| First Author |
Poster |
P# |
| Abdurrahman, Fatima |
A case study of cultural change: learning to partner with students |
I-13
|
| Akinyemi, Abolaji |
Interdisciplinary perspectives on evaluation strategies |
I-40
|
| Alesandrini, Anne T. |
Identifying student resources for reasoning microscopically about heat and temperature |
I-32
|
| Atherton, Tim |
Creating a LGBTQ+ Resource Letter for the Physics Education Community |
I-52
|
| Barbato, Lyle |
Registered reports: An impromptu proposal for undergraduate PERC submissions |
I-64
|
| Bridges, Bill |
Identifying Epistemic Frames in Faculty Discourse Concerning Value-Laden Discussions around Ethics |
I-45
|
| Burkholder, Eric |
Investigating the role of student preparation on cooperative grouping in an active learning classroom |
I-5
|
| Carroll, Gregory T |
A National Survey of Physics Graduate TA Preparation |
I-12
|
| Cervantes, Bianca |
Modified color frames for analyzing group interactions during an online quantum tutorial |
I-39
|
| Christman, Elaine |
This study examined the relationships among gender, membership in racial and/or ethnic groups underrepresented in engineering, and persistence in eng |
I-20
|
| Coffie, Camille A. |
Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant |
I-59
|
| Corsiglia, Giaco |
Effectiveness of an online homework tutorial about changing basis in quantum mechanics |
I-37
|
| Countryman, Colleen |
Assessing the efficacy of a new online game and simulation to teach electric fields |
I-24
|
| Daane, Abigail |
How Perceived Objectivity in Physics Impacts Cultural Relevance in Teaching |
I-65
|
| Doucette, Danny |
Measuring the impact of conceptual inquiry-based labs |
I-4
|
| Erukhimova, Tatiana |
Impact of supplemental resources on student outcomes in introductory electricity & magnetism |
I-43
|
| Euler, Elias |
Trends in the prevalence and presentation of video data in PRPER and JLS |
I-75
|
| Gavrin, Andy |
Evaluating Changes in Students’ Self-Efficacy Regarding Computational Tools and Methods |
I-47
|
| Good, Melanie |
Psychological threat and demands in an introductory physics class |
I-74
|
| Gutmann, Brianne |
Leveraging Hispanic-serving institutions within physics education research |
I-9
|
| Hass, Christopher A. F. |
How can PERers support emerging community members’ self-efficacy? |
I-31
|
| Ibrahim, Cynthia |
Exploring Benefits, Challenges, and Relational Dynamics in an Expanding Learning Assistant Program |
I-71
|
| Izadi, Dena |
You pick my brain and I'll pick yours: a pilot case study of research-practice partnership in an informal physics space |
I-34
|
| Khong, Hien |
Undergraduates develop professional future possible selves after graduation |
I-58
|
| Le, Anneka |
Navigating group work in computational projects: Case studies using self-assessments |
I-49
|
| Malespina, Alysa M |
To whom do students believe a growth mindset applies? |
I-8
|
| Maries, Alexandru |
Upper-level students’ conceptual understanding of energy and momentum |
I-16
|
| Mathis, Clausell |
Exploring stereotype threat and imposter syndrome among physics teachers |
I-29
|
| Mehdi, Ayouz |
Quantum Technology Learning Toolbox (QTecBox) |
I-7
|
| Meredith, Dawn |
Development of questions for the Fluids Conceptual Evaluation (FCE) |
I-78
|
| Moore, Christopher |
Reliability and Validity of an Introductory Physics Problem-Solving Grading Rubric |
I-26
|
| Myers, Carissa |
A Mixed Methods Approach Towards Defining A Student's Ranges of Self-Efficacy |
I-36
|
| Oleynik, Daniel |
The Epic and the Tragedy: Narratives of a Disabled Physics Student |
I-42
|
| Olsho, Alexis |
Characterizing covariational reasoning in physics modeling |
I-55
|
| Pawl, Andrew |
Claims, Evidence and Reasoning in the Introductory Mechanics Lab |
I-2
|
| Pollard, Benjamin |
Preliminary results from ungrading in intro physics classes |
I-44
|
| Porter, Christopher D |
Graduate student understanding of quantum mechanical spin |
I-21
|
| Prefontaine, Brean |
Examining community of practice formation within a new informal art and physics program |
I-28
|
| Rosen, Drew |
Uncovering the role of affective factors in student reasoning in physics |
I-79
|
| Salmani, Fatema Al |
