The theme of the 2024 Physics Education Research Conference (PERC) was Bridging the Institutional Gap: PER at Primarily Four Year Institutions, Two-Year Colleges, and K-12 Levels. What exactly do we mean by the “institutional gap”? What are some strategies and resources to help bridge the gap(s)? Here I will provide my perspective on these questions and discuss the challenges and opportunities for physics education at primarily undergraduate institutions.

J. Docktor, Physics education research at primarily undergraduate institutions, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.plenary.Docktor.

At Swarthmore College, we began developing an Introductory Physics for Life Sciences (IPLS) course nearly 20 years ago. The electricity, magnetism and optics semester was launched in 2008 and both semesters have been offered regularly since Fall 2015. Two primary goals of this curriculum are (1) to prepare students to effectively use physical models and quantitative reasoning in biological and biomedical contexts, and (2) for students to come to view physics as relevant to the life sciences. To evaluate whether these goals are achieved, we conducted a longitudinal interdisciplinary study assessing students’ abilities to use what they learned from IPLS in later biology and chemistry courses, as well as students’ long-term attitudes toward physics. We found that IPLS students were more likely than non-IPLS students to reason quantitatively and mechanistically about particular biophysical phenomena, even up to two years after leaving the IPLS course, and were significantly more successful at building a physical model that combined ideas in a manner novel to them. We also found that positive changes in IPLS students’ attitudes about the relevance of physics to the life sciences persisted for at least two years after the course ended. The specific methods and findings of this study have been reported elsewhere. In this paper, we describe how our IPLS curriculum leverages the rich network of interdepartmental faculty relationships at small institutions to support students to recognize the connections between physics and their other science classes, and describe how the opportunities for close relationships between students and faculty made possible a decade of research into the curriculum outcomes. By identifying and tracking student trajectories over time and across disciplines, we were able to identify student reasoning and attitudes that were specifically associated with prior or concurrent enrollment in IPLS.

B. D. Geller and C. H. Crouch, Does it stick? A longitudinal study of introductory physics for life sciences at a small college, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.plenary.Geller.

The past several years has seen increased interest in expanding physics education research (PER) studies to the two-year college (TYC) physics community. This interest is driven by the knowledge that while a significant portion of the students taking introductory physics courses do so at TYCs, those students are highly underrepresented in PER. The considerable teaching loads and lack of research support for TYC faculty make it difficult for TYC faculty to independently enact PER. Faculty outside of TYCs can build successful, productive, and equitable research partnerships with TYC faculty to alleviate these constraints. In this paper, we review TYC demographics that distinguish those students from populations traditionally studied in PER. We describe the challenges faced by TYC faculty in performing research as well as examples of successful research and scholarship of teaching and learning. Finally, we outline some successful TYC/PER partnerships and share initial recommendations that can inform TYC and four-year college faculty desiring to build effective and equitable PER partnerships.

S. L. Savrda, A. Escuadro, A. R. Daane, K. Diff, and K. P. H. Lui, Initiating PER collaborations with two-year colleges, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.plenary.Savrda.

Digital simulations are especially helpful in physics education, but most simulations provide only a visualization of a phenomenon while obscuring the mathematical relationships that model its behavior. Our team is developing a suite of online simulations called DynamicsLab, which combine visual representations with an ability to input and alter the accompanying physics equations. Here, we share excerpts from a group of clinical interviews, in which intermediate physics students explored the first iterations of a DynamicsLab simulation of a characteristic problem in Classical Mechanics: the bead-on-a-hoop. The students were given predict-observe-explain prompts to investigate the way they connected the mathematical representation to the physical phenomenon. We highlight four episodes in which students had to revise their predictions, and how these instances indicate that engaging with the DynamicsLab simulation encouraged the students to build more robust connections between their physical and mathematical reasoning.

J. Arnell, H. Swanson, B. Edwards, K. Hart, S. Jafari Ghalehkohneh, and J. Edwards, "Instead of gravity pointing down, it’s now pointing up": Enhancing physics students’ connection between mathematics and mechanism, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Arnell.

RET (Research Experience for Teachers) summer programs have gained popularity as spaces to support teachers in bringing cutting edge topics in science classrooms. Previous research has utilized teacher identity as a construct to understand teachers’ experiences in RET programs as they learn new scientific ideas in research-based settings and experiment with strategies to translate this learning into classroom curricula. In this work, we adopt relationality, a precursor of identity, as a construct to examine the journey of one teacher participant through a quantum science summer RET program. Using a qualitative case study approach, we analyze this participant’s pre and post interviews at the beginning and end of the summer program and identify emergent relationalities of importance. We demonstrate how this teacher’s relationalities with both human actors as well as non-human entities evolved and influenced the realization of the goals of the program towards teachers’ learning and curriculum development

R. Bano and M. Ryu, “Construction workers for the bridge”: relationalities encountered by a physics teacher in an RET program, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Bano.

In physics classrooms, like in society writ large, power is embedded in space—both material space and actors’ conceptions of space. In this paper, we explore space and power through the lens of “helping.” Using our analysis of a classroom video clip and excerpts from stimulated recall interviews, we offer a case where “helping” mediates spatiality, reifying a hierarchy where some students are positioned as “knowing more” or “doing better” and others are thought of as “knowing less” or “not ‘doing it’ right.” We connect this dynamic to age-old narratives of “helping” that are embedded in white supremacy to critically examine ways “helping” can be oppressive. Analyses like this open up possibilities for re-imagining physics classroom spaces, toward more just and equitable physics teaching and learning.

L. C. Bauman, T. Huynh, A. D. Robertson, and V. N. Vèlez, Gaining power and shaping space through helping in introductory physics classes, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Bauman.

The Physics Inventory of Quantitative Literacy (PIQL) has been used to measure the development of students' physics quantitative literacy in calculus-based introductory physics courses. Despite its effectiveness, issues persist regarding time constraints and potential memorization of items. We propose to split the PIQL into two shorter but statistically equivalent exams (PIQLets) in order to avoid these problems. Using a data set collected with the full PIQL, we created 480 theoretical PIQLet pairs containing different combinations of items. We provide evidence for the similarity of PIQLet pairs by calculating score differences, and comparing the distribution of item parameters calculated using item response theory. Our results demonstrate the feasibility of this approach for defining an equivalent pair of PIQLets using a limited data set from a single university. Additional analyses using a broader and more diverse data set will be required for more broadly applicable results.

B. T. Boyle, T. I. Smith, C. Zimmerman, and S. White Brahmia, Validating Shorter Versions of the Physics Inventory of Quantitative Literacy, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Boyle.

This paper examines the topical areas where machine learning (ML) and artificial intelligence (AI) techniques have been applied in physics education research (PER), based on a systematic review of studies published in the Physical Review Physics Education Research journal and Physics Education Research Conference proceedings. Following the PRISMA guidelines, 79 articles were analyzed, revealing six major themes: (i) development and analysis of assessments, (ii) student success, (iii) student engagement, (iv) theoretical and methodological overview, (v) admissions, and (vi) other areas like literature reviews. The most common theme was using AI/ML for developing, evaluating, and characterizing student responses on physics assessments. Other prominent areas included predicting student success, analyzing collaboration patterns, and providing methodological guidance. The study scope was limited to these two publication venues and classified articles primarily based on abstracts.

A. Bralin, A. Sirnoorkar, Y. Zhang, and N. S. Rebello, Mapping the literature landscape of artificial intelligence and machine learning in physics education research, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Bralin.

Research in graduate education has largely been focused around admission practices and retention. Within the physics community specifically, there is less information on the rate of students receiving degrees. Motivated by understanding the connection that retention has with institutional requirements, we propose three measures utilizing survey data collected for decades by the American Institute of Physics. Utilizing these measures for the 284 graduate programs, we find that the average yearly retention of graduate students is 97%, and the percentage of first year graduate students who are awarded PhDs and Master's is 57% and 27% respectively. These measures highlight a significant difficulty in establishing a yearly measure for changes in graduate student populations, but a good starting point into the rate of students earning degrees. To further this work, we must ensure that the measures can become robust enough to be applied to individual institutions.

B. Bridges, J. T. Laverty, R. Henderson, and J. J. Chini, Investigating measures of graduate student retention, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Bridges.

