The GRE: great at acting as a barrier to underrepresented groups, not so good as a predictor of completing graduate school. Continue reading The GRE: what is it good for?
Null results are often not published, but can provide useful results. Continue reading When finding nothing is a result
Explicitly and implicitly recognizing students are physicists can help them identify as physicists. Continue reading You seem like a physicist
Students are often unfamiliar with sizes and distances of astronomical objects. Today’s study compares student knowledge about this topic at different educational levels. Continue reading How far is far? Investigating students’ knowledge about distance to astronomical objects
The men and women earn equal STEM grades but men have higher variability in those grades. This isn’t enough to explain why there are more men in STEM. Continue reading Not enough variation to explain the gender gap
Physics is less diverse than other physical sciences. Do graduate school admission processes contribute to this? Continue reading What matters when applying to graduate school and how it impacts diversity
Labs have been a standard part of the physics curriculum. Today’s paper suggests that labs don’t help students develop physics knowledge beyond what is already covered in other parts of the course. Continue reading Extra! Extra! Physics labs seem to be extra.
Using multiple representations is central to the study of physics. Today we look at how well students can change between representations of linear functions. Continue reading Transitioning between tables, equations, and graphs (oh my!) in physics and math
There is only so much class time during a semester which may make it difficult to incorporate research based assessments. Can we just give them online? Continue reading Paper or Pla– Electronic For Conceptual Inventories
Student evaluations of instruction are widely used to evaluate instructors. Today’s article suggests these are not correlated with student learning. Continue reading The lack of a relation between student learning and student evaluations