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Accessible physics education research

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September 2, 2020 Nick Young

Helping students learn from online self-paced tools

The instructor must set the expectations why students should use the tool.

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August 19, 2020 Nick Young

Men participate more in active learning classes

Even though there were more women in the class, participation was not more equitable.

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August 5, 2020 Nick Young

Students retain conceptual knowledge longer than we think

In fact, it seems like student can retain concepts for months after the course ends.

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July 15, 2020 Nick Young

Ideas for supporting Black women physicists

Fewer than 100 Black women have PhDs in physics. Something needs to change.

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July 1, 2020 Nick Young

Expanding the full-time, part-time student dichotomy

Looking at individual semesters doesn’t tell the full story.

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June 24, 2020 Emily Kerr

POGIL Teaching Strategy Improves Student Performance in Large Introductory Chemistry Class

POGIL teaching strategies, where students work in groups to construct there own understanding of material from open ended questions, was shown to improve student performance in introductory chemistry courses.

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June 17, 2020 Nick Young

What do students draw when asked to “draw a scientist”?

Probably what you expect. Brainy white men in a lab.

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June 3, 2020 Nick Young

More innovative but less impact: The Diversity-Innovation Paradox

Despite producing more innovative work, women and scholars of color are recognized less for that work.

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May 20, 2020 Nick Young

Active learning may help close the gap between underrepresented & overrepresented students

Achievement gaps do decrease for active learning classes, but the amount of active learning matters.

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May 6, 2020 Nick Young

Not all disadvantages are equal in higher education

First-gen and low-income Asian/white students fare better than racially underrepresented students.

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