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What can I do if students don't speak up in discussions with peers, or with the whole class?

by Stephanie Chasteen, University of Colorado Boulder
Many active learning techniques require students to discuss their ideas either in small groups or in a large class discussion, but, as you know, students don't always erupt into productive conversation. This eighth chapter of our student engagement series focuses on helping students engage in class discussions. CHAPTER 8: STUDENT DISCUSSIONS.

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active learning, discussion, productive engagement

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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

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