This paper explores the potential for marginalized perspectives to deepen our understanding of complex phenomena in quantum theory. Grounded in Standpoint Theory and Intersectionality, it analyzes how marginalized identities offer unique epistemological advantages that challenge traditional narratives. Drawing parallels between classical and quantum physics and theories in gender and identity, this paper examines the ontological frameworks within each domain. Classical physics, characterized by determinism, mirrors biological determinism in gender studies, while quantum physics introduces probabilistic elements similar to Butler’s performance theory of gender. By embracing the fluidity and complexity of identity, this paper challenges rigid conceptions to foster inclusivity in the production of knowledge. This study underscores the importance of integrating diverse perspectives in physics and physics education.

A. Buzzell and R. S. Barthelemy, Certain bodies in uncertain fields: Thinking about gender through queer theory and quantum mechanics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Buzzell.

In this study we adopt a mixed method approach to research pre-service elementary teachers’ self-efficacy and understanding of scientific inquiry. A survey was developed referencing the National Science Education Standards for Inquiry and previous work in the area. Two groups of elementary education students participated in the survey in two academic semesters. A semi-structured interview was conducted with a subset of the participants. Likert-scale survey results were analyzed statistically. Open ended survey responses and interview transcripts were coded qualitatively. Our ongoing goal is to compare results with those from an earlier study at the beginning of the 21st century. We hope to capture some evolutionary patterns in pre-service elementary teachers’ understandings of scientific inquiry and generate implications to elementary science education, particularly concerning the evident shift away from an emphasis on usage of the term “scientific inquiry” in the Next Generation Science Standards.

Y. Cao, M. Wutke, and E. A. Williamson, Pre-service Elementary Teachers’ Self-Efficacy and Understanding of Scientific Inquiry, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Cao.

When students describe physics, they often associate this science with facts, formulae, and objectivity. Unfortunately, STEM classes often overlook cultural influence or describe culture as a historical and static phenomenon. This can inhibit connecting physics to students’ experiences. In our research, we asked students to reflect on their sense of the nature of physics and how their own experiences influence their perception. We used a phenomenographic qualitative analysis to investigate introductory physics students’ reflections at a two year college, identifying emergent themes. Students described four cultural factors including connections to mathematics, media, humanities, and social upbringing as impacting their perspective of objectivity in physics, but only social upbringing for subjectivity. We hope to show students that their individual background is key to shaping their learning, which could lead to a more inclusive environment for a broader population of students.

L. J. G. Carter, V. Marcos, C. E. Hennessy, A. L. Wooley, and A. R. Daane, Students attribute myriad cultural factors to their sense of physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Carter.

Informal science education programs are often designed to engage youth in scientific practices in a fun, interactive manner that supports development of science identities, often through the inclusion of opportunities to engage with science communication practices. This study examines youth engagement with science communication practices in one informal physics program over the course of two semesters. In this program, youth participants perform experiments alongside adult mentors and document their experiences in science notebooks. We find that shifting the format of the notebook pages away from school-like lines and towards more flexibility of style of communication with a greater emphasis on learning new science vocabulary impacts how often youth engage with communication in the program as well as how they explain, discuss, and express their scientific findings. These results suggest that providing more flexible formatting for science communication may facilitate engagement and opportunities for science identity development among youth participants.

C. E. Cash, N. D. Finkelstein, and J. R. Hoehn, It's not just the writing: Designing science notebooks to engage youth in informal environments, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Cash.

Investigating students' thinking in routine classroom tasks, especially in science and engineering, is crucial. Given the rising interest in STEM Ways of Thinking (SWoT), in this exploratory study, we focus on two multi-week Engineering Design tasks within an undergraduate physics laboratory. Given that the term 'ways of thinking' has varied interpretations, we aim to further the discourse by identifying four SWoTs: Design Thinking, Physics Concepts, Mathematical Constructs, and Metacognitive Reflection. Analyzing discussions from 14 student-groups reveals notable differences in how students solve an instructor-assigned challenge given earlier in the semester and a student-generated challenge later in the semester. Students considered physics concepts more frequently and combined mathematical and physics concepts in more detail in the latter task. Our findings underscore the value of small-group discussions in understanding and operationalizing SWoT. We acknowledge the need for diverse frameworks and believe our study can benefit educators and researchers exploring similar strategies.

R. Chatta Subramaniam, C. LaFontaine, A. Bralin, J. W. Morphew, C. M. Rebello, and N. S. Rebello, Characterising STEM Ways of Thinking in Engineering Design (ED)-based tasks, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Chatta_Subramaniam.

Large language modules (LLMs) have great potential for auto-grading student written responses to physics problems due to their capacity to process and generate natural language. In this explorative study, we use a prompt engineering technique, which we name “scaffolded chain of thought (COT)”, to instruct GPT-3.5 to grade student written responses to a physics conceptual question. Compared to common COT prompting, scaffolded COT prompts GPT-3.5 to explicitly compare student responses to a detailed, well-explained rubric before generating the grading outcome. We show that when compared to human raters, the grading accuracy of GPT-3.5 using scaffolded COT is 20% - 30% higher than conventional COT. The level of agreement between AI and human raters can reach 70% - 80%, comparable to the level between two human raters. This shows promise that an LLM-based AI grader can achieve human-level grading accuracy on a physics conceptual problem using prompt engineering techniques alone.

Z. Chen and T. Wan, Achieving Human Level Partial Credit Grading of Written Responses to Physics Conceptual Question using GPT-3.5 with Only Prompt Engineering, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Chen.

When physics students experiment with computational models, they encounter new sources of uncertainty: is this surprising behavior of the model a feature or a bug? This added uncertainty comes with the risk of shutting down inquiry. Alternatively, it could be what inspires and facilitates sustained scientific investigation with the model. The outcome hinges on how students respond to epistemic emotions such as uncertainty and confusion. Do they avoid these emotions, or do they dig in? In this paper, we analyze video data of a pair of high school students working with a computational model of global warming. The analysis highlights the epistemic emotions that arise for them. We find this pair responds to surprise and uncertainty by “digging in” with spontaneous scientific experimentation, which in turn leads to conceptual learning, joy, and self-confidence. We discuss the importance of attending to how physics students respond to uncertainty while computationally modeling phenomena.

L. D. Conlin, A. Wagh, J. E. Mesiner, A. Dwyer, B. Knight, and E. Pilla, Digging in: Attending to students’ epistemic emotions while computationally modeling in physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Conlin.

Students are encouraged to work with their peers more than ever as physics and engineering instructors come to appreciate that collaboration can support student learning. However, many factors within and outside these collaborative spaces influence students' decisions to collaborate or to seek help in other ways, like accessing online homework solutions. To investigate how students navigate these decisions and why, we interviewed and collected audio recordings of autoethnographic reflections from undergraduate engineering students taking physics courses. We present a preliminary analysis of “Ashley’s” decision making. She is an Engineering and Music double major who splits her time between coursework, band practice, and social events on campus. She tends to avoid collaboration outside of class, and she is an unapologetic user of Chegg, a paid online service that provides solutions to problems that students submit. We explore how various factors such as cultural narratives, disciplinary identity, and individual personality traits combine to push Ashley toward favoring Chegg over peer collaboration when seeking help with her engineering coursework. This line of research can inform instructional interventions aimed at supporting collaboration and discouraging unproductive solutions-use.

A. Conte, E. R. Sohr, J. Radoff, and A. Elby, A preliminary case study on the impact of the cultural narratives of individualism, meritocracy, and rigor on collaboration, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Conte.

The Departmental Action Leadership Institute (DALI) engages physics faculty in professional development centered around improving change efforts within physics programs. As a part of the Effective Practices for Physics Programs (EP3) Initiative, DALI participants participate in a year-long cohort typically made up of two physics faculty representatives from five physics departments. The first cohort of DALI began in the Spring of 2021. Since then, there have been four complete cohorts of DALI with a fifth cohort currently underway. In this paper, we investigate who has participated in DALI as well as the participant outcomes of DALI. The physics programs that participated in DALI often serve small student populations and are primarily undergraduate-focused physics programs. We also find that at the end of DALI, participants feel well prepared to take on many aspects of change work, but report less experience with later stages of the process.

R. P. Dalka, C. Turpen, D. A. Craig, and J. C. Corbo, Investigating outcomes for physics faculty in a change leadership institute and characterizing the physics programs that participate, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Dalka.

