| First Author |
Poster |
P# |
| Alseiari, Abdulla |
Student Engagement Analysis: A Comparative Study of K-means, SOM, and Sequential Pattern Mining |
145 A
|
| Coble, Kim |
Linking Learning Assistants, Mentors, and Scholars (LLAMAS): Faculty Experiences |
105 A
|
| Engblom, Samuel W. |
"It’s not all sunshine and rainbows": The role of empathy and prior experiences in a learning assistant’s teaching practices |
1 A
|
| Freeman, Niah |
Impacts of the Alma Project: Undergraduates’ Experiences of Reflective Journaling in Physics and Astronomy Labs |
101 A
|
| Hazlett, Eric |
Formalizing informal physics: a case study |
133 A
|
| Jafari Ghalehkohneh, Sadra |
Reasoning about electromagnetic fields and forces through 3D vector representations |
141 A
|
| Jarlismi, Aspri Ayu |
Analyzing the cognitive demands of end-of-chapter problems in a grade 11 physics textbook using the Physics Problem-Solving Taxonomy (PPST) |
121 A
|
| Leblond, Louis |
Beyond Access to Success in Asynchronous Online Physics: Barriers, Enablers, and Academic Integrity for Adult Learners |
125 A
|
| Li, Yangqiuting |
An Interactive Activity to Support Student Understanding of Quantum Measurement |
109 A
|
| Maniatis, Daphne |
The role of intuition: student interest in quantum mechanics |
117 A
|
| Merzel, Avraham |
Empirical Insights into Concept Image Research in STEM – Systematic Literature Review |
129 A
|
| Sirnoorkar, Amogh |
Exploring Association Between Students’ Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning |
13 A
|
| Talafian, Hamideh |
Measuring Students' Interactions at Scale in Introductory Physics Discussion Classes |
137 A
|
| Thacker, Beth |
Assessing the effectiveness of a quantum phase oracle mini-tutorial |
113 A
|
| Tran, Jason |
Is the Rubric Enough? Evaluating AI as a Grader for Physics Essays |
17 A
|
| Zu, Tianlong |
Transition Matrix Analysis: Analyzing Students’ Use of Cognitive Resources in Physics |
149 A
|
| Cao, Ying |
The Ice Rink as a Physics Laboratory: Using an AI Analysis Pipeline to Assess Embodied Learning |
29 A
|
| Descamps, Ian |
Responsive teaching in an instructional lab supports persistence and sustains agency |
25 A
|
| Foster, R. Wesley |
Physics and Astronomy Misconceptions Debunked through dialoguing with Artificial Intelligence (AI). |
21 A
|
| Gavrin, A. |
Comparing introductory physics students’ vector understanding through Rasch modeling and Differential Item Functioning (DIF) Analysis |
37 A
|
| Sampson, Caroline |
A STEM education tabletop roleplaying game for informal learning |
49 A
|
| Seifollahi, Fargol |
Relationship of prior preparation and conceptual diagnostic measures to success in the upper-level electricity and magnetism course |
45 A
|
| Zich, Raymond |
Introductory student performance interpreting modified electric field diagrams |
41 A
|
| Ansell, Katie |
Getting to know our College Physics Students: Demographic Study to Inform Instruction |
57 A
|
| Meyer, Josephine |
Computer-generated QIS tutorial feedback is valued by students, but does not replace in-class collaboration |
53 A
|
| Mirza, Qurat-ul-Ann |
AI-Generated Physics Problems: Personalized Learning or Increased Cognitive Load? |
5 A
|
| Conn, Jessica |
Holding multiple worlds together: The nexus of multimembership as a mechanism of physics identity negotiation |
69 A
|
| Dubey, Archana |
Teaching introductory physics through reduced seating instruction integrated with personalized adaptive learning |
61 A
|
| Hutchison, Paul |
A conjecture about what may impact participatory equity in collaborative small groups |
65 A
|
| Fitzgerald-Russell, Madison L. |
Why do queer students leave physics?: A case study |
77 A
|
| Olsen, Sophie |
