319-8320
View details for DOI 10.1073/pnas.1407304111
View details for PubMedID 24853505
View details for PubMedCentralID PMC4060683
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Psychological insights for improved physics teaching
PHYSICS TODAY
2014; 67 (5): 43-49
View details for DOI 10.1063/PT.3.2383
View details for Web of Science ID 000341446300018
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Use of research-based instructional strategies: How to avoid faculty quitting
PHYSICAL REVIEW SPECIAL TOPICS-PHYSICS EDUCATION RESEARCH
2013; 9 (2)
View details for DOI 10.1103/PhysRevSTPER.9.023102
View details for Web of Science ID 000324642500001
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Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations
INTERNATIONAL JOURNAL OF STEM EDUCATION
2024; 11 (1)
View details for DOI 10.1186/s40594-024-00490-7
View details for Web of Science ID 001271218300001
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Exploring the learning experiences of neurodivergent college students in STEM courses
JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS
2024
View details for DOI 10.1111/1471-3802.12650
View details for Web of Science ID 001173652000001
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Examining the potential and pitfalls of ChatGPT in science and engineering problem-solving
FRONTIERS IN EDUCATION
2024; 8
View details for DOI 10.3389/feduc.2023.1330486
View details for Web of Science ID 001152559100001
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Can Crowdsourcing Platforms Be Useful for Educational Research?
ASSOC COMPUTING MACHINERY. 2024: 416-425
View details for DOI 10.1145/3636555.3636897
View details for Web of Science ID 001179044200039
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Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education.
PloS one
2023; 18 (12): e0294821
Abstract
The COVID-19 pandemic required higher education institutions to rapidly transition to Emergency Remote Instruction (ERI) with little preparation. Discussions are now underway globally to learn the lessons of COVID-19 and to use this knowledge to shape the future of learning science in higher education. In this study, we examined the experiences of instructors and students to ERI in three universities across three continents-America, Europe, and Australia. We measured the instructional strategies used by instructors including assessment types, and interaction opportunities during and outside class schedules. We also measured the learning challenges experienced by students including planning, distractions, technology, learning resources, their views on educational quality and what characterized quality interactions during ERI. Our findings suggest that most instructional strategies used by instructors changed little during ERI, although the nature of instructor and student interactions during class relied more heavily on technology. Students reported significant learning challenges which included distractions from their physical and social media environments and access to technology. Both instructors and students reported that interactions with each other and their peers were concerningly low, albeit similar to pre COVID-19 pandemic levels. There were differences in the perceptions of instructors and students on whether instructor-student interactions were better or worse online. Common among all universities, there was a large proportion of students reporting mental health and work-related stress. Lessons to be learned from the COVID-19 pandemic include ensuring more support for instructors to implement effective and equitable pedagogies and an increased recognition of the importance of practicals, and the social, interactive and hands-on aspects of learning science in higher education. We predict that the incorporation of active learning pedagogies and strategies which increase student engagement and foster a sense of belonging will be ongoing global challenges for learning science in a post COVID-19 campus.
View details for DOI 10.1371/journal.pone.0294821
View details for PubMedID 38060473
View details for PubMedCentralID PMC10703257
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Instructional model for teaching blended math-science sensemaking in undergraduate science, technology, engineering, and math courses using computer simulations
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2023; 19 (2)
View details for DOI 10.1103/PhysRevPhysEducRes.19.020136
View details for Web of Science ID 001083111100001
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Impact of Prompting Engineering Undergraduates to Reflect on Their Problem-Solving Skills
INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
2023; 39 (2): 653-667
View details for Web of Science ID 000994170200015
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How traditional physics coursework limits problem-solving opportunities
AMER ASSOC PHYSICS TEACHERS. 2023: 230-235
View details for DOI 10.1119/perc.2023.pr.Montgomery
View details for Web of Science ID 001237836500037
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How to become a successful physicist
PHYSICS TODAY
2022; 75 (9): 46-52
View details for DOI 10.1063/PT.3.5082
View details for Web of Science ID 000860478400011
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Absence of a COVID-induced academic drop in high-school physics learning
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2022; 18 (2)
View details for DOI 10.1103/PhysRevPhysEducRes.18.023102
View details for Web of Science ID 000835729000001
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Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation br
JOURNAL OF CHEMICAL EDUCATION
2022; 99 (4): 1691-1699
View details for DOI 10.102100/acs.jchemed.1c01233
View details for Web of Science ID 000792585900020