Physics education research has a long tradition of analyzing and supporting student conceptual understanding of specific physics topics, with electric circuits being no exception. This research seeks to explore a new methodology for how students formally reason with circuits concepts. This new methodology places emphasis on the process of linking concepts and observations together into a logical chain of reasoning using reasoning chain construction tasks, previously reported on in the literature. Additionally, this study builds upon previous research on students' comprehension of circuits and aims to explore how reasoning chain construction tasks can help illuminate students' use of conceptual ideas before and after receiving instruction. As such, this research contributes to the broader field of physics education by offering additional insight into student reasoning patterns, providing educators and researchers with more tools to inform instructional strategies and curriculum design in electric circuits education.

V. Doan and J. C. Speirs, Exploring student reasoning about circuits using reasoning chain construction tasks, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Doan.

Significance of formative assessments and feedback is well-established in physics education, yet implementation in large enrollment physics courses poses substantial challenges such as scalability of timely personalized feedback. As part of efforts to productively incorporate large language models (LLMs) into physics education, we use a mixed method approach to compare human and artificial intelligence (AI) feedback to students on conceptual synthesis questions in an introductory mechanics course. We present our preliminary analysis showcasing the promising results and current limitations of tailored numerical and written AI feedback. We found that with physics instructors' guidance, AI provides relevant and timely written feedback to students. Nevertheless, AI struggles with edge cases and with specificity to students' answers, both of which are better handled by humans. Future work will investigate improving feedback quality by using rubrics to prompt AI, with the goal to enhance its potential utility to the physics education community.

S. El-Adawy, A. MacDonagh, and M. Abdelhafez, Exploring Large Language Models as Formative Feedback Tools in Physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.El-Adawy.

The current paper examines the possibility of replacing conventional synchronous single-attempt exam with more flexible and accessible multi-attempt asynchronous assessments in introductory-level physics by using large isomorphic problem banks. We compared student's performance on both numeric and conceptual problems administered on a multi-attempt, asynchronous quiz to their performance on isomorphic problems administered on a subsequent single-attempt, synchronous exam. We computed the phi coefficient and the McNemar's test statistic for the correlation matrix between paired problems on both assessments as a function of the number of attempts considered on the quiz. We found that for the conceptual problems, a multi-attempt quiz with five allowed attempts could potentially replace similar problems on a single-attempt exam, while there was a much weaker association for the numerical questions beyond two quiz attempts.

E. Frederick and Z. Chen, Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Frederick.

Physics students now use computation from the introductory level until the advanced level, but little is known about how or why they develop their programming skill. We have interviewed computational physics students toward the end of their studies to understand how and why their programming practice has changed. We found that there is a qualitative change in how they write and think about code when they encounter large collaborative coding projects. These projects challenge students with their inherent complexity, pushing them to make their code more readable and sophisticated. The collaborative nature of these projects also play a big part in making students reflect on their choices and learn from each other. Though this is only one example of how to teach computational physics, we discuss implications for teaching from these student experiences.

K. H. Fredly, T. O. B. Odden, and B. M. Zwickl, How Computational Physics Students Improve their Computational Literacy, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Fredly.

There is increasing interest in deploying machine learning models at scale for multi-institutional studies in physics education research. Here we investigate the efficacy of applying machine learning models to institutions outside of their training set, using natural language processing to code open-ended survey responses. We find that, in general, changing institutional contexts can affect machine learning estimates of code frequencies: either previously documented sources of uncertainty increase in magnitude, new unknown sources of uncertainty emerge, or both. We also find an example where uncertainties do not change between the institution used in the training data and an institution not in the training data. Results suggest that attention to uncertainty is critical, especially when making measurements of student writing across multi-institutional data sets.

R. K. Fussell, M. Sundstrom, S. McDowell, and N. G. Holmes, Applying machine learning models in multi-institutional studies can generate bias, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Fussell.

Computational methods of problem-solving have begun to be a focal point of many physics departments’ curricula. However, there are few published tools available to support evaluation of these initiatives. We present preliminary results of our efforts to evaluate a department-wide initiative to incorporate computational methods across the undergraduate physics curriculum. In particular, we focus on changes in students’ self-efficacy with respect to computational techniques as they progress through our program. By using a survey instrument that asks students to rate both their present and initial abilities, we attempt to distinguish changes based on increases in their self-efficacy from changes in their understanding of the complexity and potential of these techniques. We find that as students progress, they consistently decrease their estimates of their initial abilities. We also define several potential measures of “growth” in self-efficacy and explore the differences in these measures.

G. Gallagher, D. Maric, G. Vemuri, and A. Gavrin, Evaluating students' self-efficacy with respect to computational methods in the undergraduate physics curriculum, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Gallagher.

Computational methods of problem solving are increasingly emphasized by physics programs across the country, and some have adopted efforts to incorporate computational methods across the curriculum. However, there are no robust tools currently available that were designed to evaluate the effectiveness of these initiatives. This paper presents an exploratory factor analysis of data acquired using a survey developed to evaluate a department-wide computational initiative. The factor analysis supports previously published work establishing the validity and reliability of the survey, particularly a survey section which aims to gauge students' general attitudes toward using computational methods. The exploratory factor analysis conducted suggests a two-factor model, but with significant cross-loading between these factors for three of the survey items. This paper reports and interprets the results of the factor analysis and suggests improvements to the survey based on rephrasing the three cross-loaded items.

A. Gavrin, G. Gallagher, D. Maric, and G. Vemuri, An exploratory factor analysis of a survey intended to measure undergraduate student attitudes towards computational methods in physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Gavrin.

Meaningful collaboration with peers inside and outside the classroom can be an invaluable tool for helping students learn physics. We examined the characteristics of women and men who typically worked alone versus those who worked with peers in their algebra-based introductory physics course. We compared periods before the COVID-19 pandemic, when classes were conducted traditionally, and during the pandemic, when classes were conducted via Zoom. We find that on average, those who typically worked with peers had higher grades and reported greater peer influence on their physics self-efficacy during the COVID pandemic than before it. We discuss these findings in relation to students’ prior academic preparation, physics grade and self-efficacy as well as student perception of the effectiveness of working with peers on their physics self-efficacy.

A. Ghimire and C. Singh, Course grade and self-efficacy before and during the pandemic for female and male introductory physics students who typically worked alone or in groups, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Ghimire.

It is widely recognized that problem solving is a vital skill for physics students to learn. One element of expert-like problem solving is reflecting on one's solution and iterating as necessary. In upper-division physics courses, students are typically given ample opportunity to practice problem solving in the form of homework; however, there is often not much structure in place for reflection and iteration. One potential avenue for formalizing this revision process is homework corrections, in which students earn points back for submitting corrections to their homework. While potential benefits of homework corrections are apparent, instructors have also voiced concerns, and further research is necessary to understand if and how homework corrections can be implemented effectively. As part of a larger study analyzing the implementation of, and participation in, homework corrections, we present instructor motivations for offering homework corrections and student motivations for engaging with them.

M. Griston and B. R. Wilcox, Homework corrections in upper-division physics courses: student and instructor motivations, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Griston.

We present a collaborative duoethnography on the intersection of individual identities, a research project on empathy, and external events. The Oct. 7th attacks on Israel and ensuing invasion of Gaza raised difficult questions surrounding identity and relationships for the authors, one (Hamdan) a Muslim-Palestinian American cis-women postdoctoral researcher with family in the West Bank, the other (Franklin) a white, American Jewish cis-male professor with parents and extended family living in Israel. This study reveals the authors creating a space in which difficult conversations can occur, with attention to explicit and implicit power differentials. Reflective and generative writings reveal themes of fear, concern for each other, and appreciation for how their research on empathy both facilitates and benefits from these conversations. The work concludes with implications for how physics education researchers can better support each other in the face of external political and geo-political conflicts and pressures.

A. Hamdan and S. V. Franklin, A Collaborative duoethnography of two Academics in Diaspora amidst the Palestinian/ Israeli Catastrophe, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Hamdan.

Generative Artificial Intelligence (gen-AI) is rapidly becoming more integrated into today's classrooms in all ranges of education. In higher education, Gen-AI is often seen as a resource for students, aiding them in drafting outlines, solving simple mathematical problems, or even decoding or constructing code. In this paper, we analyze essay-based interviews (N=6) from an upper-division computational physics course, in which physics majors addressed their views and attitudes towards Gen-AI and how it affects their learning. We analyzed the concepts of creativity and gen-AI using the Four C Model, a framework encompassing four types of creativity. Our analysis of the data involved coding and characterizing students' definitions of creativity and generative AI. Our findings revealed two main observations: first, students conceptualized their creativity primarily within mini-c and little-c; second, students perceived gen-AI as a resource and learning tool but expressed skepticism regarding its accuracy and creativity.