Storytelling in STEM: Exploring Identity Formation in the Access Network through Anzaldúa’s Conocimiento Framework |
73 A
|
| Ahmed, Layla |
Evaluating high school physics teachers’ Content Knowledge for Teaching Energy (CKT-E) through Project X |
81 A
|
| Hamed, Razan (Rosie) |
Game- vs. Simulation-Based Instruction: exploring the sequencing effect on elementary pre-service teachers' understanding of the photoelectric effect |
85 A
|
| Zohrabi Alaee, Dina |
Using Causal Maps to Assess Career Interests and Decision-Making in Physics |
89 A
|
| Hull, Michael M. |
Clearing a Path for AI Implementation in Asynchronous Learning Modules |
9 A
|
| Morse, Jackson |
Comparing Students’ Experiences of Learning Environments and Sense of Belonging in Physics and Astronomy Introductory Lab Courses |
93 A
|
| Quan, Gina M. |
Development of the RIOT 2 for use in LA-supported classrooms |
97 A
|
| First Author |
Poster |
P# |
| Allen, Winter Rose |
LLM Scoring of Strategy Essays Across Physics Principles |
18 B
|
| Cacheiro, Mateo |
Analysis of online job postings to understand education needs for the quantum industry |
110 B
|
| Cascio, Antonio |
Reducing cognitive load: creating educational physics lecture videos |
142 B
|
| Dalka, Robert P. |
Investigating undergraduate teaching assistant roles and partnerships as a foundation for learning assistant program design |
102 B
|
| Dawson, Lindsay |
Exploring Students' Perceptions of using Generative AI-Assisted Problem-Posing |
14 B
|
| Doyle, Liam |
Building bridges in quantum information science education: Framework development for interdisciplinary teaching with common language |
114 B
|
| El-Adawy, Shams |
Trajectories into Quantum Industry Careers |
118 B
|
| Esquivel, Angelina |
Supporting Students to Develop Joint Understanding: A Case Study of the Challenges of Individual versus Collective Understanding |
146 B
|
| Hamerski, Patti |
Co-creating AI course guidelines with physics students |
10 B
|
| Hu, Peter |
Assessing the correspondence between spatial visualization skills and physics performance |
122 B
|
| Liu, Jonathan |
Making Magnetic Braking Visible: Designing a Dual-Tube Lenz’s Law Apparatus for Student Learning |
106 B
|
| Lê, Thanh K |
Developing Teamwork Practices Through a Socio-Metacognitive Intervention |
126 B
|
| McColgan, Michele W. |
From Biot-Savart to Circular Fields: Student Coordination of Magnetic Field Representations in AR |
134 B
|
| Nearhood, Luke |
Exploring Wikis as a Medium for Social Computational Literacy Development |
130 B
|
| Owen, Jon C. |
Mindware and automated reasoning in student interpretation of multivariable expressions |
138 B
|
| Swirtz, Madison |
Uncovering resources through an unconventional interview protocol: a case study |
150 B
|
| Borse, Nikhil Sanjay |
Probing AI-generated physics solutions and preparing students to critique them |
22 B
|
| Hashmi, Syed Furqan Abbas |
A bottom-up taxonomy of student discourse with a Socratic AI physics tutor |
2 B
|
| Swanson, Timothy |
Student Use and Perception of AI Tools Across Undergraduate Physics Course Levels |
26 B
|
| Griston, Molly |
Content-referenced score reporting with the Rasch model |
38 B
|
| Leibnitz, Noah |
Uncertainty management and perceived inclusivity in collaborative physics problem-solving |
30 B
|
| Rios, Laura |
Using conjecture mapping to revise pedagogical training for Learning Assistants |
34 B
|
| Maheswara Kumar, Smitha |
Investigating students’ understanding of electric fields at boundaries through a quantitative assessment |
42 B
|
| Vaida, Mihai E. |
Student-generated exam problems with peer solution validation: A scalable assessment as learning model in introductory physics courses |