Assessing Thinking Skills in Free-response Exam Problems: Pandemic Online and In-person |
I-23
|
| Sammons, Amber |
Comparison of expert-like attitudes and scientific reasoning skills |
I-48
|
| Shafer, Devyn |
Study Strategies in the Transition from High School to College |
I-70
|
| Sirnoorkar, Amogh |
Analyzing Students' Sensemaking with Algebraic Inequalities |
I-18
|
| Solorio, Christian |
Discrete and Continuous Challenges in Quantum Mechanics: A Reflective Interview |
I-67
|
| Stump, Emily M. |
Student views of what counts as doing physics in the lab |
I-15
|
| Werth, Alexandra |
Engagement in collaboration and teamwork using Google Colaboratory |
I-10
|
| Wilcox, Bethany |
PERLOC feedback and questions |
I-63
|
| Zamarripa Roman, Brian |
Nuanced explorations of personal support networks: a cross-case analysis |
I-54
|
| Zimmerman, Charlotte |
Assessing physics quantitative literacy in algebra-based physics: lessons learned |
I-62
|
| Zohrabi Alaee, Dina |
A qualitative analysis of concept maps through the Research Experiences for Undergraduates (REU) programs. |
I-51
|
| First Author |
Poster |
P# |
| Akubo, Mark O. |
Exploring students' negotiation of lab roles through positioning |
II-24
|
| Amaral, Camila Manni Dias do |
Qualitative Social Network Analysis of Women and LGBT+ professional physicists |
II-31
|
| Amaral, Camila Manni Dias do |
Social Network Analysis in Physics Education Research: A Brief Review |
II-32
|
| Anderson, Austin |
Coding Expediently: A Computationally Situated Epistemic Game |
II-5
|
| Atherton, Tim |
Creating a LGBTQ+ Resource Letter for the Physics Education Community |
II-52
|
| Atherton, Tim |
Disciplinary Inq[ee]ry in Computational Physics |
II-54
|
| Bennett, Ridge |
Analysis of Physics Students' Subfield Career Decision-Making Using Social Cognitive Career Theory |
II-36
|
| Bickel, Jessica |
Utilizing Perusall Collaborative Reading to Facilitate Learning in Introductory Physics |
II-50
|
| Boyd, Lily |
Validation of a key components framework for characterizing informal physics programs |
II-65
|
| Cao, Michelle |
Student Interactions and Group Dynamics within Reformed Introductory Physics for Life Science Laboratory (IPLS) Courses |
II-80
|
| Chahal, Harsna |
Comparing Qualitative Interview Methods for Students with Disabilities |
II-66
|
| Changstrom, Jessica |
Using communities of practice to explore departmental values |
II-29
|
| Chicas, Eve |
Physics major course model mathematical preparation: math methods courses in physics vs. other models |
II-69
|
| Cummings, Karen |
A Successful secondary implementation of SQILabs: Observed developments in attitudes and experimental process skills in a reformed first-year course |
II-44
|
| Dachille, Frank Thomas |
Trajectories Transfer Students follow to reach a Bachelor's Granting University |
II-9
|
| Dela Paz Maca, Vanessa |
The Banking Model in Physics Education |
II-49
|
| Dew, Matthew |
So Unfair it's Fair: Equipment handling in remote versus in-person introductory physics labs |
II-28
|
| DiCaro, James |
Long-term assessment of computational activities in an astronomy course |
II-13
|
| Felker, Zachary |
Using a Planning Prompt Survey to Encourage Early Completion of Homework Assignments |
II-1
|
| Fitzgerald-Russell, Madison |
Queering qualitative STEM education research: One researcher’s experience |
II-16
|
| Fung, Andy |
“Rules without a Reason”: ODEs in a concept image framework |
II-45
|
| Fussell, Rebeckah K. |
Machine learning for automated content analysis: characteristics of training data impact reliability |
II-30
|
| García Gaitán, Claudia Carolina |
Approach to the study of optics with primary school students |
II-12
|
| Geiger, Jon M. |
Developing a natural language processing approach for analyzing student ideas in calculus-based introductory physics |
II-14
|
| Hatcher, Chase |
Social Network Analysis of a Physics Faculty Online Learning Community |
II-55
|
| Hubenig, Katelynn |
Exclusionary fields or departments?: undergraduate degrees for women of color |
II-6
|
| Kaufman, Grant |
Student attitude changes and curricular benefits from two instructional interventions |
II-47
|
| Kelly, John |
