Featured

I suddenly have to move my face-to-face physics/astronomy course online! What should I do?

by Linda Strubbe and Sam McKagan, PhysPort
In the wake of COVID-19, many faculty are being asked to quickly shift their classes online. We are sharing with you ideas and resources that align with research-based pedagogical principles, research-validated resources for teaching online, and ideas that colleagues are trying as they make this transition.

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COVID-19, online tools

I suddenly have to move my lab course online! What should I do?

by Linda Strubbe and Sam McKagan, PhysPort

Strategies and resources for teaching your physics course online on short notice

by Chandralekha Singh, University of Pittsburgh

How can I maintain sensemaking when moving my class from in-person to online?

by Andrew Elby (he/him) and Ayush Gupta (he/him, they/them)

Recent

How are research-based assessment instruments developed and validated?


by Adrian Madsen, Sarah B. McKagan and Eleanor C. Sayre
This article discusses the process of developing and validating research-based assessment instruments in the physics and astronomy education research community.

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assessment, concept inventories, concept inventories

Which mechanics research-based assessment should I use in my class?


by Adrian Madsen, Sarah B. McKagan, Eleanor C. Sayre
This article discusses and compares 11 research-based assessments in kinematics and forces, energy, rotation and density to help instructors choose one to use in their introductory course. It also discusses one assessment for intermediate mechanics.

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assessment, concept inventories, mechanics, kinematics, energy, rotation, density

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