P. Her and P. C. Hamerski, Investigating student perceptions of creativity and generative ai in computational physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Her.

The Inquiry into Radioactivity (IiR) curriculum demonstrated a significant impact on boosting student conceptual understanding of radioactivity, particularly regarding differentiating irradiation and contamination. Although IiR was originally designed to be a group-based inquiry experience, the first author has been developing an asynchronous alternative: Synthetic Groupwork-Based IiR (SynG-IiR). Although IiR was originally designed to fill a physical sciences elective for non-science majors, SynG-IiR is a condensed version designed to last not more than three hours as a stand-alone module for students in introductory physics. Here, we report that the module is comparably effective to IiR not only for asynchronous learners, but also for learners in a face-to-face course as a homework assignment to complete outside of class hours. This suggests that synthetic groupwork-based materials may be a viable option particularly for large-enrollment courses without weekly recitations (e.g., in departments without Learning Assistants and with a small number of Teaching Assistants).

M. M. Hull and K. R. Pokharel, Learning about Radioactivity via Synthetic Groupwork in Introductory Physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Hull.

This study investigates the role of the Readiness Assurance Process, a component of Team-Based Learning, in enhancing pre-class preparation and group discussions in a Flipped Classroom physics course. By integrating a sequence of individual and team readiness tests before more complex group problem-solving activities, the RAP aims to improve the quality of in-class teamwork. Data from self-reports indicates that almost all students met preparation guidelines. Preliminary results from analysis of one team's discussions during team readiness testing showed that most in-class discussions were productive. However, the uneven distribution of verbal contributions among team members indicates group dynamics that could impact the learning environment's effectiveness. This underscores the importance of interventions to ensure equitable participation. This study contributes to the broader discourse on active learning strategies in physics education by highlighting the role a structured preparatory process can play in enhancing preparation and effective teamwork.

B. Irgens, I. F. Pedersen, and H. L. Huru, Pre-class preparation and team dynamics: evaluating the readiness assurance process in physics education, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Irgens.

This study probes student reasoning with multi-variable expressions in the context of potential difference, ΔV_AB=-W_AB/q_test. Many students reason that if the value of a test charge being moved in an external field between points A and B is increased, the potential difference between the two points is decreased proportionally. It could be argued that these students rely on intuitive ideas informed by their prior practices with similar expressions (e.g., y=a/x) in which a and x represent a constant and a variable, respectively. This automated prior knowledge yields an intuitive mental model based on the assumption that W_AB is a constant, which many accept without giving it a second thought. It is also possible that the knowledge necessary to check for the validity of this assumption is weak or missing. This study is guided by the dual-process theories of reasoning and probes the likely sources of reasoning errors with multi-variable expressions.

S. Ismael and M. Kryjevskaia, Students reasoning with multi-variable expressions in the context of potential difference, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Ismael.

Radoff and colleagues studied a student's progress in sensemaking to argue it involved meta-affect, or feelings about feelings. In particular, from the start of the semester to the end, the student went from feeling anxious about feeling confused to finding pleasure in it. The authors described this change as meta-affective learning and as entangled with the student’s epistemology, in particular her coming to see confusion as inherent in doing physics. Here, we study an episode of uncertainty among three students in a physics lab that shows rich, in-the-moment dynamics of meta-affect and epistemology. We focus on "Abby," who expressed discomfort ("I hate physics") but at the same time showed signs of enjoyment, laughing and persisting in sensemaking. Radoff and colleagues presented evidence before and after a change; we present this episode for insight into how such change may occur.

S. M. Jeon, I. Descamps, and D. Hammer, Affect, meta-affect, and epistemology in an introductory physics lab, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Jeon.

Instructors and researchers who focus on student sense-making try to understand ‘how’ students navigate the problem-solving process. Understanding these mechanisms plays an important role in helping students become good problem solvers. In particular, investigating student sense-making in the context of physics problem-solving can be useful for developing curricula and pedagogies to help students learn. We used individual interviews to investigate student sense-making in upper-level E&M in the context of problems that can be efficiently solved using the method of images as part of the development and validation of a research-based tutorial. Some of the valuable findings using the pictorial analysis epistemic games proposed by Tuminaro and Redish are presented.

J. S. Kashyap and C. Singh, Students’ sensemaking using pictorial analysis game in upper-level electrostatics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Kashyap.

Intuition has been reported as being pivotal in guiding students' problem solving. In this ongoing project, we employ a grounded approach to investigate how students use intuition during problem solving in beyond-intro chemistry and physics courses. We adopt a dynamic perspective on intuition, recognizing its context-dependency, to examine how students respond to their intuitions. In a case study, we inductively analyze existing video data of problem-solving sessions, and show that students' responses to intuition can be productive or unproductive, regardless of the intuition's appropriateness. This highlights the need to equip students with strategies to manage their intuitions productively. Based on our findings, we recommend teachers to: adopt a flexible stance toward intuition; explicitly incorporate the topic of intuition in classroom discussions; and encourage students to actively reflect on their intuitions. Future studies should consider the processes governing the development of intuition and expand research on students' epistemological views on intuition.

E. Koerfer and S. Ye, Managing intuition in collaborative problem solving: a case study of beyond-intro chemistry and physics students, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Koerfer.

Computational thinking and modeling are recognized as important skills for educators to help engineering and science students develop. This has led to efforts to integrate computational programming into introductory physics courses, such as the implementation of Visual Python (VPython) as part of the Matter and Interactions curriculum. However, many students have difficulties integrating physics into functional code. Initially, we hypothesized that these difficulties were due to cognitive overload. However, after curricular interventions designed to address that hypothesis were of limited effectiveness, we developed a new hypothesis that focused on how students frame (mentally categorize) their activities, specifically if they are operating out of a “coding frame,” a “physics frame,” or both. We then tested this new hypothesis through structured observations of groups of students working through VPython exercises, obtaining evidence supporting the framing hypothesis.

H. M. Kramer and S. W. Bonham, Framing: A lens to understand and address student difficulties with Visual Python in University Physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Kramer.

Undergraduate research has been shown to have many benefits for students, including degree persistence, feelings of belonging, and transferable research skills. However, there are barriers that prevent students' access to research experiences. Course-Based Undergraduate Research Experiences (CUREs) are a potential avenue to lower such barriers. Within STEM fields, physics has been identified as lacking CUREs, prompting our initiative to develop a physics framework to provide instructors with effective practices to develop their own CUREs. Understanding of students' perceptions of the connection between coursework and components of authentic research will inform the framework and assess impacts of course transformations. We probed student beliefs through writing assignments in a traditional lab course, exploring how authentic research elements were viewed in the context of the course. We present the results from analysis of these assignments and discuss how these findings will be used to inform the framework and new physics CUREs.

M. Kretchmer, R. L. Merritt, and H. J. Lewandowski, Exploring student beliefs of traditional physics laboratory coursework in relation to authentic research, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Kretchmer.

Flexible assessments are distinct from standard research-based assessments like the Force Concept Inventory in that the items and the item ordering may differ between administrations. Our group has been developing a flexible assessment for upper-level undergraduate quantum mechanics called the Quantum Physics Assessment (QuPA) to address the lack of consensus on what can/should be taught in an undergraduate quantum course. This assessment will exist on a web platform where instructors can select topics they want to assess and other testing parameters. In Fall 2023, we conducted 34 interviews with faculty from institutions across the U.S. asking them to interact with our flexible assessment instructor interface, as well as about their experience with assessments, what they would improve, and what feedback would be useful. This paper will present the theory and motivation for flexible assessment of quantum mechanics proficiency, discuss our interview protocol, and summarize the general views of the instructors.

J. Kruse, M. Griston, and B. R. Wilcox, Instructors' Views on a Flexible Assessment Design, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Kruse.