46 B
|
| Bright, Jane |
Curriculum characterization: unpacking an interactive Hertzsprung-Russell diagram active learning activity |
54 B
|
| Dua, Yohanes Sudarmo |
How Do Instructors Design Courses? Investigating Resource Usage |
58 B
|
| Reynolds, Alex |
Characterizing Variance in Computing in Physics Courses for Epistemologies and Expectations Survey Development |
50 B
|
| Bralin, Amir |
Assessing AI Problem-Solving Capability in Introductory Physics |
6 B
|
| Khan, Khalid Mehtab |
A context-aware framework for identifying Community Cultural Wealth in STEM reflective writing |
66 B
|
| Philhour, Byron |
Teria Observatory: A Novel "Hard-science" Astrophysics Role-playing Platform (non-commercial, free to use) |
62 B
|
| Buzzell, Alexis |
"We are treated as if we don't deserve to be here": First-year graduate students' accounts of their struggles in a doctoral program |
78 B
|
| Randolph, Jessi |
Supporting Students with Psychiatric Disabilities in Physics |
74 B
|
| Seiden, David |
I Can't Let them See I Don't Belong: Preliminary Analysis of Imposter Phenomenon Interviews among Physics & Astronomy Graduate Students |
70 B
|
| Gallagher, Greg |
Evaluating trends in student attitudes and self-efficacy toward computational methods following a department-wide undergraduate curricular initiative |
82 B
|
| Mardiana, Rika |
Science curriculum standards and teacher development: A comparative study of Australia, Indonesia, and the US |
86 B
|
| Hasan, Ruba |
Do Physics GTAs Teach the Way They Believe Students Learn Best? A Preliminary Mixed-Methods Study |
98 B
|
| McCoy, Bradley |
Contextual Factors for Supporting STEM identity in a LA program |
94 B
|
| Young, Nicholas |
Why should I come here? Analyzing the content of online physics graduate program advertisements |
90 B
|
| First Author |
Poster |
P# |
| Daane, Abigail R. |
How students connect climate change to energy concepts in introductory physics |
135 C
|
| Dachille, Frank |
Research on transfer student stories and how embedded beliefs of success drive the navigation of their journeys |
143 C
|
| Gibbs, Owen |
Modeling Physics Learning Attitudes Through Expectancy-Value Theory |
139 C
|
| Imroz, Kazi Aatish |
Developing a Student Grouping Framework to Study Quantitative Literacy Development |
127 C
|
| Jeon, Sophia |
Multiple scales of relational dynamics around uncertainty: A novice instructor’s journey towards responsive teaching in an introductory physics course |
19 C
|
| Kushimo, Tunde |
Generating Conceptual Mechanics Puzzles with AI: Opportunities and Challenges for Physics Learning |
15 C
|
| Luo, Dan |
Improving student understanding via an interactive learning tutorial on quantum teleportation |
115 C
|
| McKagan, Sarah B |
What’s new with the Effective Practices for Physics Programs (EP3) Guide? |
151 C
|
| Pearson, Matthew |
Bazinga!: How Portrayals of Scientists in Media Shape Student Perceptions of STEM Culture |
123 C
|
| Piña, Andi |
Use of quantum knowledge among QISE industry professionals |
119 C
|
| Polverini, Giulia |
Does GPT really use the Right-Hand Rule? |
11 C
|
| Pradeep, Namitha |
Analyzing expert concept maps to propose learning progressions in quantum sensing |
111 C
|
| Saunders, Olivia |
Learning Assistants to industry professionals: skills and workplace compatibility |
103 C
|
| Wagner, DJ |
Textbooks’ Coverage of Drag Can Be a Drag |
147 C
|
| Welch, Abigayle |
Exploring physics knowledge retention across multiple intelligence types in preparatory physics |
131 C
|
| Wu, Xian |
Reliable isomorphic physics problem generation with large language models |
107 C
|
| Pathak, Praveen |