Examining student reasoning: A replication study with students at a Historically Black University |
II-23
|
| Kuchibhotla, Adithya |
Teaching physics in a prison: lessons learnt |
II-18
|
| Kushimo, Tunde |
Investigating students’ strengths and difficulties in quantum computing |
II-22
|
| Kustina, Jonathan |
Learning To Teach, Teaching to Learn: Peer Coaches and Metacognition |
II-59
|
| Lang, Dawson T. |
Investigating the effects of course structure on students' sense of belonging and course performance |
II-20
|
| Ma, Guofu |
Scientific Argumentation in a High School Algebra-based Mechanics Classroom |
II-8
|
| Mack, Lillianna |
Evaluating Patterns Across Educators in their Reflection of Computational Thinking |
II-78
|
| Maldonado, Danielle |
The Relation of Personality to Science Identity |
II-60
|
| McEnroe, Brendan |
Impact of Response-Shift Bias on Students' Sense of Relevance |
II-4
|
| Ochoa, Cecilia E. |
Investigating students’ fluency with quantum ideas in the context of interaction-free experiments |
II-73
|
| Parobek, Alexander P. |
Exploring science and engineering students’ guiding epistemologies when addressing first law problems across disciplinary contexts |
II-7
|
| Piatek-Jimenez, Katrina |
Investigating underrepresented students’ choice of a physics major |
II-15
|
| Pina, Anthony |
Student-Constructed Eigenvalue Equations in Quantum Mechanics: Symbolic Forms and Mathematical Sensemaking Analysis |
II-39
|
| Pressler, Paige |
Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course |
II-10
|
| Rasool, Chaudhry Nicolas Gibran |
Semiotic resources and their relationship in physics and broadly in STEM Problem-solving |
II-21
|
| Rodgers, Jacob |
Understanding physics identity in computationally integrated physics classrooms. |
II-77
|
| Satoh, Naomi |
Exploring identity formation of ethnic and gender minorities in physics |
II-3
|
| Schwartz, Megan |
Nevertheless, she persisted: the importance of student persistence in computation integrated physics classrooms. |
II-37
|
| Searle, Benjamin |
Investigating Interactions Between Students and TAs/LAs in a Reform-Based Introductory Physics Laboratory |
II-79
|
| Seiden, David |
Creating a Dictionary of Task Responses from an ESM survey |
II-64
|
| Sharkey, Daniel P. |
Investigating the Effect of Discipline in Mixed-reality STEM GTA Training |
II-56
|
| Sowles, Em |
Using metacognitive prompts to explore student reasoning trajectories |
II-38
|
| Sword, Astra |
Is my bias your bias?: The variability of demographic gaps in the ‘good degree rate’ for UK physics degree programmes |
II-70
|
| Totah-McCarty, Andrew |
Physics Quantitative Literacy of High School STEM Teachers: Resources and Opportunities |
II-48
|
| Verchimak, Rebecca |
Career satisfaction and certainty among physics and other science majors |
II-40
|
| Webel, Max |
Case studies of computational thinking practices displayed by introductory physics students |
II-74
|
| Wheatley, Christopher |
Growth of West Virginia STEM Education Network |
II-51
|
| Wilcox, Bethany |
PERLOC feedback and questions |
II-63
|
| Yang, Juan |
Comparing introductory physics courses in the US and China |
II-46
|
| Zoechling, Sarah |
Uncovering Students’ Types of Interest in Physics |
II-2
|
| First Author |
Poster |
P# |
| Atherton, Tim |
Creating a LGBTQ+ Resource Letter for the Physics Education Community |
III-52
|
| Atkins, Leslie |
Developing an assessment of physics teacher preparation programs: DASI-P |
III-4
|
| Bergeron, Paul |
Creating Learning Environments Where Students Can Put their Knowledge to Use |
III-3
|
| Beverly, Nancy |
Optional Reflections as Metacognition and Reassessment Opportunities |
III-69
|
| Borish, Victoria |
Seeing quantum mechanics: The role of quantum experiments |
III-12
|
| Bott, Theodore E. |
Examining how problem design relates to computational thinking practices |
III-54
|
| Braden, Sarah |
Methods to Enact Culturally Sustaining Pedagogy and Explore Refugee Teens’ STEM Identity Work in a Physics Afterschool Program |
III-72
|
| Brundage, Mary Jane |
Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates |
III-33
|
| Campbell, Jennifer |
