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In an earlier study we showed that small amounts of extra credit offered for early progress on online homework assignments can reduce cramming behavior in introductory physics students. This work expands on the prior study by implementing a planning prompt intervention inspired by Yeomans and Reich&#39;s similar treatment. In the prompt we asked students to what degree they intended to earn extra credit offered for early work on the module sequence, and what their plan was to realize their intentions. The survey was assigned for ordinary course credit and due several days before the first extra credit deadline. We found that students who completed the prompt earned on average 0.6 more extra credit points and completed the modules an average of 1.0 days earlier compared to a previous semester. We detect the impact of the survey by creating a multilinear model based on data from students exposed to the intervention as well as students in a previous semester. Data from five homework sequences are included in the model to account for differences between the two semesters that cannot be attributed to the planning prompt intervention.

PERC SM 22

Using a Planning Prompt Survey to Encourage Early Completion of Homework Assignments

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.



AAPT SM 22

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

In an earlier study we showed that small amounts of extra credit offered for early progress on online homework assignments can reduce cramming behavior in introductory physics students. This work expands on the prior study by implementing a planning prompt intervention inspired by Yeomans and Reich's similar treatment. In the prompt we asked students to what degree they intended to earn extra credit offered for early work on the module sequence, and what their plan was to realize their intentions. The survey was assigned for ordinary course credit and due several days before the first extra credit deadline. We found that students who completed the prompt earned on average 0.6 more extra credit points and completed the modules an average of 1.0 days earlier compared to a previous semester. We detect the impact of the survey by creating a multilinear model based on data from students exposed to the intervention as well as students in a previous semester. Data from five homework sequences are included in the model to account for differences between the two semesters that cannot be attributed to the planning prompt intervention.

poster

PERC 2022 is focused on "queering physics education" through an intersectional lens. By "queering," we are centering queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we want to apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we want to encourage a dialogue that is both a critique and an imagining of a queer future for PER.

Explicit attention will be given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

We have had such a fun time organizing this year’s PERC. You might be aware that we were committed to transparency and documenting our processes and decision making which we outlined here. This year has also been challenging to be a queer or otherwise marginalized person in the US. And we continue to seek and provide support for those individuals.

As such, we recommend that folks visiting Grand Rapids who have the means consider giving to some local organizations who are working to advocate for those impacted by historic and ongoing marginalization and violence.


PERC 2022 focused on "queering physics education" through an intersectional lens. By "queering," we centered queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we wanted to encourage a dialogue that is both a critique and an imagining of a queer future for PER. Explicit attention was given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

Quantitative and survey research often limit or erase the possibilities of trans people within datasets. Gender is often measured as a binary and is also conflated with sex in survey research. Through a critical queer lens, we will discuss new approaches for measuring gender which could allow for a more nuanced understanding of how gender shapes our experiences. Using data collected from the Trans* Inclusivity Scale, developed through my dissertation, I will talk about trans* inclusive behaviors, attitudes, and knowledge student affairs staff have when working alongside trans* students and how this can extend into other areas of education and research. The discussion will then point to areas where policies and practices can be utilized to create a better environment for trans students And, finally, the talk will conclude with a discussion of future research within this work.

Beyond the Binary: Critically Queer Approaches to Quantitative Research in Education

Symmetry is widely used by physicists and recognized as valuable in the Next Generation Science Standards, which embeds symmetry in two of the Cross-Cutting Concepts: Patterns; and Scale, proportion, and quantity. Using the theoretical framework of Knowledge in Pieces, KiP, we hypothesize that students have symmetry resources that they use in sensemaking about magnetism. In this qualitative study, we recorded videos of middle and high school grade students as they interacted with magnets and created models of permanent magnetism in various informal learning settings . During the interviews, we asked questions intended to trigger the use of symmetry resources.  We transcribed and analyzed the interview data using an approach to discourse analysis informed by KiP. The preliminary results suggest that students have knowledge resources that they are able to access for the types of symmetry present in permanent magnetism: translational, rotational, reflective, scaling, and pseudo-vector symmetries.

Students’ use of symmetry resources when sensemaking about magnetism

How do undergraduate students imagine their future professional lives after graduation? We conducted longitudinal semi-structured interviews with undergraduate students about their career goals and resources needed to develop professional identities using future possible self theory. We present multiple case studies of physics students exploring, adjusting, and refining their possible future selves. Overall, participants had elaborated future possible selves that were influenced by both academic and sociocultural experiences. High self-efficacy and positive interactions in the field positively impact students' imagined futures, whereas low self-efficacy and low recognition sabotage students' future possible selves; these ideas intersect with students' personality, lifestyle, and social identity. In this poster, we'll share two ways in which students refine their future possible selves: a path of narrowing and refining imagined futures; and a path of trying new selves in series

Undergraduates develop professional future possible selves after graduation

As part of an effort to examine student understanding of expressions for probability in an upper-division spins-first quantum mechanics (QM) context, clinical think-aloud interviews were conducted with students following relevant instruction. Students were given various tasks to showcase their conceptual understanding of the mathematics and physics underpinning these expressions. The symbolic forms framework was used as a lens through which to analyze their understanding. Various symbol templates and conceptual schemata were identified, in Dirac and function notations, with multiple schemata paired with different templates. The overlapping linking suggests that defining strict template-schema pairs may not be feasible or productive for studying student interpretations of expressions for probability in upper-division QM courses.

