We’re back! News and Updates for Fall 2021

September 22, 2021 PERbites

We’re back! News and Updates for Fall 2021

New posting schedule, a call for new writers, and a survey coming soon

May 25, 2021 Emily Kerr

Students Perception of Peer and Professor Mindset Impacts Attitudes In Engineering Classes

Students mindsets, as well as those they think are held by their peers or professors, have an impact on their success in engineering courses.

May 5, 2021 Nick Young

Addressing the questions of undergraduate STEM students

Student questions falls into a few common topics and concerns.

April 21, 2021 Nick Young

Online learning might not be so bad for student outcomes

When it comes to earning a graduate degree, how the student earned their undergraduate degree doesn’t seem to matter.

April 7, 2021 Prasanth

Prior experience with active learning methods promote adoption of such methods

Instructors are more likely to adopt active learning methods when they have exposure to active learning methods or have participated in education research projects.

March 31, 2021 PERbites

Evaluating your Graduate School Offers (PER edition)

Still undecided on which grad program to attend? We have some tips to help you decide.

March 24, 2021 Elias Euler

The inaccurate feedback of intro physics courses, especially for women

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.

March 10, 2021 Nick Young

Revisiting demographic gaps may just be preparation gaps

When not aggregating race and ethnicity, prior preparation no longer accounts for demographic gaps.

February 17, 2021 Nick Young

Escaping the “Covering Content” Narrative

If you want to make your course learner-centered, we have some ideas.

February 3, 2021 Prasanth

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.