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 can I fulfill “writing across the curriculum” requirements in a physics class?


by Leslie Atkins Elliott
Many universities require a "writing across the curriculum" (WAC) course, where students receive focused instruction on writing in their discipline. Informal writing is integral to how physicists do physics. By explicitly attending to informal writing, you can address many WAC goals and support the effective use of research-based methods in physics.

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writing, lab notebooks, whiteboarding

Best Practices for Administering Attitudes and Beliefs Surveys in Physics


by Adrian Madsen, Sam McKagan, Ellie Sayre; PhysPort director, assistant director, and research director
Physics education researchers have created several surveys to assess one important aspect of thinking like a physicist: what students believe that learning physics is all about. In this article, we introduce attitudes and beliefs surveys and give advice on how to choose, administer, and score them in your classes.

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assessment, beliefs, best practices

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