Applying a symbolic forms lens to probability expressions in upper-division quantum mechanics

We have developed and validated a rubric for the assessment and scaffolding of problem-solving process in introductory physics courses via an iterative approach. The current version of the rubric consists of eight criteria based on research in expert-like problem solving practice and aspects of Cooperative Group Problem Solving (CGPS) pedagogy. In contrast to recent work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. The rubric was used to score N=166 student solutions to 6 problems covering content in introductory mechanics. Inter-rater and re-rater reliability was high for undergraduate Learning Assistant raters receiving only moderate training (approximately 4 hours). Exploratory factor analysis identified two factors that have been categorized as: (1) framing & defining, and (2) planning & execution. These factors align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tau-equivalent reliability was found to be 0.76, and an item-total correlations test demonstrated all criteria correlations consistent with averaged behavior

Reliability and Validity of an Introductory Physics Problem-Solving Grading Rubric

Calculus-based introductory physics classes are prerequisite courses for many STEM majors and traditionally have a large attrition rate. One way to improve student learning outcomes is by creating open-access supple-mental materials. In this study, we investigated the relation between student engagement with supplemental materials and their performance in a calculus-based introductory course on electricity and magnetism. The re-sources examined in this study included video resources, summarizing important concepts, showing example problems, and covering in-depth problem-solving techniques, as well as prior years' exams. These resources were offered to support the learning of a diverse student population beyond the formal class structure. We an-alyzed student scores from midterm and ﬁnal exams, their ﬁnal letter grade, and their responses to anonymous questionnaires administered three times throughout the semester. Results from a statistical analysis of student performance found that those who engaged with supplemental materials (videos and previous years' exams) showed consistently higher performance on almost all exams and in their ﬁnal course grades. Responses to the anonymous questionnaires showed that large majorities (80-90%) of students felt the supplemental materials had a positive impact on their learning of the material and their performance on exams.

Impact of supplemental resources on student outcomes in introductory Electricity & Magnetism

Our department is working to incorporate computational methods in all undergraduate courses. As part of this effort, we have developed and validated an instrument to measure students' affect with respect to computation. This paper reports on changes in students' self-efficacy (SE) with respect to several computational techniques. Each semester that a student takes physics they are asked, as a portion of this instrument, to rate their ability with respect to 11 categories. They are also asked to retrospectively rate their ability when they began the program. This allows us to explore the development of our students SE in two ways: (1) we investigate the "raw" SE values and compare advanced students to beginners, and (2) we investigate the "difference" values advanced students indicate. We find that as students' progress, their retrospective estimates decline sharply. As a result, the difference-based figures show substantially larger changes in most categories.

Evaluating Changes in Students’ Self-Efficacy Regarding Computational Tools and Methods

In order to better understand how computational activities can help students learn quantum mechanics, we present a case study of a student Mary talking about her understanding of how to represent a wavefunction as a discretized column vector. We used a video elicitation interview technique, where Mary was shown a video of her working with her programming partner on a computational task and then asked to discuss how her understanding of the task has changed over time. Mary's experience as an undergraduate teaching assistant allowed her to have more interactions with the course material than most students and gave her experience in communicating her understanding to students, making her a particularly effective candidate for this case study. From this interview, we have identified some of the challenges students face in coordinating discrete and continuous aspects of quantum systems in the computational context.

Discrete and Continuous Challenges in Quantum Mechanics: A Reflective Interview

Studio physics is an interactive teaching method that benefits students' learning over traditional physics teaching approaches. A hallmark of studio physics is that instructors minimize lecture time and maximize time spent with students working in groups. However, students need to be well-supported in the group discussions to achieve optimal learning outcomes. In this study, we distributed a student survey and conducted instructor interviews to investigate the support(s) students requested so they could actively engage in group work. The student survey data revealed that students wanted instructors to be approachable during group work and to have a mechanism that guarantees equal group contribution. However, there is a mismatch between the support provided by instructors and the detailed support requested by students. Unified and rigorous guidance for instructors is a necessity for students to actively engage in effective and inclusive group work.

They’re not buying what we’re selling: Comparing student-requested supports with instructional practice during group work

We draw on methods from lines-of-argument analysis in Critical Interpretive Synthesis to synthesize and critique pathways through which disabled students access supports in postsecondary STEM. Integrating recent literature about pathways to access in postsecondary education as well as our ongoing research, we describe various mechanisms through which disabled students are currently provided (or not provided) access in postsecondary STEM and identify strengths and weaknesses with these various pathways. Specifically, we describe and problematize the typical accommodations process, which requires students to register with a Disability Resource Center which then negotiates accommodations with the disabled student and their instructors. Next, we describe alternatives to the traditional accommodations model, such as normalizing discussion of access needs (a tenant of disability justice), allowing individual instructors to validate students' needs and appropriate accommodations, and access through interdependence (another tenant of disability justice). We describe dimensions along which these pathways vary, such as process, disclosure, requirements for validity, and burden. We suggest instructors and mentors pull from all these models to create a transparent ecosystem of supports.

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Beyond the Binary: Critically Queer Approaches to Quantitative Research in Education

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