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Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation
JOURNAL OF CHEMICAL EDUCATION
2022
View details for DOI 10.1021/acs.jchemed.1c01233
View details for Web of Science ID 000823992500001
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Inclusive Instructional Practices: Course Design, Implementation, and Discourse
FRONTIERS IN EDUCATION
2021; 6
View details for DOI 10.3389/feduc.2021.602639
View details for Web of Science ID 000709078400001
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Evidence-Based Principles for Worksheet Design
PHYSICS TEACHER
2021; 59 (6): 402-403
View details for DOI 10.1119/5.0020091
View details for Web of Science ID 000739172900008
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Validated diagnostic test for introductory physics course placement
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2021; 17 (1)
View details for DOI 10.1103/PhysRevPhysEducRes.17.010127
View details for Web of Science ID 000643695100001
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Importance of math prerequisites for performance in introductory physics
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2021; 17 (1)
View details for DOI 10.1103/PhysRevPhysEducRes.17.010108
View details for Web of Science ID 000619176400001
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Examining the Links between Log Data and Reflective Problem-solving Practices in An Interactive Task
ASSOC COMPUTING MACHINERY. 2021: 525-532
View details for DOI 10.1145/3448139.3448193
View details for Web of Science ID 000883342500054
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Response to "Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning," by Melody McConnell, Jeffrey Boyer, Lisa M. Montplaisir, Jessie B. Arneson, Rachel L. S. Harding, Brian Farlow, and Erika G. Offerdahl.
CBE life sciences education
2021; 20 (3): le1
View details for DOI 10.1187/cbe.21-05-0126
View details for PubMedID 34283631
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Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics.
PloS one
2021; 16 (4): e0249086
Abstract
Providing less prepared students with supplemental instruction (SI) in introductory STEM courses has long been used as a model in math, chemistry, and biology education to improve student performance, but this model has received little attention in physics education research. We analyzed the course performance of students enrolled in SI courses for introductory mechanics and electricity and magnetism (E&M) at Stanford University compared with those not enrolled in the SI courses over a two-year period. We calculated the benefit of the SI course using multiple linear regression to control for students' level of high school physics and math preparation. We found that the SI course had a significant positive effect on student performance in E&M, but that an SI course with a nearly identical format had no effect on student performance in mechanics. We explored several different potential explanations for why this might be the case and were unable to find any that could explain this difference. This suggests that there are complexities in the design of SI courses that are not fully understood or captured by existing theories as to how they work.
View details for DOI 10.1371/journal.pone.0249086
View details for PubMedID 33793607
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Impact of Decision-Making in Capstone Design Courses on Students' Ability to Solve Authentic Problems
INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
2021; 37 (3): 650-662
View details for Web of Science ID 000641030600008
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Characterizing the mathematical problem-solving strategies of transitioning novice physics students
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2020; 16 (2)
View details for DOI 10.1103/PhysRevPhysEducRes.16.020134
View details for Web of Science ID 000588247700002
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Developing scientific decision making by structuring and supporting student agency
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2020; 16 (1)
View details for DOI 10.1103/PhysRevPhysEducRes.16.010109
View details for Web of Science ID 000513550100001
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What factors impact student performance in introductory physics?
PloS one
2020; 15 (12): e0244146
Abstract
In a previous study, we found that students' incoming preparation in physics-crudely measured by concept inventory prescores and math SAT or ACT scores-explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students' successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course. We unexpectedly found a set of common practices and attitudes. We found that students' use of instructional resources had relatively little impact on course performance, while student characteristics, student attitudes, and students' interactions outside the classroom all had a more substantial impact on course performance. These results offer some guidance as to how instructors might help all students succeed in introductory physics courses.
View details for DOI 10.1371/journal.pone.0244146
View details for PubMedID 33332432
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Comparing problem-solving across capstone design courses in chemical engineering
IEEE. 2020
View details for Web of Science ID 000646660800009
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Evaluating the problem-solving skills of graduating chemical engineering students
Education for Chemical Engineers
2020; 34: 68-77
View details for DOI 10.1016/j.ece.2020.11.006
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Exploring bias in mechanical engineering students' perceptions of classmates.
