Date |
Speaker and Title (title optional) |
Supporting Materials |
2/1 |
Goal Setting |
|
2/8 |
Stephen Secules |
|
2/15 |
AAPT Abstract Workshop |
Information |
2/22 |
Hannah Jardine |
|
3/1 |
Chandra Turpen |
|
3/8 |
Erin Sohr & Brandon Johnson |
Quantum AE Data |
3/15 |
Job Talk Panel |
|
3/22 |
NO PERG - SPRING BREAK |
|
3/29* |
Deborah Hemmingway |
Practice Defense |
4/5 |
Go to Deb's defense! |
Congrats Deb! |
4/12 |
Tara Slominski NDSU |
|
4/19 |
STEM - C | |
4/26 |
Mark Eichenlaub |
|
5/3 |
Brandon Johnson and Erin sohr |
Quantum |
5/10 |
|
|
5/17 |
Finals week. Attendance may be reduced? |
|
|
|
|
|
|
Fall 2017: Look at the Following Google Drive: PERG
Date | Location | Presenter | Topic | Supporting Materials |
9/6 | PHYS 1324 | None | Goal Setting | |
9/13 |
PHYS 1324 |
Deb | Max Survey | MAX |
9/20 | PHYS 1324 | Deb | Max Survey | |
9/27 | PHYS 1324 | Chandra | Faculty's Reasoning about Equity | |
10/4 | PHYS 1324 | CANCELED | |
|
10/11 | PHYS 1324 | Erin | Canonical Representations in Quantum Mechanics | |
10/18 | PHYS 1324 |
Ayush and Hannah S. | Engineering LA Project Design | |
10/25 | PHYS 1324 |
Andy | Refining Raw Intuition: An instructional strategy coupled to the knowledge-in-pieces (resources) cognitive framework | Example tutorial |
11/1 | PHYS 1324 |
Jen | It’s scary but it’s also exciting”: Evidence of meta-affective learning in science |
|
11/3 -Special Seminar |
PHYS 1324 |
Vashti Sawtelle | Designing for Affect through an Introductory Physics for Life Science Majors Course | |
11/8 | PHYS 1324 |
Alex | Self-Study: Collaborations between Methods Instructors and University Supervisors of Secondary Science Education Students | |
11/15 | PHYS 1324 |
Mark | Under/Over Project in the Classroom |
Student Responses |
11/22 | PHYS 1324 |
CANCELLED | THANKSGIVING BREAK | |
11/29 | PHYS 1324 |
Deb |
Practice Defense | |
12/6 | PHYS 1324 | Erin | Practice Defense | |
12/11 | PSC 3150 |
Erin | Time: 11 am!!!! Erin's Dissertation Defense <3 | |
12/14 or 12/15 | |
Gina | Departmental Action Teams |
Date | Location | Presenter | Topic | Supporting Materials |
1/26 | PHYS | Stephen | UGA Job Talk | https://drive.google.com/file/d/0B4anDp19O8ByRmV0WlV4UW9ZaVU/view?usp=sharing |
2/2 |
BEN | All | Semester plans | |
2/9 | PHYS | Erin | Standard Forms in QM | |
2/13 | PHYS | Dimitri (Monday) | Student ownership of optics projects: A multiple case study | Dimitri's files |
2/16 | PHYS | Everybody | Working on AAPT, or other conference abstracts | |
2/23 | 0112 Chemistry |
Gabriela Weaver | Course-based Undergraduate Research Experiences (CUREs) for Higher Education in Science | |
3/2 | BEN | All | Paper: Brinkmann, S., & Kvale, S. (2005). Confronting the ethics of qualitative research. Journal of constructivist psychology, 18(2), 157-181. | |
3/9 | PHYS | Janet Walkoe |
Student Thinking Interviews: Representing a Bike Ride |
|
3/16 | BEN | Ben Dreyfus | "Differential amplifiers" in PER: How does the content of physics interact with everything else we're studying? | |
3/23 | PHYS | NONE | SPRING BREAK | |
3/30 | BEN | Sandra Loughlin (R.H. Smith) | INNOVO Scholars program | |
4/6 | PHYS | Stina | ||
4/13 | BEN | Hannah J |
Using discourse analysis to explore how undergraduate learning assistants (ULAs) are positioned in ULA preparation meetings led by course instructors |
|
4/20 | PHYS | Mark | What assumptions about student thinking implicitly underlie statistical tests on survey and test data? | |
4/27 | Physics 1305F (Toll Room) | Gina | Gina's Dissertation Defense <3 | |
5/4 | PHYS | Stephen | ||
5/11 | Phys | Alex | Personal Learning Theory | |
5/18 | PHYS | Erin | Zander written annotated.pdf Jonah written annotated.pdf Transcript Jonah.pdfTranscript Zander.pdf | |
DATE | LOCATION | PRESENTER | FACILITATOR | TOPIC | DATA / SUPPORTING MATERIALS | BRINGING SNACKS |
08.25.15 | Physics | Tiffany Sikorski,
Curtis Pyke, Kathleen Smith |
|
|||
09.01.15 | Benjamin | Ayush Gupta | JRME Article | |||
09.08.15 | Physics | Everyone | Ben Dreyfus | Who are you and what are your goals? | ||
09.15.15 | Benjamin |
(No Meeting) | |
|||
09.22.15 | Physics | Vijay | Students' framing and resources in the Energy Skate Park | |||
09.29.15 | Benjamin |
Everyone | Gina |
Research claims in Design-Based Research-- Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18-36. |
||
10.06.15 | Physics | Peter Hoffman | The biomedical physics program at Wayne State |
|||
10.13.15 | Benjamin |
Gina |
|
Analyzing for Raced and Gendered Experiences in Physics |
|
|
10.20.15 | Physics | Andy |
|
PER, mathematical sense-making, and the new AP Physics exam, or, Why hasn't Andy read my paper/blog/talk yet? |
||
10.27.15 | Benjamin |
Justyna Zwolak | The Impact of Network Embeddedness on Student Persistence | |||
11.03.15 | Physics | Elizabeth Fleming | Thinking Through Positioning Theory - An Application in an Upper-Level Undergraduate Mathematics Class | |||
11.10.15 | Benjamin |
Daniel Ginsberg | |
Multimodal semiotics of mathematics teaching and learning |
|
|
11.17.15 | Physics | Ayush | Exploring ethnicity and gender in a physics discussion | 04_Blue_Workshop.pdf | ||
11.24.15 | Benjamin | Deborah |
Practice Proposal Defense Talk |
|||
12.01.15 | Physics | Mark | How does examining a special case change the way students use and construct general formulas? |
Bert's interview questions: https://www.dropbox.com/s/2ao6wy37k24wq6g/limitingcasesinterviewprotocol.pdf?dl=0Bert's transcript: https://www.dropbox.com/s/r3kfozc9q1himiz/bert_limiting_cases.md.pdf?dl=0
Myra, Lizzie, & Lelia's questions: https://www.dropbox.com/s/hi0zgz94qa5nbpn/limiting_cases_group.pdf?dl=0Myra, Lizzie, & Lelia's transcript: https://www.dropbox.com/s/x0mwtz4nxiu59fe/myra_lizzie_lelia_limit_group.md.pdf?dl=0 |
||
12.08.15 | Benjamin | Jason Chen (William and Mary) | Ayush Gupta | Self-efficacy, motivation, affect ... | |