Physics instructors and education researchers use research-based assessments (RBAs) to evaluate students' preparation for physics courses. This preparation can cover a wide range of constructs including mathematics and physics content. Using separate mathematics and physics RBAs consumes course time. We are developing a new RBA for introductory mechanics as an online test using both computerized adaptive testing and cognitive diagnostic models. This design allows the adaptive RBA to assess mathematics and physics content knowledge within a single assessment. In this article, we used an evidence-centered design framework to inform the extent to which our models of skills students develop in physics courses fit the data from three mathematics RBAs. Our dataset came from the LASSO platform and includes 3,491 responses from the Calculus Concept Assessment, Calculus Concept Inventory, and Pre-calculus Concept Assessment. Our model included five skills: apply vectors, conceptual relationships, algebra, visualizations, and calculus. The "deterministic inputs, noisy 'and' gate'' (DINA) analyses demonstrated a good fit for the five skills. The classification accuracies for the skills were satisfactory. Including items from the three mathematics RBAs in the item bank for the adaptive RBA will provide a flexible assessment of these skills across mathematics and physics content areas that can adapt to instructors' needs.

V. Le, B. Van Dusen, J. M. Nissen, X. Tang, Y. Zhang, H. H. Chang, and J. W. Morphew, Mechanics Cognitive Diagnostic: Mathematics skills tested in introductory physics courses, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Le.

Improving students' views of experimental physics is often an important goal of undergraduate physics laboratory courses. However, traditional lab courses typically include highly guided activities that often do not require or encourage students to engage in the authentic process of experimental physics. Alternatively, open-ended activities in lab courses can provide students with a more authentic learning experience. Here, we investigate the impact of open-ended activities in lab courses on students' views of experimental physics, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), and concluded that the inclusion of some open-ended activities is associated with more expert-like post-instruction responses relative to the courses that include only traditional guided activities, and the effect is larger for students with low pre-instruction scores. We also found that the number of weeks spent on open-ended activities is not associated with pre-to-post instruction gain in E-CLASS scores.

Q. Liu and H. J. Lewandowski, Correlation of open-ended activities in laboratory courses with students' views of experimental physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Liu.

Self-regulated learning (SRL) is a cognitive and metacognitive process through which students develop the self-awareness necessary to direct their learning based on their needs to reach a desired outcome. Despite 40 years of literature, SRL has no singular definition, as it is often used in domain-specific research that is not always transferable to other fields. Regardless, much of the literature speaks to the importance of SRL regarding academic success. This paper details the development of an SRL instrument designed to identify key self-regulatory constructs in an undergraduate introductory physics classroom. Confirmatory factor analysis supported a four-factor model measuring Planning, Time & Environment Management, Comprehension Monitoring & Evaluation, and Peer Learning & Help-Seeking as unique facets of self-regulated learning. While most behaviors did not significantly evolve over one semester, students reported significantly lower scores on the Comprehension Monitoring & Evaluation factor between the beginning and end of the semester. Higher performing students, as measured by their average homework grades, scored significantly higher on the Time & Environment Management factor and the Peer Learning & Help-Seeking factor at both time points. Additionally, SRL behaviors were significantly predicted by personality facets from the Big Five Inventory, with Conscientiousness, Extraversion, and Openness being the most related to certain behaviors.

D. Maldonado and J. Stewart, Comparing the evolution of self-regulated learning behaviors to academic performance, personality, and self-efficacy in the introductory physics classroom, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Maldonado.

It is important that change in physics programs is deliberate, evidenced-based, and engages multiple stakeholders. To assess the state of departmental change practices, the Effective Practices for Physics Programs (EP3) Initiative regularly runs a survey of department chairs to measure departmental cultures of assessment. The 2023 survey received 163 research-consenting responses. This paper presents two claims based on these survey results: (1) assessments are largely not seen as leading to change, although chairs aspire for them to do so, and (2) chairs see substantial room for improvement in how they go about changing the undergraduate physics program, especially when it comes to engaging multiple stakeholders and using data effectively. The significant difference between current and ideal points to areas where shifting the culture within departments could have support from departmental leadership.

N. S. Martinez Garcia, C. Turpen, R. P. Dalka, and J. C. Corbo, Investigation of physics departments' assessment and change practices, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Martinez_Garcia.

Students’ perceptions of problem-solving (PS) tutorials in upper-division first-semester electromagnetism (EM1) were studied over a two-semester, mixed-methods approach to inform the authors about tutorial design from students’ perspectives. This study is part of a larger-scale EM1 tutorial design study which seeks to address two issues: first, the tendency of PS tutorials to either focus on a single element of a PS framework, or on specific conceptual topics; and second, the need for increased instructional flexibility in design. Results indicate that a PS framework developed for introductory-level problems can be useful for upper-division EM1, with adjustments to avoid frustrations with perceived linearity and redundancy. Feedback on perceived difficulty of individual topics – both stand-alone and within a tutorial set – suggests students find certain EM1 topics more difficult than others, requiring more attention. Finally, we observe a strong correlation between performance on the tutorials and performance within the rest of the course.

A. J. Mason, J. Hecht, D. Baldwin-Bott, D. Neilsen, and J. S. Colton, A Preliminary Study of Upper-Division Tutorials Explicitly Built on a Problem-Solving Framework, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Mason.

In this case study, the MARVLS augmented reality app is utilized to study students’ understanding of the direction of the magnetic force encountered by a charged particle moving through a magnetic field (Lorentz force). This study uses the tools developed in the MARVLS app and integrates the mathematical sense making (MSM) framework to facilitate the process of students’ understanding of mathematical relationships and physical concepts. We present this process and content in a series of semi structured think-aloud guided interview questions and map the MSM framework to diagrams, concepts, symbols, and equations of the Lorentz force. The interview results suggest using the tools (e.g. equation info box) developed within the MARVLS app along with the Merge© cube promotes a deeper understanding and an increased speed in answering the Lorentz force cross product (thus the right hand rule) 3D conceptual questions. The insights gained during the interview process also contribute to further curriculum development around these models and the MSM framework.

M. W. McColgan, G. E. Hassel, and K. Pashayi, MSM Framework: AR Model of the Force on a Charge Moving in a Magnetic Field, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.McColgan.

In this paper, we demonstrate the suitability of conjecture mapping for specifying misalignments between intent and impact of activity design. We situate our methodological inquiry in the context of a multi-day activity within a computationally integrated physics course, informed by data from interviews and ethnographic observations. Specifically, we consider affect through the theoretical frameworks of physics computational literacy and physics identity. We find that centering separate analyses on student and professor perspectives produces distinct conjecture maps that highlight misalignments in two different uses of mediating processes, which provides insight into the paths towards unintended affective outcomes.

S. McHale, T. O. B. Odden, and K. Heller, Mapping intent and impact of activity design in a computationally integrated physics course, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.McHale.

We use the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long), a research-based survey instrument with 78 items at the level of introductory physics, to investigate introductory and advanced students’ difficulties with work. We analyze data from 12 introductory and advanced physics classes at four different higher education public institutions in the US in which the survey was administered in-person to more than 1000 students. The specific concepts discussed include (1) recognizing and applying the path-dependent nature of work, and (2) interpreting work as area under the curve on a PV diagram. We find that not only introductory but also advanced physics students have some common difficulties with these concepts even after traditional lecture-based instruction. Our results are consistent with prior research findings but extend them to large numbers of students at both introductory and advanced levels and to several new problem contexts not previously investigated.

D. E. Meltzer, M. J. Brundage, and C. Singh, Introductory and advanced students’ difficulties with thermodynamic work, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Meltzer.

Undergraduate research experiences are beneficial students. However, the over-subscription of traditional research opportunities combined with other barriers prevent many students from participating. A promising alternative is a course-based undergraduate research experience, or CURE. CUREs are shown to have similar outcomes to traditional research experiences, while reducing the barriers to participation and providing an authentic research experience to an entire cohort of students. Within STEM disciplines, physics has been identified as underrepresented in CURE implementation. The broad scope of our work is to identify the challenges and opportunities for creating and sustaining physics CUREs. As a first step, we conducted a series of interviews with physics instructors from multiple institutions to collect faculty views on implementing and sustaining CUREs. We present the results from the analysis of these interviews and discuss barriers, learning goal priorities, and potential CURE benefits identified by instructors.

R. L. Merritt and H. J. Lewandowski, Physics Instructor Views on course-based undergraduate research experiences (CUREs), 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Merritt.

The perceptions that physics mentors have about disability in physics influences how they interact with their mentees, and negative biases against disability can influence students to feel discouraged within the physics community. We administered the Disability and Physics Career Survey (DPCS) through physics-specific listservs and at physics-specific conferences to measure practicing physicists’ knowledge about disability and their beliefs about the viability of physics careers for individuals with a variety of disability diagnoses. This study uses Cochran’s Q and McNemar’s R to compare how practicing physicists’ perceptions of the viability for the careers of teacher and professor depend on the impairment that an individual is diagnosed with. We find that practicing physicists view these careers as non-viable for those with cognitive impairments and hold other unconscious biases that we outline and interrogate.

