Research-based multiple-choice tests have become extremely popular for measuring students' conceptual understanding of physics before and after instruction. Research using these assessments shows that instruction that actively engages students in learning during class is much more effective than passive lecture-based instruction; however, many students continue to answer some questions incorrectly after instruction. We are working to determine whether or not some incorrect responses may be better than others. The goal is to value the productive elements of students' thinking that are evident in their answers (whether or not the answers agreement with formal physics principles). By quantifying the relative correctness of each response we can measure student growth throughout instruction even if students never select a canonically correct answer.

Supported by the National Science Foundation:
DUE-1836470

One goal of introductory physics courses is for students to develop skills with quantitative reasoning to supplement their conceptual understanding of physics topics. In collaboration with Dr. Suzanne Brahmia and Dr. Alexis Olsho (University of Washington), and Dr. Andrew Boudreaux (Western Washington University), we are working to develop an assessment of physics quantitative literacy that includes student facility with proportional reasoning, signed quantities and negativity, and co-variation. The proposed Physics Inventory of Quantitative Literacy (PIQL) is a multiple-choice/multiple-response test designed to assess students' physics quantitative literacy in introductory courses and throughout the physics curriculum.

Supported by the National Science Foundation:
DUE-1832880, DUE-1832836, DUE-1833050

Funded by the National Science Foundation's Robert Noyce Teacher Scholarship program, the Rowan Noyce Scholars Program seeks to address the need for highly qualified teachers in science, technology, engineering, and mathematics (STEM) fields. The primary aspects of the project include awarding scholarships for STEM graduates to earn teacher certification, providing early teaching experiences for Rowan undergraduate STEM majors, and supporting new teachers through professional development and mentorship opportunities.

Supported by the National Science Foundation:
DUE-1660694