DATE | LOCATION | PRESENTER | FACILITATOR | TOPIC | DATA / SUPPORTING MATERIALS | BRINGING SNACKS |
01.21.15 | Physics | Brian Danielak |
Life advice from Dr. Brian (This talk runs from Noon-1:30 pm) |
|||
01.28.15 |
Benjamin |
EVERYONE |
Vijay |
Who are you, and what are you trying to do this semester? |
|
Deborah Hemingway |
02.04.15 |
Physics |
Chandra Turpen | |
How can our research impact other stakeholders? (WORKSHOP) |
|
|
02.11.15 | Benjamin | Hannah Jardine |
What Influences Cooperative Learning Behaviors in an Interdisciplinary Organismal Biology Course? |
|||
02.18.15 |
Physics | Dimitri Dounas-Frazer |
Gina | It’ll be a miracle if we can get this thing to work: Modeling and metacognition during the troubleshooting process |
||
02.25.15 |
Benjamin |
Ben D, Kim, Gina |
NSBP Practice Talks |
|||
03.04.15 |
Physics | Everyone! |
Gina | Group Discussion and Check-In |
|
Ben Dreyfus (hamantashen) |
03.11.15 |
Benjamin |
Daniel Ginsberg |
"They don't care if they have wrong answer or right answer": Agency, confidence, and the "good math student" |
Ginsberg UMD-PERG handout.pdf |
|
|
03.18.15 |
Physics |
EVERYBODY |
|
SPRING BREAK |
|
Pie (Gina!) |
03.25.15 |
2304A Benjamin | Ben Dreyfus |
|
Ontological dynamics of student reasoning about the particle in a box |
PERGSciEd 032515 transcript.pdf |
|
04.01.15 |
Physics | Gina |
|
Research experiences as a pathway toward success in physics |
PERG Transcripts 040115.pdf | |
04.08.15 |
Benjamin | Kim Moore |
|
Practice April Meeting Talk | |
|
04.15.15 |
Physics | Katey Shirey |
The Engineering Education Epistemology of a Science Teacher |
|
||
04.22.15 |
Benjamin | Deborah Hemingway |
Conveying disciplinary relationships in an interdisciplinary intro physics course |
|
||
04.29.15 |
Physics |
|
Cancelled |
|||
05.06.15 |
Benjamin | Andy |
|
Why instructors other than Joe Redish should care about epistemological framing |
|
|
05.13.15 |
Physics | Vijay | Students' framing and resources in the Energy Skate Park | |||
05.20.15 | Physics | Chandra | Cultivating hope in our students: Deliberate attention to learners’ development |
DATE | LOCATION | PRESENTER | FACILITATOR | TOPIC | DATA / SUPPORTING MATERIALS | BRINGING SNACKS |
09.03.14 |
Benjamin |
You! | Gina |
What are you doing this semester? How can PERG/Sci. Ed. help? |
|
|
09.10.14 |
Physics |
Alicia Alonzo (visitor from Michigan State) |
|
TBD |
|
|
09.17.14 | Benjamin | Stephen Secules | Agency and Identity within Engineering | |||
09.24.14 | Physics | Gina Quan | Unpacking Partnership in an Arduino Environment | PERG 092314.pdf | ||
10.01.14 | Benjamin 0220 |
CSTE/TLPL Talk: Chris Dede |
Transforming Education: A Knowledge-Based, Innovation-Centered World |
|||
10.08.14 | Physics | Katey Shirey |
Tensions across disciplinary boundaries in an engineering camp |
|||
10.15.14 | Benjamin2304A | Katey Shirey | Tensions across disciplinary boundaries in an engineering camp |
Transcript UB day 1 staff meeting 1 v3.docx | ||
10.22.14 |
Physics1305F (Toll Room) |
Ben Geller's dissertation defense
(NOTE: 12-2 pm in PHYS 1305F, the Toll Room) |
Joe Redish |
Ben Geller's Defense (starts at 12 pm)
Interdisciplinary Coherence In the Context of the Second Law of Thermodynamics |
Lots! |
|
10.29.14 | Benjamin | Brian Danielak, PERG/SciEd alum and genuinely good person (*with certain caveats) | Skype | Arguing Over Code: The role of group work in individual programming assignments |
http://briandk.com/transcript/ |
I can only offercookies |
11.05.14 | Physics | Daniel Ginsburg | Semiotic Affordances and Limitations of Mathematics Notation | |||
11.12.14 | Benjamin | Michael Ford | Ayush/Andy | TBD | to be posted: manuscript to read in preparation for the discussion | |
11.19.14 | Physics | Kim Moore |
Practice Talk for Dickinson Colloquium: "Using Physics as a Tool for Supporting and Enhancing Our Understanding of the Life Sciences" |
Kim |
||
11.26.14 | Benjamin | Closed on Thanksgiving | ||||
12.03.14 | Physics |
Dan Levin |
Something Different | |||
12.10.14 | Benjamin | CSTE Chocolate event: Kevin Dunbar, 12-1 PM, 2226 Benjamin Other stuff could happen 11-12. | ? | CSTE. Extensive chocolate | ||
12.17.14 | Physics |
DATE | LOCATION | PRESENTER | FACILITATOR | TOPIC | DATA / SUPPORTING MATERIALS | BRINGING SNACKS |
June 2 | none | |||||
June 9 | Physics | Mike Hull | Positive Attitudinal Shifts Using a Novel Combination of Reform Curricula | |||
July 14 | Paul Hutchison | Reconsidering what Epistemological Framing Might Look Like | ||||
Aug 25 |
DATE | LOCATION | PRESENTER | FACILITATOR | TOPIC | DATA / SUPPORTING MATERIALS | BRINGING SNACKS |
Jan 8 | Physics | |
No meeting |
|||
Jan 15 | Physics |
Vashti Sawtelle |
Modeling Student Success in Introductory Physics | |||
Jan 27 | Benjamin | CANCELLED | No Meeting |
|||
Feb 3 | Physics | Eric Kuo |
Initial ideas for studying Invention and Epistemology with PhET Simulations |
|||
Feb 10 | Benjamin | Tiffany Sikorski | How do students make sense of the topical sequences in responsive curricula? | |||
Feb 17 | Physics | Andy Elby | |
|||
Feb 24 | Benjamin | Warren Christensen | Andy Elby | Investigating math/physics frame shifts in the context of matrix multiplication |
Ayush | |
Mar 3 | Physics | CANCELLED | Snow Day | |
||
Mar 10 | Physics | Ben Dreyfus | Joe Redish | Dissertation Defense! | ||
Mar 17 | Physics | SPRING BREAK | ||||
Mar 24 | Benjamin | Brian Danielak | Designing an Interactive Game to Teach Design Thinking Through Circuits | |||
Mar 31 | Physics | Ben Geller |
Sources of Affect around Interdisciplinary Sense Making |
Transcript |
||
Apr 7 | Benjamin | Gina Quan | Jen Richards |
Supporting Students in Using Fermi Problems Outside of the Classroom | 040714 Transcript.pdf | |
Apr 14 | Physics | Alice Olmstead | Identifying productive resources of astronomy faculty | |||