Using IBM’s Watson to automatically evaluate student short answer responses |
III-67
|
| Chini, Jacquelyn |
Synthesizing disabled physics students' pathways to access: a call for more access talk |
III-51
|
| Coble, Kim |
Students’ Experiences with a Cultural Cosmology Project in an Upper Division Writing Intensive Course for Astronomy Majors |
III-59
|
| Crossette, Nate |
Social network analysis of student collaboration in pandemic-affected courses |
III-62
|
| Cwik, Sonja |
Women have lower physics self-efficacy controlling for grade even in courses in which they outnumber men |
III-5
|
| Dalka, Robert P. |
Exploring faculty's explanations of enrollment issues: where does responsibility and control reside? |
III-78
|
| Dancy, Melissa |
White male physicists sense-making around equity in STEM |
III-80
|
| Descamps, Ian |
A case of productive confirmation framing in an introductory lab |
III-36
|
| El-Adawy, Shams |
Personas for supporting physicists engagement in informal education |
III-20
|
| Engblom, Samuel |
How an LA’s prior student experience can ground their teaching |
III-70
|
| Erukhimova, Tatiana |
Improving out-of-field preparation of high school physics teachers |
III-46
|
| Fittswood, Thomas |
Insights from an intervention designed to support consistent reasoning |
III-42
|
| Flores, Mark |
Factors influencing help seeking and help avoidant behaviors among physics and life science majors |
III-48
|
| Fox, Michael |
Expectations of how student views on experimental physics develop during an undergraduate degree |
III-19
|
| Franklin, Maxwell |
Developing a Python tool to categorize motivation of undergraduate women |
III-25
|
| Garcia, Tyler |
Examining Physicists' Ethical Reasoning: A Case Study |
III-43
|
| Griston, Molly |
Students' use of consistency checks while sensemaking in inquiry-based labs |
III-73
|
| Guthrie, Matthew W. |
Supporting effective and inclusive group work in introductory physics courses: Development of a guide for instructors |
III-17
|
| Hernandez, Jessica |
Ecofeminist Teaching: Connecting Energy to Land in Physics Education |
III-13
|
| House, Lindsay R |
Dark Energy Explorers - Using Citizen Science to enhance the Hobby-Eberly Telescope Dark Energy Experiment (HETDEX) |
III-7
|
| Hu, Peter |
Development, validation and virtual and in-person implementation of clicker question sequence on quantum measurement uncertainty |
III-14
|
| Hull, Michael M |
A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials) |
III-29
|
| Hutchison, Paul |
Equity and off-task discussion in a collaborative small group |
III-44
|
| Indukuri, Sadhana |
Characterizing the feedback that learning assistants give to faculty |
III-30
|
| Justice, Paul |
Impact of mathematical reasoning on students’ understanding of quantum optics |
III-18
|
| Lane, W. Brian |
Creating a computational playground in high school physics |
III-8
|
| Laverty, James T. |
A New Paradigm for Research-Based Assessment Development |
III-23
|
| Li, Yangqiuting |
How inclusiveness of learning environment predicts students’ physics grades and motivational beliefs in introductory physics courses |
III-6
|
| Lindell, Rebecca |
The Advantages and Disadvantages of Virtual Qualitative Interviewing |
III-74
|
| McColgan, Michele |
Developing Augmented Reality Modules to Teach Physics |
III-79
|
| McDermott, Liam G.E. |
Introducing political disability identity as a framework for studying disability in physics |
III-28
|
| Meyer, Josephine C. |
Investigating student interpretations of the differences between classical and quantum computers |
III-53
|
| Nissen, Jayson |
Socio-metacognitive experiences in a course for future teachers |
III-2
|
| Oliver, Kristin |
Student experiences of authentic research in a remote, introductory course-based undergraduate research experience in physics |
III-65
|
| Patterson, Zac |
Quantum Physics Education Research: A bibliometric analysis of QPER at the secondary level |
III-11
|
| Phillips, Jeffrey A. |
Using problem-posing tasks to assess physics students’ metacognition and self-efficacy |
III-47
|
| Porter, Christopher D |
Creating a modular, workforce-relevant undergraduate curriculum for quantum information science and engineering for all people |
