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Item TypeTitleSubjectAuthor(s)Issue DateAccess
PaperTransforming the junior level: Outcomes from instruction and research in E&Mphysics and astronomy; course transformationStephanie Chasteen; Steven Pollock; Rachel Pepper; Katherine Perkins2012Open
PaperEducational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learnedphysics and astronomy; course transformation; SEIStephanie Chasteen; Bethany Wilcox; Marcos Caballero; Katherine Perkins; Steven Pollock; Carl Wieman2015Open
PaperDevelopment and uses of upper-division conceptual assessmentsphysics and astronomy; concept testBethany Wilcox; Marcos Caballero; Charles Baily; Homeyra Sadaghiani; Stephanie Chasteen; Qing X Ryan; Steven Pollock2015Open
PaperUpper-division students' difficulties with Ampere's lawphysics and astronomy; student difficultiesColin Wallace; Stephanie Chasteen2010Open
PaperColorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior levelphysics and astronomy; diagnosticStephanie Chasteen; Rachel Pepper; Marcos Caballero; Steven Pollock; Katherine Perkins2012Open
PaperValidation and analysis of the coupled multiple response Colorado upper-division electrostatics diagnosticphysics and astronomy; diagnosticBethany Wilcox; Steven Pollock2015Open
PaperUse of research-based instructional strategies: How to avoid faculty quittinggeneral; sustaining changeCarl Wieman; Louis Deslauriers; Brett Gilley2013Open
PaperAnalytic framework for students' use of mathematics in upper-division physicsphysics and astronomy; mathematics; frameworkBethany Wilcox; Marcos Caballero; Daniel Rehn; Steven Pollock2013Open
PaperComment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course"physics and astronomy; homework; comparing student groupsGeorg Rieger; S. Reinsberg; Carl Wieman2016Open
PaperTapping into juniors' understanding of E&M: The colorado upper-division electrostatics (CUE) diagnosticphysics and astronomy; diagnosticStephanie Chasteen; Steven Pollock2009Open
PaperConcepts First, Jargon Second Improves Student Articulation of Understandinglife sciences; science communicationLisa McDonnell; Megan Barker; Carl Wieman2016Open
PaperTransforming upper-division quantum mechanics: Learning goals and assessmentphysics and astronomy; learning goals; assessment; course transformationSteve Goldhaber; Steven Pollock; Mike Dubson; Paul Beale; Katherine Perkins2009Open
PaperThe Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courseslife sciences; clickers; small classMichelle Smith; Caleb Trujillo; Tin Tin Su2011Open
PaperHow Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Researchlife sciences; problem solvingAnne Hoskinson-Marie; Marcos Caballero; Jennifer Knight2013Open
PaperStudent Perspectives on Using Clickers in Upper-division Physics Coursesphysics and astronomy; attitudes, beliefs, perceptions; clickersKatherine Perkins; Chandra Turpen2009Open
PaperThe Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biologylife sciences; surveys; attitudes, beliefs, perceptionsKatharine Semsar; Jennifer Knight; Gulnur Birol; Michelle Smith2011Open
PaperLonger term impacts of transformed courses on student conceptual understanding of E&Mphysics and astronomy; course transformationSteven Pollock; Stephanie Chasteen2009Open
PosterStudents as key stakeholders: Exploring undergraduates' perceptions of teaching and learning in an introductory organic chemistry coursechemistry; attitudes, beliefs, perceptions; teaching methodsAshley Welsh; Jackie Stewart2014Open
PaperThe Genetics Concept Assessment: a new concept inventory for gauging student understanding of geneticslife sciences; concept inventoryMichelle Smith; William Wood; Jennifer Knight2008Open
PaperA diagnostic assessment for Introductory Molecular and Cell Biologylife sciences; diagnosticJia Shi; William Wood; Jennifer Martin; Nancy Guild; Quentin Vicens; Jennifer Knight2010Open