Physics Education Research Conference 2025 Plenary Speakers
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Franziska Greinert, Technical University of Braunschweig
Franziska Greinert is a researcher in physics education at the Technical University of Braunschweig. Her research focuses on quantum technology education, analyzing the needs of the (future) quantum workforce, and structuring quantum competences. Her PhD research led to the European Competence Framework for Quantum Technologies, published by the European Commission. Together with Rainer Müller, she also co-authored the book Quantum Technologies for Engineers.
Angela M. Kelly, Stony Brook University
Angela M. Kelly is a Professor of Physics and Science Education, and the Associate Director of the Institute for STEM Education at Stony Brook University. Her roles include teaching and advising students in the Ph.D. Program in Science Education, directing the M.A.T. Physics Program, and teaching undergraduate physics. Her research is focused on equity in precollege and university physical science and engineering education, reformed teaching practices in undergraduate science, sociocognitive influences on STEM access and participation, and quantum information science education. She completed her Ph.D. in Science Education (2006) at Teachers College, Columbia University, New York. She is the recipient of the Physical Review Journals Outstanding Referee Award (2025), the SUNY Chancellor's Award for Excellence in Teaching (2015-2016); the Provost's Faculty Recognition Award for Excellence in Scholarship and Research from Lehman College, City University of New York (2010); and the Outstanding Teaching Award from Teachers College, Columbia University (2006).
Josephine C. Meyer, University of Colorado-Boulder
Josephine (Josie) Meyer recently defended her Ph.D. in the Physics Education Research Group at the University of Colorado Boulder, where she studies the teaching and learning of quantum computing and quantum information science (QIS). Her recent work has primarily involved developing and refining the Quantum Computing Conceptual Survey, a validated assessment of student understanding of QIS fundamentals for interdisciplinary audiences. She also works closely with the Quantum Ethics Project researching best practices in incorporating topics of ethics and social responsibility into the QIS classroom, and she has also done work on student reasoning in quantum computing contexts and assessing the landscape of QIS education in the US as a whole. She is particularly interested in how tools from ethnic studies and the data justice movement, such as speculative co-design, can be used to help envision a more holistic, equitable, student-centered future for QIS education.
Chris D. Porter, The Ohio State University
Chris Porter earned his Ph.D. in condensed matter theory from The Ohio State University. He was a professor at Otterbein University before returning to OSU to work with Andrew Heckler in Physics Education Research. During this time, Chris specialized in graduate-level physics education and in work with the OSU-APS Bridge Program. In 2022, Chris transitioned to IBM Quantum, where he serves as Content and Communications Manager. In this role, he develops educational resources and training materials to empower both community members and industry partners to harness the power of IBM's fleet of quantum computers. Throughout his career, Chris has had the privilege of working alongside leading experts in both quantum computing and physics education. He currently resides in Columbus, Ohio, with his spouse, Nicole, and their three children.
Bethany R. Wilcox, University of Colorado-Boulder
Bethany Wilcox is a member of the Physics Education Research group. Her research interests include understanding and addressing students' difficulties utilizing sophisticated mathematical tools in physics problem solving. She is also interested in understanding how these difficulties change as students advance through the curriculum and encounter these mathematical tools in multiple contexts. She also works to develop validated assessments of student learning that can be used to measure the impact of curricular changes or compare student learning across courses and institutions. In particular, she is utilizing advanced testing theories to explore viable options for creating modular assessments that can address variations in content coverage across courses. She has also investigated student experiences during remote instruction as a result of the COVID-19 pandemic and is working to build educational resources and assessments in the area of Quantum Information Science. She also has emerging research into the accessibility and effectiveness of National Science Foundation funded Research Experiences for Undergraduates programs.