Apr 21 | Benjamin | Tiffany Sikorski | ||||
Apr 28 | Physics | Ayush |
Knowledge Analysis and Interaction Analysis: And of course, Epistemology | |||
May 5 | Benjamin | Ben Dreyfus |
Evidence for ontological blending |
Transcript for PERGSciEd 050514.pdf | ||
May 12 | Physics | Ayush | Andy | |||
May 19 | Benjamin | |
CANCELLED |
DATE | PRESENTER | TOPIC | DATA / SUPPORTING MATERIALS | BRINGING SNACKS |
May 22 |
Eric Kuo |
Preparing for my job talks / A role for conceptual understanding of equations in physics problem solving | ||
May 29 |
Mike Hull |
Tutorials at Georgetown University - an epistemological bridge for new undergraduate physics majors |
Petra Transcript.docx Petra Timeline.docx | |
June 5 |
Laura Cathcart |
Using Knowledge Space Theory to Analyze Concept Maps |
||
June 12 |
none |
|||
June 19 |
none |
Note: FFPER |
||
June 26 (10 am, room 1305F) |
Eric Kuo |
DISSERTATION DEFENSE: More than just "Plug-and-Chug": Exploring How Physics Students Make Sense with Equations | ||
TUESDAY, July 2 (1 pm) | Ayush Gupta | Integrating emotions into fine-grained accounts of students' reasoning (PERC practice talk) | ||
July 3 (10 am) |
Gina Quan, Vashti Sawtelle, Ben Dreyfus |
AAPT practice talks |
||
July 10 |
Kim Moore, Wolfgang Losert |
AAPT practice talks |
||
July 17 |
none |
Note: AAPT |
||
July 24 |
Mike Hull |
Connecting "This is like primary school!" to "This trains me to be a better primary school teacher" - Maeda case study and the 2012 survey (Tokyo Gakugei University data) |
||
July 31 |
none |
|
||
Aug 7 |
Brian Danielak |
Epistemological Pluralism in Computing: Two Decades Later |
||
Aug 14 |
Julia Gouvea | The role of model-based instruction in supporting teacher change |
||
Aug 21 |
none |
|||
Aug 28 |
none |
DATE | LOCATION | PRESENTER | TOPIC | DATA / SUPPORTING MATERIALS |
Jan 30 |
Benjamin |
Eric Kuo |
Symbolic forms, epistemology...and all that jazz: seeking dissertation coherence (D-C-S) |
|
SPECIAL TIME: THURSDAY Jan 31 (still 1 pm) | Physics | Ben Van Dusen (Colorado) | Making Physics Personally Meaningful to Students |
|
Feb 6 |
Physics |
cancelled |
||
Feb 13 |
Benjamin |
Brian Danielak |
Tales of Interest: Test cases for the importance of affect, identity, and framing in how students learn to program | |
Feb 20 |
Physics |
Ben Dreyfus |
Negative energy: Why interdisciplinary physics requires blended ontologies |
negative energy 022013 transcripts.pdf |
Feb 27 |
Benjamin |
Vashti Sawtelle |
Using biology experiences as a lever point for learning physics | |
Mar 6 |
Physics |
cancelled |
"Snow" day |
|
Mar 13 |
Benjamin |
Mike Hull (Georgetown) | Tutorials - a Bridge from High School Physics to Matter & Interactions |
Presentation transcript.pdf |
Mar 20 |
No meeting - SPRING BREAK |
An egg balanced on its end |
The equinox |
|
Mar 27 |
Benjamin |
Kim Moore |
A Developing Lab Curriculum for Life Science Majors in Introductory Physics (NEXUS/Physics) |
|
Apr 3 |
Physics |
Ben Geller |
Putting legs under biological heuristics |
Presentation Transcript Gavin and Elena.pdf |
Apr 10 |
Benjamin |
Brian Danielak |
Analyzing framing and students' productive capacities in introductory programming |
Danielak-RebeccaAndTheFrameShift.pdf |
Apr 17 |
Physics |
Gina Quan | Stop. Collaborate and Listen: Identifying Features of Study Groups |
PERG041713_Transcripts.pdf |
Apr 24 |
Benjamin |
Minjung Ryu and Tiffany Sikorski (GWU) |
How are group roles established among middle school students in an afterschool, bilingual science club? | |
May 1 |
Physics |
Jen Richards |
Claims of consequentiality: Professional development to classroom practice |
|
May 8 |
Benjamin |
Samantha Elliott (St. Mary's College of Maryland) |
Implementing a Biology Emerging Scholars Program (BioESP): the Good, the Bad and the Unknown |
DATE | LOCATION | PRESENTER | TOPIC | DATA / SUPPORTING MATERIALS |
Sept 6 |
Physics |
Brian Danielak |
How Can Framing Help Us Understand Students' Approaches to Programming? |
|
Sept 13 |
Benjamin |
Abigail Daane (Seattle Pacific University) |
Conserving energy in physics and society: Creating an integrated model of energy and the second law of thermodynamics | |
Sept 20 |
Physics |
Ben Dreyfus, Vashti Sawtelle, Chandra Turpen (and Imogen Quinn-Turpen?) |
Interdisciplinary reconciliation: Beyond Elby pairs? |
|
Sept 27 |
Benjamin |
Eric Kuo | Resources, Framing, and Transfer, and Interdisciplinary Education | |
Oct 4 |
Physics |
Suresh Joshi (Ahlcon International School, India) |
Using traditional games as ILD tools enhancing conceptual understanding: A creative approach to teaching physics |
Traditional games as ILD tools.pdf |
Oct 11 |
Benjamin |
Andy Elby |
Rethinking what Redish calls "Elby pairs": An informal discussion |
|
Oct 18 |
Physics |
Michael Wittmann (University of Maine) |
Discourse and Gestural Information to Understand Students' Reasoning About Damped Harmonic Motion |
Transcript_handout.pdf |
Oct 25 |
Benjamin |
Gina Quan |
Identifying the Creation and Enforcement of Socio-Physics Norms |
Transcript102612.pdf |
Nov 1 | Physics |
Ben Geller (w/ Vashti Sawtelle and Ben Dreyfus) |
Reasoning about Free Energy and Entropy in an interdisciplinary course |
PERGMtg1101_Transcript.pdf |
Nov 8 | Benjamin |
Tiffany Sikorski (GWU) and Lama Jaber (Tufts) |
Writing about affect in education research articles |
|
Nov 15 | Physics | Amy Green |
Language and Learning in Elementary School Science Class |
|
Nov 22 | NO MEETING - Thanksgiving | Arlo Guthrie | "We decided that one big pile is better than two little piles": Breaking down disciplinary silos | |
Nov 29 | Benjamin | Jen Richards and Ayush Gupta |
Threat management in inquiry discussions |
|
Dec 6 | Physics | David Hawthorne and Kristi Hall |
Socio-Environmental Synthesis Learning Module Development |
|
Dec 13 | Benjamin |
Amy Robertson (Seattle Pacific University) |
