The grades students receive in intro physics don’t predict their grades in advanced physics, pointing to problems of coherency and inclusivity within physics departments.
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Revisiting demographic gaps may just be preparation gaps
When not aggregating race and ethnicity, prior preparation no longer accounts for demographic gaps.
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Escaping the “Covering Content” Narrative
If you want to make your course learner-centered, we have some ideas.
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Students rarely use advanced problem solving strategies that they were explicitly taught in class
Students rarely use advanced problem solving strategies while solving problems even when these strategies had been taught in class. Explicit instruction that scaffolds varying levels of cognitive load inherent in these methods may be necessary for students to effectively use such strategies.
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Changing grade weight can close grade gaps introductory physics
Simply reducing exams from 70 percent of the final grade to 50 makes a large difference.
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Revisiting Our Posts on Online Teaching and Learning
Our 8 previous posts about online learning studies.
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Interventions Encouraging Students to Draw and Reason Regarding Intermolecular Forces Improve Ability to Predict Relative Boiling Points From Lewis Structures
Interventions encouraging students to reason through and use supporting evidence to predict boiling point trends improves student understanding
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Earning a PhD depends more on the research environment than the student’s ability
That’s right. The research environment also matters more for publications and citations.
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Students aren’t using online resources to cheat as much as you may think.
Students often use online resources to learn more or because they don’t find course resources accessible.
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Increasing equity in your course: there’s an intervention for that
Taking a recitation period to explain that adversity in college in common may help in closing gender and ethnic grade gaps.
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