Promises and Limits of AI Grading in Physics: Evidence from Olympiad and University Assessments |
23 C
|
| Wu, Zhangyang |
Studying the use of AI as a Physics Tutor |
27 C
|
| Beverly, Nancy |
What a difference a year makes in student misappropriate use of AI |
35 C
|
| Poulos, Parker E |
Defining objectives of assessments to support actionable feedback development |
39 C
|
| Stone, Antoinette |
AI is Ready. Are the students? |
3 C
|
| Wang, Jing |
Unmasking Hidden Logic in Variable Control with AI Assistance |
31 C
|
| Li, Yaoguang |
Latent learning profiles in students’ understanding of energy and momentum concepts |
43 C
|
| Mason, Andrew J. |
The electro-magnetism inventory for conceptual evaluation preliminary results and refinement |
47 C
|
| LeGresley, Sarah E. |
Impact of a Student Success Curriculum (SSC) on Performance and Self-Efficacy in Introductory Calculus-Based Physics |
59 C
|
| Munejiri, Shuji |
Comments Without Points in a Japanese Introductory Mechanics Course |
51 C
|
| Paghadal, Avani |
Evaluating the Impact of a Preparatory Physics Course on Student Success in Physics 1 |
55 C
|
| Bott, Theodore |
Creating anti-ableist counterspaces in the physics classroom: getting started with inclusive curricular design |
67 C
|
| McDermott, Liam G. |
"I don't have a good metric for what other people think:" Unpacking the double empathy problem in neurodivergent physics problem-solving |
63 C
|
| Eblen-Zayas, Melissa |
Case study of students as partners in developing AI tools for introductory physics |
7 C
|
| Lane, W. Brian |
A physics faculty-led pathway into the K-12 teaching workforce |
79 C
|
| Read, Seth |
The Role of Learner Identity in Conceptual Mastery in Advanced Undergraduate Electricity and Magnetism Courses |
75 C
|
| Tang, Vivian |
Participation Patterns in Collaborative Discussions and Implications for Verbal Equity |
71 C
|
| Claar, Audrey |
Faculty Perspectives around Departmental Change Efforts in Physics Graduate Programs |
83 C
|
| Coldren, Kevin |
Student Perspectives on Traditional Pedagogy Used in Graduate Physics Coursework |
87 C
|
| Burkholder, Eric |
Examining the actions and experiences of teaching assistants in skills-based instructional labs |
99 C
|
| Hallock, Elizabeth |
"I can still label myself that way": Developing computing and physics identities in a computationally integrated physics course |
91 C
|
| Mathis, Clausell |
Contextualizing Newton’s Third Law: Examining the Impact of Problem Framing on Student Reasoning and Accuracy |
95 C
|
| First Author |
Poster |
P# |
| Armstrong, Jack |
Research on graduate quantum mechanics: A review of sample compositions, topics, and study purposes |
116 D
|
| Arnell, Jared |
Directional markers: Insights from an expert physicist’s attempt to extract conceptual meaning from physics equations |
128 D
|
| Aryal, Bijaya |
Effects of Tailored Quantitative Challenges on Undergraduate Student Performance, Engagement, and Development |
12 D
|
| Babu, Sibatmika |
Integrative Thinking in Computational Physics Design Essays |
136 D
|
| Ebom, Chinonso E |
Assessing the Effectiveness of a Quantum Teleportation Mini-Tutorial |
112 D
|
| Girotti-Hernandez, Daniela |
Teaching assistants' experiences implementing reform elements in introductory physics discussions |
108 D
|
| Kenzhekey, Zhenis |
Between novice and expert: reflecting on problem-solving behaviors of Kazakh physics Olympiad students through western per frameworks |
124 D
|
| McMullan, Mary R. |
Impact of generative artificial intelligence on novice’s categorization criteria |
16 D
|
| Murphy, Shoniya |
Analyzing complex physics concepts via performance and retention study |
120 D
|
| Nearhood, Luke |
