PER Seminar

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Two Interventions Targeting Physics Major’s Sense of Belonging and Intimidation to Increase Retention at OSU
Mike Lopez, Graduate Student, The Ohio State University

Cognitive and Education Psychologists have well demonstrated that social attitudinal factors play a significant role in student performance and retention in academic settings. Furthermore, they have found that at least some of these factors are malleable and causal by implementing replicable interventions to positively shift these factors and, in turn, performance. I will discuss two research validated intervention projects underway at OSU. First, I will present a preliminary snapshot of our in-progress 4-year longitudinal study investigating the social cognitive factors that predict undergraduate physics course grades and retention, with the goal of designing a targeted intervention to positively change those factors. As an example, we find that intimidation is a dominant social attitudinal predictor for grade received. Every unit higher in the 1-7 intimidation scale corresponds to nearly a third of a letter grade drop. We find that belonging, an extensively researched attitudinal factor linked to performance and retention, only indirectly predicts course grade and is mediated by intimidation. We also find that underrepresented minorities and first generation college students on average report higher levels of intimidation. Lastly, I will present the Polaris mentorship program, a grad and undergraduate student led intervention to increase retention and satisfaction of underrepresented groups in physics and astronomy at OSU.

Kelsey wins Excellence in Teaching Award
November 16, 2018
Kelsey wins Excellence in Teaching Award

PhD student Kelsey Funkhouser has been awarded an Excellence-in-Teaching Citation from the College of Natural Science.

Vashti Publishes Article About an Analytic Framework to Characterize Student Reasoning
September 5, 2018
Vashti Publishes Article About an Analytic Framework to Characterize Student Reasoning

PERL co-director Vashti Sawtelle, PERL alumni K.K. Mashood, and colleagues have published an article in Life Science Education title Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes.

Angie publishes article in The Physics Teacher
August 30, 2018
Angie publishes article in The Physics Teacher

Angie Little and colleague published a paper in The Physics Teacher titled On the Importance of Engaging Students in Crafting Definitions.

Dr. Alanna Pawlak Defends Her PhD!
July 23, 2018
Dr. Alanna Pawlak Defends Her PhD!

Dr. Alanna Pawlak Defends Her PhD!

Katie Publishes Article on a Critical Look at Physics Identity
June 1, 2018
Katie Publishes Article on a Critical Look at Physics Identity

Prof. Katie Hinko and her collaborators, Simone Hyater-Adams, Claudia Fracchiolla, Noah Finkelstein, have published an article investigating a framework for examining race and physics identity.

Vashti Publishes Article on Modeling Instruction for University Physics
May 11, 2018
Vashti Publishes Article on Modeling Instruction for University Physics

PERL co-director Vashti Sawtelle and colleagues have published an article on Modeling Instruction for University Physics in the European Journal of Physics

Dr. Daryl McPadden Defends Her PhD!
March 21, 2018
Dr. Daryl McPadden Defends Her PhD!

Daryl McPadden successfully defended her PhD. Congratulations Daryl!

PERL Members Publish 10 PERC Papers
March 13, 2018
PERL Members Publish 10 PERC Papers

We're proud to annouce that the PERL Team has contributed to 10 PERC Papers in 2017.

Prof. Katie Hinko Wins $10,000 S3 Grant
February 8, 2018
Prof. Katie Hinko Wins $10,000 S3 Grant

Prof. Katie Hinko is leading a team that was awarded a $10,000 Science and Society @ State grant. Working with Prof. Megan Halpern, their project titled: Hidden Value: Investigating the Physics Demonstration as Aesthetic Experience looks to explore physics demonstrations as meaningful experiences.

Angie publishes in Journal of Science Teacher Education
February 2, 2018
Angie publishes in Journal of Science Teacher Education

Angie Little and colleagues published a paper in the Journal of Science Teacher Education titled: Building Reflective Practices in a Pre-service Math and Science Teacher Education Course That Focuses on Qualitative Video Analysis