D. Oleynik, E. M. Scanlon, C. M. Doty, and J. J. Chini, Practicing Physicist’s Perception of the Viability of Physics Teacher and Professor Careers for Individuals with Disabilities, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Oleynik.

Sense of Belonging is an essential human motivation that has been shown to be a critical component of students' undergraduate careers. The current paper reports on a sequential, explanatory mixed-methods study to understand the factors that may shape Sense of Belonging amongst students during a critical semester of their studies -- while taking modern physics, which is a transition course from lower- to upper-division for students intending physics majors and minors. In this sequential design, a quantitative study of students' Sense of Belonging was first conducted, with a 44-item survey (including measures of Sense of Belonging and Physics Identity) administered at the beginning and end of the semester, for three different semesters (different classes of students). After validation, we found significant gains in Sense of Belonging in one particular semester of this course. To understand why this might have happened, we conducted the second phase of this study by interviewing students who showed positive gains during that semester. The purpose of the second phase was to explore possible sources (experiences, supports, etc) that contributed to these gains. We report a comparative case analysis of three students and consider three distinct sources of improved Sense of Belonging: classroom experiences, peers, and departmental/community experiences. These results suggest hypotheses for further study in future work, and identify possible ways that educators can support physics students to gain positive Sense of Belonging during their student careers.

D. Pacheco, G. Potvin, I. Rodriguez, and Z. Hazari, Understanding sources of Belonging amongst upper division physics majors: Results from a sequential, explanatory mixed-methods study, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Pacheco.

This paper advocates for integrating culture-based approaches in physics education to enhance inclusivity and engagement. It critiques traditional didactic methods, proposing a shift towards culturally responsive pedagogy. Teachers can create more relevant and engaging learning environments by leveraging students' cultural backgrounds, potentially improving educational outcomes. The paper explores various frameworks and methodologies for implementing culture-based approaches in physics instruction and assessment, emphasizing the need for a holistic and empathetic teaching approach. It discusses the challenges in perceptions of objectivity within the STEM community and anticipates resistance to transformative approaches. However, it aims to demonstrate empirically that adopting culture-based pedagogies can significantly enhance learning outcomes, inspiring a paradigm shift in physics education and potentially across other STEM disciplines.

M. Patel and C. Mathis, Why are Culture-Based Approaches In Physics Needed?, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Patel.

Physics departments frequently run informal physics outreach programs, often to the delight of their local populations. The programs are typically run as part of the mission of these departments, or as part of establishing broader impacts from their research efforts. While the impact to audiences has long been an important area of focus, more recent research into informal physics outreach programs has shown that the students who help to run these programs tend to experience improved physics identity and develop career skills vital for the 21st century. Prior work, however, has been limited to a small number of institutions with modest numbers of facilitators in their studies. This has left a clear gap in the literature examining a broader population of undergraduate physics students from varied institutions across the country. Therefore, we developed a survey and distributed it through the national network of the Society of Physics Students. The goal of this survey was to measure students' perceptions of their physics identity, sense of belonging, students' mindset, and related constructs, as well as collect information about how often they helped to run informal physics outreach programs. Here, we describe the construction, distribution, and analysis of the survey with attention to both closed questions and open ended questions. Preliminary results from regression models show significant positive relationships between participating in outreach programs with measures of students' physics identity and growth mindset. Findings from open ended questions show significant, interrelated themes highlighting the multifaceted impacts of outreach on areas including students' resilience, internal perceptions, transformative experiences, and disciplinary development.

J. D. Perry, T. L. Erukhimova, C. Garrett, T. Sauncy, J. P. Donaldson, S. White, J. Tyler, and R. L. Ivie, Exploring Impacts of Outreach on a National Sample of Undergraduate Physics Students, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Perry.

While neurodiverse students are a growing population in higher education, little discipline-based research focuses on their experiences. This paper presents a thematic analysis of interviews with three neurodiverse students in a large, discussion-based introductory physics class for physics majors at a large research university. We use a neurodiversity approach, which asserts that neurodiversity should be understood through the dual lenses of an individual's characteristics and their social environment. We explore how their self-efficacy, peer connections, and access to support services influence and are influenced by the learning environment. Consistent with other work on neurodiversity, we observe a broad spectrum of experiences among neurodiverse students. We also identify challenges presented by the collaborative nature of the class. Our study underscores the need for further research into student experiences and the creation of inclusive learning environments.

A. M. Phillips and T. Ediri, `Your brain is actually kinda wiggly'': experiences of neurodiverse students in a large introductory physics class, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Phillips.

National Science Foundation (NSF) funded Research Experiences for Undergraduates (REUs) are explicitly intended to reach minoritized students in STEM and those who have few research opportunities. Many undergraduates are encouraged to seek them out, but their actual efficacy is not well-established, and the out-of-state travel required for many attendees may prove a significant barrier for the very students REUs wish to reach. We interviewed physics graduate students who attended REUs as undergrauates, focusing on how the REUs benefitted them, barriers they faced attending REUs, and their relationship with their REU mentors. Interviewees reported benefits that aligned with the NSF goals: skills, enculturation, and knowledge they had not received in their undergraduate institutions. They also reported financial barriers they faced which they were able to overcome due to their financial privilege. Participants also reported widely varying experiences with their mentors. Some mentors did and some did not meet their mentees where they were at in their career and skill levels. Some students did not know how to approach their mentors with their questions or needs.

J. S. Plueger and B. R. Wilcox, Perspectives from Physics Graduate Students on Their Experiences in NSF Research Experiences for Undergraduates, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Plueger.

In this paper, we evaluate the performance of three freely available vision-capable chatbots – Copilot, Gemini, and Claude 3 Sonnet – on the Test of Understanding Graphs in Kinematics (TUG-K). Our analysis highlights a performance gap between these freely available chatbots and the state-of-the-art, subscription-based ChatGPT-4. We also report largely unclear patterns of performance of the tested chatbots on different types of tasks. We discuss the implications of our findings for using chatbots in educational contexts, point out potential challenges for educational equity, and provide some ideas for future research that could help us better understand the patterns in the chatbots’ performance on tasks that involve the interpretation of graphical input.

G. Polverini and B. Gregorcic, Performance of freely available vision-capable chatbots on the test for understanding graphs in kinematics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Polverini.

Assessment is an essential component to improve teaching and learning, but faculty find it difficult to improve their courses using assessment scores alone. We want to improve research-based assessment (RBA) feedback to better support faculty using RBAs to improve their courses. We take widely-recognized principles from self-regulated learning (SRL) theory that have been applied to student feedback in K-12 education, and apply them to design feedback for instructors. We conducted and analyzed interviews with faculty to determine how productive using this new RBA feedback is for instructors, and how we can further improve it. We identified five categories of change that faculty identified they would be interested in. We present these categories and discuss the feasibility of including them in future versions of our feedback.

P. E. Poulos, J. T. Laverty, and B. R. Wilcox, Investigating Self-Regulated Learning as a Framework for Research-Based Assessment Feedback, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Poulos.

Despite numerous studies examining the impact of youth participation in informal physics programs, existing research primarily focuses on short-term outcomes, neglecting the long-term effects. To address this gap, we aim to develop a mixed-methods longitudinal study to understand the long-term impact of youth participation in an informal physics program. This paper focuses on a qualitative pilot study with three prior program participants and serves two purposes: (1) to gauge which elements of the informal physics program may be important to investigate further within the longitudinal study and (2) to further understand the complexities and challenges of utilizing interviews with program participants and alumni as the qualitative approach to the longitudinal study. Findings revealed diverse motivations for program participation, varying levels of program recollection, and a spectrum of impacts on participants. Building upon these findings, our planned longitudinal study will employ both quantitative and qualitative methods to gain a nuanced understanding of the long-term effects of youth engagement in informal physics programs.

B. Prefontaine, T. Carroll, N. D. Finkelstein, and J. R. Hoehn, Understanding long-term impacts of youth's participation in an informal physics program: A qualitative pilot study, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Prefontaine.