Engaging the Implicit Structure and Decisions of the Curriculum: A Missing Element in the Development of Learning Assistants' Proximal Formative Assessment Skills |
Date & Location |
Speaker |
Topic |
Feb 1 - Physics |
William Doane, Bennington College & University at Albany, SUNY |
Considering liberal arts students' reasoning about computing: Driven by mechanisms or assumptions? |
Feb 8 - Benjamin |
Elon Langbeheim, Weizmann Institute |
The evolution in student understanding of the 2nd law of thermodynamics in the context of non-ideal systems that contain inter-molecular interactions. |
Feb 15 - Physics |
Paul Hutchison, Grinnell College |
Messing about with students’ epistemological framing |
Feb 22 - Benjamin |
Mike Hull |
Data from students at Tokyo Gakugei University engaging with Open Source Tutorial |
Feb 29 - Physics |
Richard Steinberg, CCNY |
The educational system has no clothes: A view of science education from multiple perspectives |
Mar 7 - Benjamin |
Chandra, Vashti, Ben D., Ben G., & Julia | Student Reasoning about Energy within a biological scenario |
Mar 14 - Physics |
Billie Eilam, University of Haifa | The triangle of inquiry, self-regulation and complex ecosystems |
Mar 21 - -------- |
NO MEETING | SPRING BREAK |
Mar 28 - Benjamin |
Padraic Springuel |
Towards a more scientific handling of data in PER |
Apr 4 - Physics |
Chandra Turpen & Jessica Watkins | The dynamics of interdisciplinary reasoning in practice: weaving together math and science. |
Apr 11 - Benjamin | Tiffany Sikorski | Unpacking normative claims about students' coherence seeking |
Apr 18 - Physics |
Brian Danielak |
What does framing have to do with program design? |
Apr 25 - Benjamin | Arnaldo Vaz, Universidade Federal de Minas Gerais |
Degrees of Cogency of PER conclusions |
May 2 - Physics |
Ayush Gupta & Jen Richards |
The importance of epistemology, identity, and affect in understanding students' learning experiences Estevan transcripts: PERG Seminar 5-2-12 Transcripts.docx |
Date & Location |
Speaker |
Topic |
Sept 7 - Physics |
Eric Kuo |
Differences in how students treat approximations in math and physics |
Sept 14 - Benjamin |
Tiffany Sikorski |
"Why doesn't it rain more often in San Diego?": Examples of teachers negotiating elements of coherence while doing science |
Sept 21 - Physics |
Mike Hull |
Why Tutorial Was More Effective at Gakugei University Than I Expected |
Sept 28 - Benjamin |
Minjung Ryu |
An Ethnographic Analysis of How Students' Perceived Identities Shape Science Classroom Discourse |
Oct 5 - Physics |
Colleen Gillespie & Jen Richards |
"We can't really talk about the whys of magnetism now": Tensions associated with standardized testing in a 5th-grade classroom |
Oct 12 - Benjamin |
Jason Yip |
Kitchen Chemistry: Technology for Supporting Children's Choice in Life-relevant Learning |
Oct 19 - Physics |
David Cavallo - UMD iSchool |
|
Oct 26 - Benjamin | Eric Kuo |
When isomorphic problems are different |
Nov 2 - Physics |
Danielle Champney, Eric Kuo, Angie Little |
An update from TRUSE: how students deal with approximations in math and physics |
Nov 9 - Benjamin | Sevda Yerdelen |
The impact of epistemologically and metacognitively stimulated learning cycle on students’ conceptual and epistemological understanding. |
Nov 16 - Physics | Brian Danielak |
The Hardest Programming Way to Think: Representations and ways of thinking in how engineers learn to program |
Nov 30 - Benjamin | Vashti Sawtelle - FIU |
A Gender Study Investigating Physics Self-Efficacy |
Dec 7 - Physics |
Luke Conlin- Tufts |
How humor and irony can influence the dynamics of collaborative sensemaking in physics tutorials |
Spring 2011
DATE |
Speaker |
Details |
Feb 3 (Th) |
Chandra Turpen |
Sci. Ed. Seminar |
Feb 16 (Wed) |
Noah Podolefsky, CU-Boulder |
|
Mar 2 (Wed) * |
Renee Michelle Goertzen, FIU |
|
Mar 17 (Th)* |
Kristi Hall and Jen Richards |
Sci. Ed. Seminar |
Apr 7 (Th) |
||
Apr 20 (Wed) |
||
May 5 (Th) |
||
May 18 (Wed) |
DATE |
SPEAKER |
DETAILS |
Sept 15 |
Ayush Gupta |
Role of Affect in Student Discussion during Physics Tutorials Transcripts: Blue_4_1_Tran.docx Blue_4_2_Tran.docx Blue_4_3_Tran.docx Blue_4_5_Tran.docx |
October 7th |
SciEd. Seminar : Luke Conlin |
What's so funny about learning physics? |
October 20th |
Lama Jaber |
Transcript: Transcripts of selected clips_ Is rain water fresh.docx |
November 4th |
SciEd Seminar |
|
November 17th |
Sandy Martinuk |
Transcripts: Transcripts for Sandy's PER seminar.pdf |
December 2nd |
SciEd Seminar |
|
December 15th |
TBD |
Scheduled speakers for Spring 2010:
January 28th: no seminar
February 4th: no seminar
February 11th: Steve Pollock, Physics Department, University of Colorado, Boulder. - CANCELLED
Title: A research-based approach to transforming an upper-division electricity and magnetism course
Abstract: At most universities, including the University of Colorado, upper-division physics courses are taught using a traditional lecture approach that does not make use of many of the instructional techniques that have been found to improve student learning at the introductory level. We are transforming an upper-division E&M course using principles of active engagement and learning theory, guided by the results of observations, interviews, and analysis of student work at CU and elsewhere. In this informal talk I will outline these reforms – including consensus learning goals, “clicker” questions, tutorials, modified homeworks, and more – as an example of what a transformed upper-division course might look like. We have examined the effectiveness of these reforms relative to traditional courses, based on grades, interviews, and attitudinal and conceptual surveys. Our results suggest that it is valuable to further investigate how physics is taught at the upper-division, and how education research may be applied in this context.
