Research interests

Experimental Modeling

Modeling, as specified by the Modeling Framework for Experimental Physics, is a central learning outcome for physics laboratory classes (especially at the upper-division level). I was central in the developed MAPLE, the Modeling Assessment for Physics Laboratory Experiments, a research-based assessment instrument to measure proficiency with the Modeling Framework.

Measurement Uncertainty

Measurement uncertainty is a common learning goal in introductory physics lab courses, and serves as the foundation for much of experimental physics learning. I am developing SPRUCE, the Survey of Physics Reasoning on Uncertainty Concepts in Experiments, a research-based assessment instrument to measure proficiency with concepts and practices connected to measurement uncertainty.

Equity in STEM

I believe that equity issues are inseparable from the physics content in my syllabi and in my classroom. As such, I strive to incorporate an awareness of and a sensitivity to systemic oppression in all areas of my research and teaching, as well as a moral obligation to address it. I also recognize the essential importance of self-education and collective learning on issues of oppression. I am particularly interested in the experiences of people with LGBT+ identities in STEM culture.

I am a co-founder of CU-Prime, a student-run diversity-focused organization at CU Boulder, and a Core Organizer in The Access Network, a national network of such organizations across the US. I am a member of the Committee on Diversity in Physics of the American Association of Physics Teachers.

Project-based Laboratory Courses

It is necessary for students to spend sufficient time on a single activity to effectively engage with iterative modeling and to employ measurement uncertainty concepts in a meaningful context. Multi-week scaffolded projects are an ideal structure for providing this time and authentic context. In such projects, students can build a sense of ownership and have the flexibility to develop skills relevant to their academic and career interests. I am interested in the ways that physics lab instructors can support such experiences in our classrooms, and in measuring the outcomes of these experiences.