PloS one
2019; 14 (3): e0212477
Abstract
Gender disparity in science, technology, engineering, and math (STEM) fields is an on-going challenge. Gender bias is one of the possible mechanisms leading to such disparities and has been extensively studied. Previous work showed that there was a gender bias in how students perceived the competence of their peers in undergraduate biology courses. We examined whether there was a similar gender bias in a mechanical engineering course. We conducted the study in two offerings of the course, which used different instructional practices. We found no gender bias in peer perceptions of competence in either of the offerings. However, we did see that the offerings' different instructional practices affected aspects of classroom climate, including: the number of peers who were perceived to be particularly knowledgeable, the richness of the associated network of connections between students, students' familiarity with each other, and their perceptions about the course environment. These results suggest that negative bias against female students in peer perception is not universal, either across institutions or across STEM fields, and that instructional methods may have an impact on classroom climate.
View details for PubMedID 30845229
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Experiences in improving introductory physics labs Reply
PHYSICS TODAY
2018; 71 (7): 13
View details for DOI 10.1063/PT.3.3962
View details for Web of Science ID 000437282800005
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Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
2018; 27 (3): 215–35
View details for DOI 10.1007/s10956-017-9719-8
View details for Web of Science ID 000429670400002
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Introductory physics labs: WE CAN DO BETTER
PHYSICS TODAY
2018; 71 (1): 38–45
View details for DOI 10.1063/PT.3.3816
View details for Web of Science ID 000419142900013
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Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning
CBE-LIFE SCIENCES EDUCATION
2017; 16 (4)
View details for DOI 10.1187/cbe.16-12-0344
View details for Web of Science ID 000416928400003
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The Connection Between Teaching Methods and Attribution Errors
EDUCATIONAL PSYCHOLOGY REVIEW
2016; 28 (3): 645-648
View details for DOI 10.1007/s10648-015-9317-3
View details for Web of Science ID 000381970500008
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Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2016; 12 (2)
View details for DOI 10.1103/PhysRevPhysEducRes.12.020103
View details for Web of Science ID 000393396000001
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Toward instructional design principles: Inducing Faraday's law with contrasting cases
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
2016; 12 (1)
View details for DOI 10.1103/PhysRevPhysEducRes.12.010128
View details for Web of Science ID 000393382400001
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Concepts First, Jargon Second Improves Student Articulation of Understanding
BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION
2016; 44 (1): 12-19
View details for DOI 10.1002/bmb.20922
View details for Web of Science ID 000373010200002
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Seeking instructional specificity: An example from analogical instruction
PHYSICAL REVIEW SPECIAL TOPICS-PHYSICS EDUCATION RESEARCH
2015; 11 (2)
View details for DOI 10.1103/PhysRevSTPER.11.020133
View details for Web of Science ID 000364911100001
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Transforming a fourth year modern optics course using a deliberate practice framework
PHYSICAL REVIEW SPECIAL TOPICS-PHYSICS EDUCATION RESEARCH
2015; 11 (2)
View details for DOI 10.1103/PhysRevSTPER.11.020108
View details for Web of Science ID 000361681200002
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Educational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learned
PHYSICAL REVIEW SPECIAL TOPICS-PHYSICS EDUCATION RESEARCH
2015; 11 (2)
View details for DOI 10.1103/PhysRevSTPER.11.020110
View details for Web of Science ID 000361681200004
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Comparative Cognitive Task Analyses of Experimental Science and Instructional Laboratory Courses
PHYSICS TEACHER
2015; 53 (6): 349-351
View details for DOI 10.1119/1.4928349
View details for Web of Science ID 000365798300009
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The Similarities Between Research in Education and Research in the Hard Sciences
EDUCATIONAL RESEARCHER
2014; 43 (1): 12-14
View details for DOI 10.3102/0013189X13520294
View details for Web of Science ID 000336215600003
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PRECISION-MEASUREMENT OF THE 1S LAMB SHIFT AND OF THE 1S-2S ISOTOPE SHIFT OF HYDROGEN AND DEUTERIUM
PHYSICAL REVIEW A
1980; 22 (1): 192-205
View details for Web of Science ID A1980JY78300023
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DOPPLER-FREE LASER POLARIZATION SPECTROSCOPY
PHYSICAL REVIEW LETTERS
1976; 36 (20): 1170-1173
View details for Web of Science ID A1976BQ86200003
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HIGH-RESOLUTION MEASUREMENT OF RESPONSE OF AN ISOLATED BUBBLE-DOMAIN TO PULSED MAGNETIC-FIELDS
IEEE TRANSACTIONS ON MAGNETICS
1975; 11 (5): 1391-1393
View details for Web of Science ID A1975AN89600105
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DOPPLER-FREE 2-PHOTON SPECTROSCOPY OF HYDROGEN 1S-2S
PHYSICAL REVIEW LETTERS
1975; 34 (6): 307-309
View details for Web of Science ID A1975V455400004