February 18th: Sam McKagan, McKagan Enterprises
Title: Embodied Learning Activities: Using the body symbolically to solve a physics problem
I will present a video analysis of a pedagogical technique called an Embodied Learning Activity (ELA), in which students use their bodies symbolically to solve a physics problem. Our claim is that ELAs uniquely promote scientific reasoning. Using the body provides affordances for grappling with deep issues in ways that other instructional techniques do not. This claim is based on our video analysis, and on a theoretical framework grounded in Lakoff and Johnson’s work on embodied cognition and Ochs’ work on indeterminate grammatical constructions.
February 22nd: (SPECIAL TIME AND DAY): Andre Rupp, Department of Measurement, Statistics, and Evaluation, University of Maryland, College Park
(1:15-2:45 pm)
Link to notes for Andre Rupp's talk on Monday, February 22nd.
Title: Developing, Modeling, and Representing Domain-specific Expertise via Epistemic Games: A Measurement Person's View
Abstract: Epistemic games have been promoted as innovative digital tools to promote the development of discipline-specific expertise in a particular domain such as scientific writing or urban planning. The data structures that arise from these games are reasonably complex in that they are of a longitudinal nature, collected from a relatively small number of learners, contain multiple contextual dependencies, arise from highly interactive tasks that require complex performance products, and are used to make inferences about association structures and intra-individual development. Even though many latent-variable methods exist to model individual aspects of such data, there is no single off-the-shelf method available that can be used to analyze these data reliably.
In this presentation, I describe some of the current thinking at the intersection of epistemic game development, evidence-centered design, and diagnostic measurement to characterize some of the modeling challenges that await creative solutions in this area. Moreover, I will discuss our own efforts to analyze the statistical properties of a particular non-parametric method called epistemic network analysis that has been proposed by researchers as a potential mechanism to represent developing expertise.
February 25th: no seminar
March 4th:
March 11th: Beth Lindsey, Physics Department, Georgetown University
Title: Work, Energy, and Systems: Investigating student thinking about energy in the context of mechanics
Abstract: The first law of thermodynamics states that doing work on an otherwise isolated system will cause its energy to change. In order to apply this law correctly, students need to be able to calculate the work done on a deformable system, and then relate the work to the change in energy of the system. I will describe an investigation into student reasoning about work, energy, and systems. Student performance on written questions suggests that traditional instruction is insufficient to help students develop a functional understanding of these concepts. Many difficulties arise that affect students’ ability to reason about the changes in energy of an extended system. The difficulties identified by research have implications for instruction at the introductory level and in subsequent courses. These findings have prompted revisions to existing curriculum1 and guided the development of new tutorials to address many of the difficulties identified by research. Results from two institutions will be presented to provide evidence for the effectiveness of the curriculum.
1 Tutorials in Introductory Physics, L.C. McDermott, P.S. Shaffer and the Physics Education Group at the University of Washington, Prentice Hall (2002).
March 18th: Spring break (no seminar)
March 25th: no seminar
April 1st: Jessica Watkins, Applied Physics Department, Harvard University
Title: Gender, mental rotations, and introductory physics
In this talk we examine an often-cited claim for gender differences in STEM participation: cognitive differences on tests of spatial ability explain achievement differences in physics. We specifically investigate the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a small, but significant correlation between performance on a mental rotations test and course achievement. In contrast, we find no such relationship for students enrolled in the honors introductory course. To understand the role that mental rotations plays in physics problem-solving, we examine how students use this tool on highly-spatial physics problems in student interviews and find that mental rotation is neither necessary nor sufficient. These results suggest that the robust sex differences on mental rotation tests are of little relevance for achievement in introductory physics.
April 8th: no seminar
April 15th: Chauncey Monte-Sano, Department of Curriculum and Instruction, University of Maryland, College Park
Attention to Students’ Historical Thinking: A Window into Teacher Candidates’ Developing Pedagogical Content Knowledge and Disciplinary Understanding
Given students’ pre-conceptions of history as fixed information, attending to students’ historical thinking is foundational to advancing their disciplinary understanding. This article takes a first step in defining the nature of novice teachers’ attention to students’ thinking in history and the capacity of novices to attend to their students’ historical thinking. Analysis of methods course assignments, observations of student teaching, and pre and post-assessments of candidates’ disciplinary knowledge led to the construction of three cases of new teachers attending to students’ thinking. The one novice who attended to her students’ disciplinary thinking translated her disciplinary knowledge into lessons that involved analysis of text in developing interpretations. Her classroom attentions directed students to provide evidence from historical artifacts to support their conclusions and to consider author perspectives. New teachers’ proficiency in attending highlights the importance of teachers’ disciplinary understanding and pedagogical content knowledge in cultivating students’ disciplinary thinking.
April 22nd: Andrew Brantlinger, Department of Curriculum and Instruction, University of Maryland, College Park
Alternative Certification and Mathematics Education in Inner City Middle and High Schools
The New York City Teaching Fellows (NYCTF) was started in 2000 to address “the most severe teacher shortage in New York's public school system in decades” (NYCTF, 2008, p. 1). From 2004-2008, NYCTF was the largest alternative route to teacher certification program in the U.S. During that time period, NYCTF supplied two-thirds of new middle and high school mathematics teachers in the New York City Public School System. In this talk I present the results of a case study of a first-year mathematics Teaching Fellow. I focus on her family and educational background, her beliefs as a novice teacher, preparation to teach mathematics, and first year experience teaching middle school mathematics in New York City (NYC). I situate the case study using results from a larger observational and survey study of hundreds of novice mathematics Teaching Fellows.
April 29th: Eric Anderson, Department of Physics, University of Maryland, Baltimore County
Living Physics at UMBC
Future biologists and physicians increasingly need to be comfortable with the concepts and tools of physics. To that end, we have created the Living Physics Project, part of the NIH-funded Interdisciplinary Quantitative Bioscience Program at UMBC. Guided by the program’s overall goals to enhance students’ quantitative skills and to increase the biological relevancy of supporting courses in the biology curriculum, we are working with a group of biology faculty and students to reform our algebra-based introductory physics sequence. We’ll discuss new goals that we’ve set for our students, examples of new curricular materials, initial responses, and future directions.
Fall 2009 PERG Seminar
Abstract .Problem-based learning (PBL) is an instructional method in which students learn collaboratively through solving problems and reflecting on their experience. Such collaborative learning settings provide opportunities for knowledge building as groups work to improve their collective ideas. This presentation describes a detailed analysis of a problem-based learning group. For knowledge building to occur in the classroom, the teacher needs to create opportunities for constructive discourse in order to support student learning and collective knowledge building. The setting for this study is a group of second-year medical students working with an expert facilitator. The analysis was designed to understand how the facilitator provided opportunities for knowledge-building discourse and how the learners accomplished collective knowledge building. Analyses examined episodes of knowledge-building discourse, the questions and statements
that the students and facilitator generated throughout the tutorial, the change in their understanding of the problem that they were solving, and the collective knowledge that was constructed. The results indicate that the group worked to progressively improve their ideas through engaging in knowledge-building discourse. The facilitator helped support knowledge building through asking open-ended metacognitive questions and catalyzing group progress. Students took responsibility for advancing the group’s understanding as they asked many high-level questions and built on each others thinking to construct collaborative explanations. The results of this study provide suggestions for orchestrating knowledge-building discourse.
