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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)
While switching your in-person, active-learning physics classroom to an online environment, how can you navigate technical and curricular issues in a kind and humane way? We argue for devoting some of your remaining bandwidth to this issue: helping students continue to frame their "in-class" activity as sense-making.

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sensemaking, COVID-19, online tools

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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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