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This study investigates how faculty, student, and course features are linked to student outcomes in Learning Assistant (LA) supported courses. Over 4,500 students and 17 instructors from 13 LA Alliance member institutions participated in the study. Each participating student completed an online concept inventory at the start (pre) and end (post) of their term. The physics concept inventories included Force and Motion Concept Evaluation (FMCE) and the Brief Electricity and Magnetism Assessment (BEMA). Concepts inventories from the fields of biology and chemistry were also included. Our analyses utilize hierarchical linear models that nest student level data (e.g. pre/post scores and gender) within course level data (e.g. discipline and course enrollment) to build models that examine student outcomes across institutions and disciplines. We report findings on the connections between students outcomes and their gender, race, and time spent working with LAs as well as instructors experiences with LAs.
Immersive virtual reality (VR) has enormous potential for education, but classroom resources are limited. Thus, it is important to identify whether and when VR provides sufficient advantages over other modes of learning to justify its deployment. In
Knowledge of quantum mechanical systems is becoming more important for many science and engineering students who are looking to join the emerging quantum workforce. To better prepare a wide range of students for these careers, we must seek to develop
Enhancing motivation and learning attitudes in an introductory physics course is an important but difficult task that can be achieved through class blogging. We incorporated into an introductory course a blog operated by upper-level physics students.
We describe a study on the conceptual difficulties faced by college students in understanding hydrodynamics of ideal fluids. This study was based on responses obtained in hundreds of written exams and oral interviews, which were held with first-year
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mecha