November 4th: no seminar
November 11th: Kathy Perkins, Department of Physics, University of Colorado, Boulder
The PhET Interactive Simulations team has created over 85 interactive simulations for learning physics and other sciences. These simulations provide flexible learning environments where students can learn through scientist-like exploration. They emphasize the connections between real life phenomena and the underlying science, make the invisible visible (e.g. electrons, photons, field vectors), and include the visual models that experts use to aid their thinking.
In this seminar, we will examine the nature and role of implicit scaffolding within the PhET sims. Through several recent and current PhET research studies, we are examining how students learn through interaction with the simulations, how the type of guidance influences that learning process, and how various design features and the complexity of the simulation enhance or deter students' “engaged exploration” of the simulations.
September 20: Brian Danielak & the Engineering Ed. Group --
The Role of Emotion and Affect in Engineers' Mathematical SenseMaking (abstract) (supporting materials). We will continue
looking at the data that we started with last week at the SciEd Seminar - now exploring how Wanda engages in problem solving.
October 5: Ayush Gupta & the Engineering Ed. Group -- The Role of Affect and Identity in Engineers' Mathematical SenseMaking
October 19: Luke Conlin -- Modeling Cognition at Multiple Scales (paper being submitted to ICLS by Conlin, Gupta, & Hammer)
November 2: Open
November 16: Ben Dreyfus: "Reactive Intermediates" in Students' Changing Mental Models: The Cause of Seasons
November 30: Discussion of grant proposals; read Joe Redish's and David Hammer's sample proposal to prepare.
December 14: Beth Lindsey (Georgetown University) - Title: "Energy in mechanics and in thermodynamics: Data in search of a deeper story"
I will be presenting two pieces of related data that I find interesting at a surface level. I am trying to decide if these data are only interesting on that surface level, or if they could be used to tell a deeper story. Both center on what I would describe loosely as "student ability to apply the first law of thermodynamics". The first data set consists of student responses, from both UW and Georgetown, to a written/web-based pre-test on the first law of thermodynamics. Questions that were asked build both on the work of Mike Loverude[1], and on work that I had done as part of my dissertation at UW. The second data set is a few minutes of video of Georgetown students working through the UW tutorial on the First Law of Thermodynamics. As I have not done much video analysis on my own, I look forward to your insights into the usefulness (or lack thereof) of this video.
[1] Michael E. Loverude, Christian H. Kautz, and Paula R. L. Heron. “Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas.” Am. J. Phys., 70, 137 – 148 (2002).
February 5: Chandralekha Singh, Department of Physics and Astronomy, University of Pittsburgh
Improving Teaching and Learning of Quantum Mechanics
We are investigating the difficulties that students have in learning
quantum mechanics. Our investigation includes interviews with individual
students and the development and administration of free-response and
multiple-choice questions. To help improve student understanding of
quantum concepts, we are designing quantum interactive learning
tutorials (QuILTs) and clicker questions. We will discuss the
implication of this research and development project on improving
student understanding.
March 5: Megan Bang, TERC, Cambridge, MA
Investigating Relational Epistemologies: Improving Science Education in Native American Communities
This talk will explore meanings and cognitive implications of relational epistemologies, their cognitive consequences and implications for science education. To unpack what relational epistemologies mean at various grain sizes we have examined community-based practices involving the natural world across three communities (2 Native and 1 non-Native) and conducted a series of mini cognitive studies. Our analysis focuses on understanding the relational distance of children's reasoning in community based ways of knowing and in understanding knowledge organization and the impacts on reasoning. We have found relationships between the structure of practices and participants tendency to focus on relational understandings, their narrative structures, and the construal of the relational distance of the natural world within everyday practices. Building on these findings we have been designing and implementing science learning environments in two Native communities through a community based design process.Through our design studies we have found significant shifts in students epistemological stances towards science and science education.
March 26: Randi Engle, Graduate School of Education, UC-Berkeley
Could the Framing of Learning Contexts Play a Causal Role in Transfer? Initial Evidence from a Tutoring Experiment
The core of my developing situative theory of transfer is the idea that it is not just the content what students learn that matters for transfer, but also how learning contexts themselves are framed (Engle, 2006; extending Tannen, 1993; Hymes, 1972). In particular, I predict that teachers can promote transfer by framing learning contexts in anexpansive manner in which settings are broadly defined across time, places, and people; topics are presumed to be parts of larger bodies knowledge; and students are positioned as authors whose own ideas are at the center of activity. This contrasts with a bounded framing in which settings are narrowly defined; the sole focus is the topic being learned; and students are positioned as peripheral reporters of other people’s ideas. To test this hypothesis my research group and I are conducting a tutoring experiment about human body systems in which we manipulate framing as expansive versus bounded while controlling for content-based mechanisms of transfer. In this talk, I will describe the design of the experiment; present initial findings about the transfer of facts, principles, and learning practices; and solicit your advice about next steps.
April 2: Eric Brewe, Science Education, Florida International University
Threading Energy Throughout the Introductory Physics Curriculum
The Energy Thread is an approach to the organization and structure of introductory physics, which aims to provide students with powerful tools for reasoning about physical phenomena and balances the treatment of force and energy concepts. In this talk I will present motivations for the curricular reorganization and restructuring, compare an Energy Threaded curriculum with standard curriculum and present results of a problem solving research project. These results support the view that energy concepts are essential for development of an expert-like understanding of introductory physics
April 9th: [Elizabeth Spelke @ Cognitive Science Seminar]
April 23rd: Anna Sfard, Division of Science and Mathematics Education, University of Haifa, Israel
May 7th: Paula Heron, Department of Physics, University of Washington
Date: Monday, September 14, 2009
Venue: Toll Physics Building Room 4208
Time: 1:15-2:45
Who: All are welcome and everyone from Science Education and PERG are especially encouraged to attend
Speakers: Brian Danielak, Ayush Gupta, Andy Elby & the Engineering Education Group
Topic: The Role of Emotion and Affect in Engineers' Mathematical SenseMaking
Website: http://umdscienceedseminar.pbworks.com/
Date: 29 Saturday 2009
Venue: Mike's Crab House, 3030 Riva Rd, Riva MD 21140
Time: 5:30 pm
Who: All people associated with the PERG group, including their children, spouses, and significant others
Contact for more information: Renee Michelle Goertzen
Speaker: Brian Frank
Date: 7 August 2009
Time: 12 pm - 2 pm (not 3pm - 5pm)
Venue: 1305A Physics Building
Who: Open to everyone
Topic: The dynamics of variability in introductory physics students' thinking: examples from kinematics
Speaker: Brian Frank
Date: 7 August 2009
Time: 3 pm - 5 pm
Venue: 1305A Physics Building
Who: Open to everyone
Topic: The dynamics of variability in introductory physics students' thinking: examples from kinematics
Speaker: Tim McCaksey
Date: 6 August 2009
Time: 1 pm - 3 pm
Venue: 1305A Physics Building
Who: Open to everyone
Topic: Comparing and contrasting different methods for probing student epistemology and epistemological development in introductory physics
Additional Info: There will be a reception for Tim immediately after the defenese. All attendees are welcome to join us.