This study investigated relationships between online learners' self-reported attentional and cognitive states, cognitive load, situational engagement, and learning gains from a multimedia instructional module on Newton's second law. Students (N=896) estimated time spent in four states: on-screen/on-task, off-screen/on-task, on-screen/off-task (mind wandering), and off-screen/off-task. Most time was spent on-screen/on-task (62.4%). Mind wandering time negatively correlated with engagement, germane load, and learning gains. On-task time positively correlated with engagement and germane load, but off-screen/on-task time unexpectedly negatively related to germane load. Off-task time correlated negatively with engagement/germane load and positively with extraneous load. However, no attentional state significantly predicted learning gains besides mind wandering's negative impact. Self-reports revealed relationships generally aligning with cognitive load theory, though some findings differed from expectations. The results underscore examining attentional-cognitive states' influence on cognitive load, engagement, and multimedia learning outcomes.

N. S. Rebello, J. Munsell, P. Chandran, L. C. Loschky, Y. Huang, M. Hoai, and S. D’Mello, Mapping students’ self-reported cognitive load, situational engagement, and attentional-cognitive states in an online multimedia learning module, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Rebello.

As problems become increasingly complex, science educators need to better understand how new knowledge is constructed and applied in heterogeneous team collaborations, and how to teach students to productively engage in these processes. We discuss the emergence of insights in collaborative sensemaking and suggest a model that articulates the collaborative nature of this process. The underlying premise that guided the analysis and modeling is that the individual collaborators and the available tools in productive collaborations function as a distributed cognitive system. We illustrate the utility of the model through a fine-grained discourse analysis of a snippet from the work of a group of three students during a lesson for pre-service physics teachers. The group worked on an authentic ill-defined problem that none of them could solve alone. The analysis details the evolvement and systematization of the openly shared knowledge structure and the emergence of local insights.

T. Reshef-Israeli and S. Kapon, Collaborative sensemaking: The emergence of insights in a distributed knowledge system, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Reshef-Israeli.

This paper reviews Participatory Action Research (PAR) as an approach to Physics Education Research (PER). It briefly describes the history of PAR as a subset of Action Research, a research methodology that involves the simultaneous investigation and solution of an issue, discusses the advantages and disadvantages that have been identified by other researchers in using PAR approaches in education research, and provides a few exemplar cases where a PAR research approach seems best suited for PER. Further, it argues that using the PAR approach may advance PER's overall goals such as broad participation in physics, enhanced student learning, and improved teaching skill/knowledge better than other existing curriculum design and dissemination models. Finally, the history of PAR in PER is explored via a literature search, and reasons are presented for the lack of PAR terminology use in PER despite the significant overlap with the principles of PAR in common PER innovations.

R. Rosenblatt, Participatory Action Research in Physics Education Research, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Rosenblatt.

Using synergistic frameworks such as Standpoint Theory, Domains of Power (DoP), and the Holistic Ecosystem for Learning Physics in an Inclusive and Equitable Environment (HELPIEE), we analyzed how those in the position of power, e.g., instructors, can play important roles in establishing and maintaining safe, equitable, and inclusive environments for students by comparing three studies. This is especially important for historically marginalized students such as women and ethnic and racial minority students in physics. The first study is Johnson's 2020 study using DoP framework to investigate physics culture and identity of students and faculty at a small predominantly White liberal arts college. This study describes a physics department that other departments should try to emulate. The second study is Santana and Singh's 2023 study which utilized Standpoint Theory to understand the experiences of undergraduate women at a large predominantly White research institution and revealed a masculine physics culture in which women felt marginalized. The third study is Santana and Singh's 2024 study which combined Standpoint Theory, DoP, and the HELPIEE frameworks to investigate undergraduate women's experiences at a mid-sized physics department at a small predominantly White private liberal arts college. This comparative case study highlights the differences and similarities amongst three US institutions of different types with regard to their physics cultures and the role of instructors' equity-focused goals in shaping undergraduate women's experiences. These findings can help physics departments contemplate how to improve their own physics culture and make it equitable and inclusive.

L. M. Santana and C. Singh, Instructors' equity-focused goals shape undergraduate women's experiences in physics, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Santana.

Culture in departments is rooted in history; by analyzing the historic culture of physics departments, we can better understand attitudes, assumptions, and ideas that permeate contemporary culture. We examine the evolution of the idea that physics education should serve as a filter, a practice commonly called gatekeeping. Physics graduate education saw great reform throughout the 20th century that developed many of the structures that are present today. In the present, our field is more diverse than ever before, and our current standards and expectations fail to support these learners. However, this failure is seen as the student's failure rather than the system's failure. This project analyzes arguments for and against calls to expand the field through 20th-century primary sources using a concept from social dominance theory called legitimizing myths and advocates for a reconsideration of the values that justify many of the arguments for the continuation of inequitable practices.

D. Sharkey and J. J. Chini, Exploring the Historical Origin of Cultural Gatekeeping in Physics Education, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Sharkey.

Physics curricula has been reflective of eurocentric ideals through maintaining a white, male-dominated narrative that discourages diverse cultural practices; we see very little work describing and/or supporting physics educators in decolonizing their curricula on a larger scale. In response, a voluntary professional learning community (PLC) of physics educators has been working together to decolonize their curricula and implement improved lessons. We share one collective attempt to reimagine a lesson from a monthly online meeting, highlighting the existence of grassroots effort. We compare and contrast this work to previous case studies that exist more broadly in STEM, and provide examples of processes that participants developed to decolonize their curricula in the context of a kinematics lesson about stoplights. This example provides a possible pathway for educators to implement these methods in their classrooms and encourage educators to support the movement toward decolonization.

M. J. Smith, J. E. Dippre, A. L. Wooley, L. Chamberlain, K. L. Shirey, E. D. Levy, C. Mathis, and A. R. Daane, Decolonizing physics curricula: A case study about a kinematics lesson, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Smith.

Traditional professional development (PD) often focuses solely on skills and knowledge, without explicitly attending to participants' sense of community. In this instrumental case study, we explore the impact of a community-building PD experience on an Emerging Discipline-Based Education Researcher's (EDBER's) sense of community. We center the experiences of one tenure-track faculty member, James (a pseudonym), who participated in a Professional Development for Emerging Education Researchers field school for EDBERs, an example of PD that intentionally attends to building community around research. We find that the PD experience contributed to building James' lasting of community in education research, and we call for more PD to shift towards being simultaneously skills-focused and community-focused.

C. D. Solorio, E. C. Sayre, and S. V. Franklin, Centering sense of community in professional development for emerging discipline-based education researchers, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Solorio.

This paper responds to recent calls in PER to expand demographic data collection, by providing a synthesis of some recommendations from leaders inside and outside of the field. Questioning objectivity in quantitative data, mitigating systemic erasure, and subverting deficit narratives are vital to conducting demographic research for liberatory purposes.

S. E. Stella, A. D. Robertson, and V. N. Vèlez, Considerations for Collecting Racial Demographics Data in Physics Education Research, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Stella.

In this work, we present the results of semi-structured interviews with four women to explore how they perceive themselves with respect to three gender constructs (femininity, masculinity, androgyny), and how they believe others perceive them. All the women highlighted the performative nature of gender in science, technology, engineering, and mathematics (STEM), citing (1) stereotypes that women are not analytical thinkers, or femininity being associated with “being stupid”; (2) the pressure to conform to the masculine norms of STEM, and (3) a pressure to perform to prove that they belong in STEM. Some of these women aligned their own perceptions of their gender with these norms, while others expressed frustration with the tension between their gender and how that is perceived by peers in STEM. This work suggests that conceptualizing gender as performance is a useful lens for understanding the oppression and underrepresentation of women and gender minorities in STEM. Note: Smith Strain and Noah Leibnitz are co-first authors.

R. S. Strain, N. Leibnitz, R. Ruben, Y. Li, and E. Burkholder, Living in the tensions: Investigations of gender performativity in STEM, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Strain.

The purpose of this paper is to understand and characterize student thinking about the physics concepts of divergence and curl in the context of upper-division electromagnetism for physics majors. We interviewed five students at a west coast university who had taken at least one semester of upper-division electricity and magnetism. The interview prompted students to describe divergence and curl in multiple representations (visually, mathematically, qualitatively). Our analysis identified that students can notice but struggle to resolve discrepancies between the mathematical calculations and the graphical representations of vector fields. We illustrate examples of when students appear to have a disconnect between these two representations and utilize ideas from related, but inappropriate representations. By providing examples of how students interpret divergence and curl both conceptually and mathematically, we hope to inform instructors of potential hurdles students may face when taking upper-division E&M.