The role of framing in social computational literacy |
148 D
|
| Overton, Christopher |
Leveling the Lab: How Accommodations and Disability Shape the Introductory Physics Lab Experience |
104 D
|
| Paul, Cassandra |
Grades, equity and graduation rates: a quantitative analysis of the association of learning assistants with improved student outcomes at the course an |
100 D
|
| Riihiluoma, William D. |
Some Signs Are More Equal Than Others: Expert Interpretations of Equals Signs |
144 D
|
| Rodriguez, Idaykis |
Potential Synergies and Tensions between SoTL and DBER |
140 D
|
| Shrestha, Birat |
Feasibility of eye-tracking glasses for investigating spontaneously generated representations and prospective future use cases. |
132 D
|
| Tarr, Steven W. |
“I generally hate numbers.”: Translating Instructor Attitudes about Problem-solving Representations to Student Performance in Introductory Mechanics |
152 D
|
| Al Balad, Aula Andika Fikrullah |
Teachers’ Sensemaking of Gen-AI in Socio-Scientific Problem Solving: Pedagogical Insights from Think-Aloud Interviews |
28 D
|
| Caballero, Marcos D. (Danny) |
Protecting the Work of Learning: A Critique of Automated Coding and AI Benchmarking |
24 D
|
| Paul, Bilas |
P-A.I.R.: A Structured AI-Replication Framework for Active Learning in Introductory Physics |
20 D
|
| Mamidpalliwar, Omkar |
Unpacking the Interplay Between Introductory Physics Students’ AI Literacy and their Chatbot Preferences |
32 D
|
| Parris, Mathias |
Analyzing how institutions differentiate introductory physics curriculum to support all students |
36 D
|
| Ma, Guofu |
Evaluating Configuration Likelihood Ratio Statistic for Localized Differential Item Functioning Detection |
40 D
|
| Murillo, Alejandro |
Using a Concept Probe Series to Investigate Student Reasoning About Measurement Across Physics Contexts |
48 D
|
| Yasuda, Junichiro |
Q-matrix specification via the Delphi method for the Force Concept Inventory |
44 D
|
| Yepes, Pablo |
AI-Generated Interactive Simulations for Representational Comparison in Quantum Mechanics: Design and Pedagogical Framework |
4 D
|
| Duut, Mahamadu |
From Matrix Calculations to Bloch-Sphere Meaning: Student Learning in a Single-Qubit Gate Mini-Tutorial |
56 D
|
| Munir, Rida |
Computational Representations as a Mechanism for Supporting Student Sensemaking in a Projectile Motion Simulation with Drag |
52 D
|
| Lock, Robynne |
Examining the impact of a summer physics camp for high school girls using the Critical Physics Identity framework |
68 D
|
| Nelson, Stella |
Rethinking Introductory Physics Courses |
60 D
|
| Wong, Kirsten |
A Comparison of STEM Students’ Perseverant Capital in Alma Reflective Journaling Before and After COVID-19 |
64 D
|
| Nissen, Jayson |
Socio-Metacognitive Communication and Verbal Equity in Student Collaborations |
72 D
|
| Payton, Aidan |
Who Belongs in Introductory Physics? Gender and Grade-Group Differences in Students’ Sense of Belonging |
76 D
|
| Chitchyan, Sona |
Computing practices in graduate astronomy research: Applying and extending the Weintrop taxonomy |
80 D
|
| Hirons, James K. |
Fostering Teacher Community Through University-Based Partnerships in Physics Education |
84 D
|
| Le, Vy |
Challenging Data Aggregation Practices: A MAIHDA Study of Asian Student Outcomes in Introductory Physics |
8 D
|
| Wooley, Andrea |
Supporting graduate student learning in a collaborative physics research team |
88 D
|
| Cantisani, Stefania |
Bridging the Transition to Active Learning: Learning Assistant Perspectives |
92 D
|
| Rodriguez, Dylan |
Developing trust in student-centered physics classrooms through LA interactions |
96 D
|
The PERC posters will be presented in Exhibit Hall A.