Speaker: Mike Hull
Date: 20 July 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1305A Physics Building
Who: Open to everyone
Topic: Undergraduate Engineering Students' Mathematical Sense-making
Abstract: Practice for PERC poster presentation
Speaker: Tiffany Sikorski
Date: 29 June 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1305A Physics Building
Who: Open to everyone
Topic: Progress in coherence seeking--what does it look like and how do we find it?
Abstract: In a paper we just submitted to a learning progressions conference, David, Victoria (SDSU) and I define progress in inquiry as "more stable engagement in inquiry practices over a wider variety of contexts." I'd like to lead an informal, data-centered discussion about the some of the empirical (and theoretical) challenges of this definition of progress, using coherence seeking as an example. Note: Participation in this discussion will require temporarily pretending that coherence seeking is an established inquiry practice.
Speaker: Saalih Allie
Date: 22 June 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1305A Physics Building
Who: Open to everyone
Topic: Saalih would discuss some of the current ideas that his group is pursuing.
Speaker: Renee Michelle Goertzen
Date: 8 June 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: How do tutorial TAs set the tone?
Abstract: Tutorial students learn how to "do tutorial" primarily from the explicit and implicit messages that they get from their TAs. These messages are most clearly evident in the first few weeks of the semester, as students and TAs negotiate their expectations regarding what kinds of answers are acceptable, who leads the conversation, and what the TA's and students' roles are during their conversations. We present a case study of a TA's interaction with a group of students during the first three weeks of the semester as they "set the tone" by communicating and negotiating their expectations.
Speaker: Leema Berland, UT Austin
Title: A detailed discourse analysis of norms and epistemological resources influencing how one class engaged in scientific argumentation
Speaker: Joe Redish
Date: 11 May 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: Ontology of epistemology or, "Daddy, what's an epistemological resource?"
Abstract: One of the most important contributions of the resource framework to education research is the concept of an "epistemological resource". This was introduced by Elby and Hammer in a series of important papers ([1][2][3]). They suggest that one's judgment as to whether one knows something is structured and dynamic. I will propose a way to see epistemological resources as fitting in to an overall theoretical framework and propose some levels of structure that I have found useful in thinking about the development of expertise in physics problem solving. These include "epistemological framing" and "epistemic warrants." Discourse data from upper division and graduate physics will be presented in the hope of generating a discussion. The key methodological issue to be discussed is, "What kind of data is needed to support proposing a new structure?"
[1] Elby & Hammer (2001), "On the substance of a sophisticated epistemology"
[2] Hammer & Elby (2002), "On the form of a personal epistemology"
[3] Hammer & Elby (2003), "Tapping students' epistemological resources"
Speaker: Luke Conlin
Date: 4 May 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 2101 Benjamin Building
Who: Open to everyone
Topic: Fantasy, Play, and Humor in Scientific Inquiry
Abstract: Inquiry in science involves both generative and reductive aspects. There must be
space for ideas to be generated, introduced, and developed. Alternately, ideas
must be challenged, critiqued, and selected. How do students navigate this
sensitive balance when doing inquiry in the science classroom? I suggest they
often do so using fantasy, play, and humor. In this talk, I will discuss
theories of play and humor that speak to the epistemological roles they can take
on. I will also show video clips of students using fantasy, play, and humor in ways
that contribute to the generative and reductive aspects of scientific inquiry. Then I
will conclude by naming all 50 state capitals in less than 2 seconds.
Speaker: Renee Michelle + Anyone who choosed to participate!
Date: 27 April 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: Literature Review
Speaker: Colleen Gillespie and Jen Richards
Date: 6 April 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 2101, Benjamin Building
Who: Open to everyone
Topic: Understanding How and When Novice Teachers Attend to Student Thinking
In our presentation, we offer a case study of one novice science teacher in order to explore how and when novice teachers attend to student thinking. We focus primarily on two classroom observations and subsequent interviews with the novice teacher, Alex, in which we see stark differences in how (and even if) Alex attends to his own students' ideas and reasoning in the classroom. Drawing on the theoretical framework of "framing," we consider the different ways in which Alex may be framing the kinds of activities in which he is engaged, and we propose that his framing may influence how and when he attends to student thinking in his teaching.
Speaker: Silvia Bunge
Title: Neurodevelopment of reasoning ability
Time and Location: 10:15, 1103 Biosciences Research Building
Abstract: The capacity to reason with complex information and to solve novel problems, often referred to as fluid reasoning, is a central characteristic of human cognition. During childhood, the emerging capacity to reason supports learning across multiple domains. Understanding this most complex of human abilities provides a daunting but compelling challenge. Brain imaging studies in adults have gained some traction on this problem by examining the neural underpinnings of a key component of fluid reasoning: relational integration, or the ability to jointly consider multiple relations between mental representations. I will provide an overview of research in my laboratory focusing on the neural substrates of relational integration in adults, as well as the changes in brain structure and function that support its development over childhood and adolescence.
Visitor: Dave Pritchard, MIT
Bag lunch seminar: Room 1305A
Dave will give an informal presentation of his current research in physics education.
Host: Joe Redish
Speaker: Anyone who chooses to participate!
Date: 23 March 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 2101, Benjamin Building
Who: Open to everyone
Topic: Dr. Phil Piety--Educational Systems Information Scientist at the American Institutes for Research.
Classroom Practices and Boundary Practices: Looking at Alignment and Cohesion for Middle School Science Assessment
This paper focuses on middle school science assessment: a topic becoming increasingly important for accountability. It is part of a larger qualitative study
into science assessment practices in a single Midwest state that collected evidence from individual schools, the state testing office, and several
organizations in between. Comparing evidence of assessment practices for science teachers with boundary practices of the annual accountability test
(meetings, school reviews, etc.), this paper explores the potential for interoperability between these two ways of accounting for student learning.
This perspective is relevant for designing assessment systems where the needs of accountability must be reconciled with the requirements of local classroom discourse. This information is useful for either a two-level (ex: formative/summative) or multi-leveled (ex: interim/district instruments)
assessment program.
Oraganized by: Dan Levin & Mike Stieff, EDCI
Visitor: Leslie Atkins
Date: March 20, 2009
Time: 12:00-1:30 p.m.