J. T. Stuckey and G. M. Quan, Student understanding of divergence and curl in upper-division electricity and magnetism, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Stuckey.

The metric tensor is a key concept in general relativity, necessary to describe black holes, gravitational waves, the expanding universe, and other interesting and important phenomena. Unfortunately, it is usually presented either very superficially or in a highly technical and mathematical way. I have begun creating tutorials to help students develop a deeper understanding of the metric and a greater facility with its use, focusing on upper-division undergraduate students. Analysis of student behavior when working with drafts of the tutorials, combined with post-instruction interviews and testing with a novel metric, suggest that these tutorials show promise to be effective for introducing students to general relativity. In this preliminary study the tutorials increased conceptual understanding, developed mathematical facility, and instilled the attitude that general relativity is an approachable subject.

D. Syphers, A pilot study on draft tutorials for the metric in general relativity, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Syphers.

By taking a responsive approach to the design and enactment of teacher professional development (PD), PD instruction can be tailored to teachers' needs, interests, and concerns. This is of considerable importance in the high school physics teacher PD space, wherein teacher needs turn out to be particularly complex and diverse due to differences in teacher preparation within the discipline. More generally, understanding the degree to which PD programs are responsive to their teachers' needs can support increased responsiveness. To this end, having a validated survey can assist in measuring the criteria for this responsiveness. This study presents the initial development of a responsive professional development (RPD) survey based on interviews with 13 high school physics teachers. Nine responsive codes were identified through thematic analysis of teacher interviews, and the resulting survey has been administered to 33 teachers for piloting purposes. In this work, the initial survey development process is presented.

H. Talafian, D. Shafer, M. S. Mahmood, E. Kuo, T. Stelzer, and M. Lundsgaard, Developing a responsive professional development (RPD) survey for high school physics teachers, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Talafian.

Science communication skills are considered essential learning objectives for undergraduate physics students. However, high enrollment and limited class resources present significant barriers to providing students ample opportunities to practice their formal presentation skills. We investigate the use of integrated critical reflection and peer evaluation activities in a physics senior seminar course both to improve student learning outcomes and to supplement highly restricted presentation time. Throughout the semester, each student delivers one 8-min multimedia presentation on either their research or an upper-division course topic. Following each presentation, audience members complete one of two randomly assigned peer evaluations: a treatment form that prompts critical reflection or a control form that does not. Each class period concludes with a short quiz on concepts presented in that day's presentations. We observe minimal differences in quiz scores between students in the control and treatment groups. Instead, we find that retention and transfer of presentation content correlate with certain metrics of presentation quality described in the Cognitive Theory of Multimedia Learning and with self-identified prior exposure to presentation topics.

S. W. Tarr and E. Alicea-Muñoz, Reflecting to learn in a physics multimedia communication course, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Tarr.

When physics PhD students struggle in their research group, one option is to switch advisors. However, the way physics students approach changing groups is not well understood. Using interview data from 19 physics PhD students who considered switching research groups, we explore the experiences that motivated them to think about switching and the factors that influenced their ability to switch. About half of interviewees were motivated to switch by negative group experiences, while others considered changing if they believed another group could offer them a better research experience. However, students were commonly discouraged from switching due to feelings of obligation to their advisor, a sense of security in their current group, and a lack of clear expectations and procedures. Minimizing these barriers is important for supporting graduate students who wish to change into a group that improves their chance to persist and thrive in their programs.

M. Verostek, C. W. Miller, and B. M. Zwickl, "It was awkward to leave, and I wish it wasn't": Physics PhD students' perceptions about switching research groups, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Verostek.

Sensemaking is widely recognized in PER as an essential learning and reasoning process for physics students to figure out physical phenomena for themselves. There is less emphasis in the literature on how this process develops and the early stages between sensemaking and answer-seeking, which we refer to as emerging sensemaking. We argue that instructors recognizing emerging sensemaking moments are productive for supporting students in sensemaking. Since answer-seeking is relatively common in physics classrooms, it is a promising entry point for students to engage in deeper sensemaking. We use qualitative video data from introductory physics labs for life scientists (IPL2S) to explore the complex reasoning process occurring and discuss emerging sensemaking. We also consider the dynamic relations of answer-seeking processes and provide three examples: TA, graphical, and recall answer-seeking. Through a detailed analysis of these moment-by-moment reasoning processes, we shed light on the complexities of small group dynamics and offer suggestions for future work.

M. L. Whiting, L. A. Barth-Cohen, A. L. Adams, J. M. Gerton, C. De Grandi, and K. Davenport, What are the dynamics between answer-seeking and sensemaking?, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Whiting.

Access and inclusion in instructional laboratory settings is an important topic in our modern age. Student perceptions of inclusivity are paramount for understanding access needs in classroom settings. The Inclusive Teaching Strategies Inventory - Student (ITSI-S) is an instrument for measuring students' perceptions of the inclusivity of various classroom practices. The instructor component, the ITSI, has been validated for STEM classrooms and for laboratory instructors and significant changes were made by our study team members in previous years. In this paper we describe our validation of the ITSI-S. Data were collected through interviews with students in laboratory courses. Then, we utilized content analysis to uncover areas where students misunderstood the question or needed further clarification. The ITSI-S could be a valuable tool to help investigate inclusivity in labs from the student perspective and could in particular give voice to disabled students.

J. Willison, R. Rojas, K. Lugo, E. K. H. Saitta, E. M. Scanlon, and J. J. Chini, Validation of the Student Inclusive Teaching Strategies Inventory (ITSI-S) for instructional STEM laboratory settings, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Willison.

The use of computer adaptive testing (CAT)-based assessment tests has inherent issues associated with the pre- and post-paradigm, such as the limited ability to observe the progression of student conceptual understanding throughout the course. To address these issues, we propose increasing the frequency of CAT-based assessments during the course, while reducing the test length per administration, thus decreasing the total number of test items during the course. The feasibility of this idea depends on how far the test length per administration can be reduced. To reach this goal, we designed a CAT algorithm, which we call Chain-CAT. This algorithm sequentially links the results of each CAT administration using collateral information. We analyzed the advantages of this algorithm by numerical simulations. Although preliminary, we found that collateral information significantly improved the test efficiency, and the total test length could be shorter than the pre-post method.

J. Yasuda, M. M. Hull, and K. Kojima, Designing a computerized adaptive testing chain for the Force Concept Inventory, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Yasuda.

Introductory physics labs have long been a cornerstone of undergraduate physics education, owing to their integral role in the curriculum. However, students often encounter challenges, particularly in data analysis. This includes grappling with various concepts and methodologies, with uncertainty analysis, notably the Z-score, standing out as a persistent hurdle. In our study, we aimed to address this issue by integrating a concise instructional video, aligning with the Cognitive Theory of Multimedia Learning principles, into the initial stage of an introductory physics lab focusing on data analysis. In the study, ninety-four students were exposed to and engaged with the Z-score video, while ninety-one students did not. The outcomes unveiled a notable divergence in performance between the video and non-video groups, evident both immediately and after a week. These results strongly affirm the potency of concise multimedia interventions in augmenting student understanding and proficiency in introductory lab instruction. Limitations and future directions were also discussed in the end.

T. Zu and A. Lakshmanan, Pre-lab video boosts Z-score understanding in introductory physics labs, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Zu.

Entanglement is at the heart of emerging technologies such as quantum computing, quantum sensing, and quantum networking. These technologies are developed by interdisciplinary teams of engineers, physicists, software developers, and other scientists. As a result, quantum concepts, such as entanglement, are essential to introduce to a wide range of disciplines. In response, many universities have implemented quantum information science and engineering (QISE) courses for undergraduate students. These QISE courses present quantum concepts to students from diverse disciplines at an introductory level, whereas previously, they were reserved for advanced physics courses. We interviewed students who had recently completed an introductory QISE course to investigate their conceptual and mathematical understanding of entanglement. We found that entanglement was most strongly associated with the idea of correlation between measurements, while only some students productively used the mathematical criterion of whether or not a quantum state was factorable.

B. M. Zwickl and H. J. Hersom, Investigating Students' Understanding of Entanglement, 2024 PERC Proceedings [Boston, MA, July 10-11, 2024], edited by Q. X. Ryan, A. Pawl, and J. P. Zwolak, doi:10.1119/perc.2024.pr.Zwickl.