III-32
|
| Porter, Christopher D |
Tracking Graduate Admissions During COVID-19: Year Two |
III-31
|
| Ramírez Díaz, Mario Humberto |
Professional profiles and teacher training of Physics teachers in Latin America |
III-1
|
| Riihiluoma, William D |
Applying a symbolic forms lens to probability expressions in upper-division quantum mechanics |
III-37
|
| Ryan, Qing |
How student’s interest can affect their performance in introductory physics |
III-15
|
| Sabo, Hannah Christine |
Challenges of preparing secondary STEM pre-service teachers in computational thinking |
III-38
|
| Sachmpazidi, Diana |
Changing the culture: Documenting shifts in a department's norms around data use |
III-77
|
| Santana, Lisabeth Marie |
Investigating experiences of women of color in physics and astronomy |
III-26
|
| Smith, Trevor I |
Analyzing Multiple-Choice-Multiple-Response Items Using Item Response Theory |
III-34
|
| Sundstrom, Meagan |
Students’ varying responses to instructor prompts for frame shifts in physics labs |
III-10
|
| Swirtz, Madison |
Queering methodologies in physics education research |
III-41
|
| Topdemir, Zeynep |
Student reasoning about partial derivatives in divergence and curl in vector field graphical representations |
III-39
|
| Trucks, Jesica |
Exploring the different social learning environments of online and in person planetarium shows |
III-66
|
| Verostek, Mike |
Making expert cognitive processes visible: planning and preliminary analysis in theoretical physics research |
III-27
|
| Vignal, Michael |
Affordances of Articulating Assessment Objectives in Research-based Assessment Development |
III-22
|
| Wilcox, Bethany |
Methods for utilizing Item response theory with Coupled, Multiple-Response assessments |
III-64
|
| Wilcox, Bethany |
PERLOC feedback and questions |
III-63
|
| Willison, Julia |
Causal mapping analysis of Universal Design for Learning-aligned instructional changes |
III-50
|
| Willison, Julia |
How do you eat an elephant? How problem solving informs computational instruction in high school physics |
III-49
|
| Wood, Laura |
Analyzing and Representing Observational Fieldnotes through Sketching |
III-61
|
| Wu, Xian |
They're not buying what we're selling: comparing student-requested supports with instructional practice during group work |
III-40
|
| Young, Nicholas T. |
Using blogs to make peer-reviewed research more accessible |
III-9
|
| Young, Tamara G. |
Nepantla in Physics Education Research |
III-58
|
| Young, Tamara G. |
Students’ use of symmetry resources when sensemaking about magnetism |
III-57
|
| Zhang, Muxin |
Challenges and Successes in reconciling different ideas during group work |
III-76
|
| Zich, Raymond |
Investigating introductory student difficulties reading electric field diagrams |
III-16
|
| First Author |
Poster |
P# |
| Close, Eleanor |
ADH… Disorder? |
V-1
|
| Corbo, Joel C. |
Introducing the Departmental Action Leadership Institute and its preliminary outcomes |
V-6
|
| Corpuz, Edgar |
Students’ views on the use of collaborative group work in introductory physics courses |
V-11
|
| Emigh, Paul |
Finding Derivatives from an Equipotential Graph |
V-3
|
| Fischer, Christopher |
Inverse Correlation Between Calculus Proficiency and Calculus Self-Efficacy in Introductory Physics |
V-10
|
| Forte, Shanize |
Rethinking derivations: The loading of reality into enactive equations |
V-7
|
| Huynh, Tra |
Physics teachers integrating social justice with science content |
V-2
|
| Kustusch, Mary Bridget |
Connecting the cognitive and discursive aspects of mathematical sensemaking in student discussions of the photoelectric effect |
V-12
|
| Mason, Andrew J. |
Reworking exam problems to incentivize improved performance in upper-division electrodynamics |
V-4
|
| Sayer, Ryan |
Impact of combining pre-class reading with peer instruction on learning quantum mechanics |
V-5
|
| Taylor, Joineé |
Studying pedagogical practices in physics through the lens of epistemic (in)justice |
V-9
|
| Weihs, Julien-Pooya |
Cloud microphysics: a concept map for studying, instruction, and analysis |
V-8
|
| Wilcox, Bethany |
PERLOC feedback and questions |
V-13
|
