home - login - register

Foundations and Frontiers of Physics Education Research: Puget Sound 2016 Plenary Speakers

James Day, University of British Columbia

James Day is a research associate at the Quantum Matter Institute and the Department of Physics & Astronomy at UBC. He received his Ph.D. in experimental condensed matter physics, studying solid helium, from the University of Alberta in 2008. He initially came to UBC as a postdoc for a microwave electrodynamics group, but a serendipitous conversation about the point of first-year physics labs piqued an interested in physics education research and resulted in a small, fractional appointment with the Carl Wieman Science Education Initiative. When wearing his PER hat, he likes to consider the first-year lab experience and how people handle data.

Michael E. Loverude, California State University, Fullerton

Michael Loverude earned his PhD in Physics Education Research at the University of Washington in 1999.  Later that year he joined the faculty at California State University Fullerton, where he is professor of physics and director of the Catalyst Center for the Advancement of Research in Math and Science Education.  For several years his research has focused on teaching and learning in upper-division physics courses.  Among his current projects is a collaborative NSF grant to study student learning of mathematics in upper-division physics, including the so-called 'Math Methods' course.

Mathew "Sandy" Martinuk, Cognition Technology

Sandy's checkered academic career includes a B.Ap.Sc in Engineering Physics from the University of British Columbia (1999), a M.S. in Aeronautics and Astronautics from Stanford (2001), and a Ph.D in Physics from the University of British Columbia (2012) which was awarded for his research on students' perception of real-world connections in introductory physics.  

Sandy now works with Theresa Neil Strategy + Design (www.strategyplusdesign.com), and leads Cognition Technology (www.cognitiontec.com) providing user experience research and design services to academia and industry.   His specialty is complex web-based applications and interactive data visualizations. His professional goal is to build better software that enables the communication and execution of research-based teaching reforms to improve the education of students worldwide.

Cassandra A. Paul, San Jose State University

Cassandra Paul completed her physics PhD in 2012 at UC Davis in the area of Physics Education Research (PER). She is currently an assistant professor at San Jose State University in California and a member of both the Department of Physics & Astronomy and the Science Education Program. She is currently taking part in reform efforts at SJSU by teaching using the CLASP curriculum, an interactive model-based introductory physics curriculum. Her research interests include student-instructor classroom interactions, instructor professional development, and student assessment and feedback. She is the co-creator of the Real-time Instructor Observing Tool (RIOT), and is also the PI of an NSF grant for development of the Student Participation Observational Protocol (SPOT), a tool that assist STEM faculty in making research-based changes to their teaching practice.

Jennifer Richards, University of Washington

Jennifer Richards completed her Ph.D. in science education at the University of Maryland (2013) and is currently a Research Associate in the College of Education at the University of Washington.  She works with K-12 science teachers in educational and professional development settings to engage and support all students in participating in scientific practices and inquiry in the classroom.  Doing so requires close, ongoing attention and responsiveness to students' developing ideas around scientific phenomena.  Thus, one of her primary research interests is understanding how teachers learn and choose to teach responsively, in ways that take up and pursue the productivity within students' ideas.  She is studying these dynamics in a number of different contexts, including two large NSF-funded projects (DRL 1315995, Building Capacity for Science Standards through Networked Improvement Communities; DRL 1417757, Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse).