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.
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 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.