Venue: 2121, Benjamin Building
Topic: Justifying scientific claims: Metarules of argument
Host: David Hammer
Visitor: Jun-Ichiro Yasuda,
Center for the Studies of Higher Education, Nagoya University
We will be sight-seeing around downtown DC, visiting monuments and/ or museums. Anyone
interested in physics education in Japan is welcome to join!
Host: Mike Hull
Title: The Change of Physics Students through Participation in Teaching Development Activities
Time and Place: 4:00 1305A Physics
Abstract: The education committee by the students (ECS) was established by several students in April, 2003, with the aim of improving education in the physics department of Nagoya University. This committee was established voluntarily by the students without request from faculty members. As voluntary activity, the students of ECS plan and manage events to develop the academic ability of the students in the physics department.
The purpose of this research is to assess the effect on students as a result of spontaneous participation in teaching development activities. At first, we propose the assumption that students will become independent learners through the activities. To verify the assumption, we interviewed the 11 member of ECS with semi open-ended questions. We learned that such a program needs more than three years for students to become aware of becoming independent learners through participating in ECS activities. The developments of the students through activities are classified as three processes: developing the ability to put things in perspective, developing the ability to plan and manage the events, becoming independent learners.
Visitors: Jun-Ichiro Yasuda and Masa-Aki Tanguchi,
Center for the Studies of Higher Education, Nagoya University
Host: Joe Redish
Speaker: Jason Yip
Date: 9 March 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 2101, Benjamin Building
Who: Open to everyone
Topic: Connected Chemistry
Organized by: Dan Levin & Mike Stieff, EDCI.
Speaker: Michael Merzenich
Title: Brain Plasticity-Based Therapeutics
Time and Location: 10:15, 1103 Biosciences Research Building
Seminar Website: http://www.nacs.umd.edu/news/seminars.cfm
Visitor: Dr. Naohiro Mae,
Department of Physics, Ristumeikan University, Kyoto
Host: Mike Hull
Speaker: Michael Wittmann, University of Maine
Date: 17 February 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304, Physics Building
Who: Open to everyone
Topic: Process-object Reification
Speaker: Luke Conlin
Date: 26 January 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 2102, Benjamin Building
Who: Open to everyone
Topic: Causal semantics of physics equations
Oraganized by: Dan Levin & Mike Stieff, EDCI.
Speaker: Renee Michelle Goertzen
Date: 2 February 2009
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304, Physics Building
Who: Open to everyone
Topic: Practice AAPT talk and poster
Speaker: Brian Danielak
Date: 15 Dec. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304, Physics Building
Who: Open to everyone
Topic: TBA
Oraganized by: UMDPERG.
Speaker: Kitty Tang
Date: 8 Dec. 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 2102, Benjamin Building
Who: Open to everyone
Topic: TBA
Speaker: Luke Conlin
Date: 1 Dec. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304, Physics Building
Who: Open to everyone
Topic: TBA
Oraganized by: UMDPERG.
Speaker: Randy McGinnis
Date: 24 Nov. 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 2102, Benjamin Building
Who: Open to everyone
Topic: TBA
Oraganized by: Dan Levin & Mike Stieff, EDCI.
Speaker: Linda B. Smith
Date: 19 Nov. 2008
Time: 3:30 p.m. - 5:15 p.m.
Venue: 4220 Physics Building
Who: Open to everyone
Topic: Thinking and learning close to the sensory-motor surface creates knowledge that transcends the here-and-now
Organized by: UMD-PERG
Speaker: Amanda Woodward
Date: 17 Nov. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: TBA
Organized by: UMD-PERG
Speaker: Kelly Schalk
Date: 10 Nov. 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 2102, Benjamin Building
Who: Open to everyone
Topic: A Case Study on an Undergraduate Student Interest Socio-Scientific Issues Based Curriculum Intervention
Oraganized by: Dan Levin & Mike Stieff, EDCI.
Speaker: Heather Dobbins, Joe Redish, Todd Cooke
Date: 3 Nov. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: Physics for Biologists: Ongoing work + Grant Proposal
Organized by: UMD-PERG
Speaker: David Hammer
Date: 27 Oct. 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 2102, Benjamin Building
Who: Open to everyone
Topic: TBA
Oraganized by: Dan Levin & Mike Stieff, EDCI.
Speaker: Ayush
Date: 20 Oct. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: On going work: "Student difficulties with equations in physics"
Organized by: UMD-PERG
Speaker: Anyone who chooses to participate!
Date: 13 Oct. 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 2102, Benjamin Building
Who: Open to everyone
Topic: Reading article on conceptual change - Chinn & Samarapungvan
Oraganized by: Dan Levin & Mike Stieff, EDCI.
Speaker: Renee Michelle Goertzen
Date: 6 Oct. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: TA Buy-in
Organized by: UMD-PERG
Speaker: Stieff Group
Date: 15 Sept. 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 2102, Benjamin Building
Who: Open to everyone
Topic: TBA
Oraganized by: Dan Levin & Mike Stieff, EDCI.
EVENT: PERG Research Meeting - 09/22 - CANCELLED!
Speaker: Brian Frank
Date: 22 Sept. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: Practice Job Talk
Organized by: UMD-PERG
Speaker: Dan Levin
Date: 15 Sept. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: TBA
Who: Open to everyone
Topic: TBA
Oraganized by: Dan Levin & Mike Stieff, EDCI.
Speaker: Randy Gallistel
Date: 11 Sept. 2008
Time: 3:30 p.m. - 5:30 p.m.
Venue: 1103 Bioscience Research Building
Who: Open to everyone
Topic: TBA
Organized by: UMD-Cog. Sci. Colloquim Committee.
Speaker: CANCELLED
Date: 8 Sept. 2008
Time: 12:15 p.m. - 1:45 p.m.
Venue: 1304 Physics Building
Who: Open to everyone
Topic: TBA
Organized by: UMD-PERG
Speaker: Ayush
Date: 11 Aug, 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 1219 Physics Building
Who: Open to everyone
Topic: Graduate Student Interview on Heat
Posted by: Ayush
Speaker: Everyone
Date: 28 July, 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 1219 Physics Building
Who: Open to everyone
Topic: Conversations around: ICLS, AAPT, PERC - what we saw, conquered, learned, or did not!
Posted by: Ayush
Speaker: Talk (Ayush) + Poster Session (Renee Michelle, Brian, and Ayush)
Date: 14 July, 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 1219 Physics Building
Who: Open to everyone
Posted by: Ayush
Organized by: Todd Cooke, Heather Dobbins, Joe Redish
Date: 10 July 2008
Time: 12:30-2:30 p.m.
Location: 1305A Physics Building
*Lunch provided
Posted by: Heather
Speaker: Tom Bing
Date: 8 July, 2008
Time: 10:00 a.m.
Venue: 4316, Physics Building
Posted by: Ayush
Speaker: Tom Bing and Renee Michelle Goertzen
Date: 7 July, 2008
Time: 12:30 p.m. - 2:00 p.m.
Venue: 1219 Physics Building
Posted by: Ayush