Eric Brewe
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Evaluating recognition and recall formats of social network surveys in physics education research Open
An increasing number of studies in physics education research use social network analysis to quantify interactions among students. These studies typically gather data through online surveys using one of two different survey formats: recogn…
Multi-institutional assessment of Peer Instruction implementation and impacts using the Framework for Interactive Learning in Lectures Open
Substantial research indicates that active learning methods improve student learning more than traditional lecturing. Accordingly, current studies aim to characterize and evaluate different instructors' implementations of active learning m…
Beyond named methods: A typology of active learning based on classroom observation networks Open
A growing number of introductory physics instructors are implementing active learning methods in their classrooms, and they are modifying the methods to fit their local instructional contexts. However, we lack a detailed framework for desc…
View article: Hippocampal functional connectivity changes associated with active and lecture-based physics learning
Hippocampal functional connectivity changes associated with active and lecture-based physics learning Open
Introductory university physics courses often face the dual challenge of introducing students to new physics concepts while also addressing their preconceived notions that conflict with scientific principles. Active learning pedagogical ap…
Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics Open
Academic institutions are increasingly adopting active learning methods to enhance educational outcomes. Using functional magnetic resonance imaging (fMRI), we investigated neurobiological differences between active learning and traditiona…
Evaluating recognition and recall formats of social network surveys in physics education research Open
An increasing number of studies in physics education research use social network analysis to quantify interactions among students. These studies typically gather data through online surveys using one of two different survey formats: recogn…
Multi-institutional assessment of Peer Instruction implementation and impacts using the Framework for Interactive Learning in Lectures Open
Substantial research indicates that active learning methods improve student learning more than traditional lecturing. Accordingly, current studies aim to characterize and evaluate different instructors' implementations of active learning m…
Improving our understanding of physicists through natural language processing Open
Physics education research (PER) has long struggled with how to manage the desire to use qualitative, or text based, data with the proportionately higher cost of analyzing and collecting this type of data. We present several methods and us…
Relative benefits of different active learning methods to conceptual physics learning Open
Extensive research has demonstrated that active learning methods are more effective than traditional lecturing at improving student conceptual understanding and reducing failure rates in undergraduate physics courses. Researchers have deve…
Bolstering retention of undergraduate women in physics Open
Women are driven out of physics at disproportionate rates, leading to a large gender gap in the field. There is much research examining the factors that push women out of physics, but there has been comparatively less investigation into wh…
What correlates with persistence of women in physics? Open
This study uses an initial attitudinal survey and a subsequent follow-up survey to assess which qualities are correlated with the persistence of women in physics. The initial survey was given to participants at the Conference for Undergrad…
View article: Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics
Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics Open
Academic institutions are increasingly adopting active learning methods to enhance educational outcomes. Using functional magnetic resonance imaging (fMRI), we investigated neurobiological differences between active learning and traditiona…
Multiple Choice Computational Thinking Assessment for Introductory Physics Open
Computational thinking proficiency is an important educational goal in physics. Since computational integration in physics is relatively new, there is yet to be a validated and reliable assessment of computational thinking in physics. This…
Sentiment and thematic analysis of faculty responses: Transition to online learning Open
This project aims to understand physics faculty responses to transitioning to online teaching during the COVID-19 pandemic. We surveyed 662 physics faculty from the United States following the Spring 2020 term; of these, 258 completed a fo…
Analyzing interviews on computational thinking for introductory physics students: Toward a generalized assessment Open
Computational thinking in physics has many different forms, definitions, and implementations depending on the level of physics or the institution it is presented in. To better integrate computational thinking in introductory physics, we ne…
Towards a Generalized Assessment of Computational Thinking for Introductory Physics Students Open
Computational thinking in physics has many different forms, definitions, and implementations depending on the level of physics, or the institution it is presented in. In order to better integrate computational thinking in introductory phys…
Examining reasons undergraduate women join physics Open
This study examines survey data from 2127 undergraduate women at the 2015 and 2019 American Physical Society Conference for Undergraduate Women in Physics (CUWiP) in order to classify what led them to study physics. We use expectancy-value…
Task-based attentional and default mode connectivity associated with STEM anxiety profiles among university physics students Open
Attentional control theory (ACT) posits that elevated anxiety increases the probability of re-allocating cognitive resources needed to complete a task to processing anxiety-related stimuli. This process impairs processing efficiency and ca…
Social Network Analysis of a Physics Faculty Online Learning Community Open
We analyze the results of two surveys administered to a Faculty Online Learning Community teaching a common physics curriculum designed primarily for pre-service elementary teachers. We use Social Network Analysis to represent the faculty …
Closeness in a physics faculty online learning community predicts impacts in self-efficacy and teaching Open
Community-based professional development initiatives have been shown to support physics faculty in their adoption of research-based instructional strategies. Hoping to better understand these initiatives' mechanisms of success, we analyze …
Sentiment and thematic analysis of faculty responses Open
This project aims to understand physics faculty responses to transitioning to online teaching during the COVID-19 pandemic. We surveyed 662 physics faculty following the Spring 2020 term, of these, 258 completed a follow up survey after th…
Characterizing active learning environments in physics using latent profile analysis Open
The vast majority of research involving active learning pedagogies uses passive lecture methods as a baseline. We propose to move beyond such comparisons to understand the mechanisms that make different active learning styles unique. Here,…
Characterizing active learning environments in physics using network analysis and classroom observations Open
This study uses social network analysis and the classroom observation protocol for undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP, Contex…
Examining reasons undergraduate women join physics Open
This study examines survey data from 2,129 undergraduate women at the 2015 and 2019 American Physical Society Conference for Undergraduate Women in Physics (CUWiP) in order to classify what led them to study physics. We use expectancy-valu…
Transitioning to online instruction: Strong ties and anxiety Open
We surveyed a national sample of United States physics faculty about the COVID-19 transition to online learning. Most faculty had 1–2 weeks to prepare and no experience with teaching online. They relied on department peers to discuss appro…
Characterizing active learning environments in physics using latent profile analysis Open
The vast majority of research involving active learning pedagogies uses passive lecture methods as a baseline. We propose to move beyond such comparisons to understand the mechanisms that make different active learning styles unique. Here,…