Steven J. Pollock

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

Writing to Close Gaps Some have questioned whether findings in the laboratory obtained under controlled conditions and limited contexts bear any relevance to behavior in real-world environments in which ordinary people cope with real-life challenges. Recent studies have shown a replicable and long-term effect of a brief writing exercise on the academic performance of African-American seventh graders in an inner-city public school. Miyake et al. (p. 1234) extended this approach to show that a similar kind of writing exercise can help to reduce the gender gap observed in the performance of female students in an undergraduate physics class, where performance is measured not only via course grades and exam scores, but also on a standardized test. A writing exercise improves the performance of female physics students. In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated womens modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.

Parity Violating Measurements of Neutron Densities

Parity violating electron nucleus scattering is a clean and powerful tool for measuring the spatial distributions of neutrons in nuclei with unprecedented accuracy. Parity violation arises from the interference of electromagnetic and weak neutral amplitudes, and the

Intermediate-energy semileptonic probes of the hadronic neutral current☆

{Z}^{0}

Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

of the standard model couples primarily to neutrons at low

A physics department’s role in preparing physics teachers: The Colorado learning assistant model

{Q}^{2}.

Research‐based Practices For Effective Clicker Use

The data can be interpreted with as much confidence as electromagnetic scattering. After briefly reviewing the present theoretical and experimental knowledge of neutron densities, we discuss possible parity violation measurements, their theoretical interpretation, and applications. The experiments are feasible at existing facilities. We show that theoretical corrections are either small or well understood, which makes the interpretation clean. The quantitative relationship to atomic parity nonconservation observables is examined, and we show that the electron scattering asymmetries can be directly applied to atomic parity nonconservation because the observables have approximately the same dependence on nuclear shape.

Sustaining Educational Reforms in Introductory Physics.

The present status and future prospects of intermediate-energy semileptonic neutral current studies are reviewed. Possibilities for using parity-violating electron scattering from nucleons and nuclei to study hadron structure and nuclear dynamics are emphasized, with particular attention paid to probes of strangeness content in the nucleon. Connections are drawn between such studies and tests of the electroweak gauge theory using electron or neutrino scattering. Outstanding theoretical issues in the interpretation of semileptonic neutral current measurements are highlighted and the prospects for undertaking parity-violating electron or neutrino scattering experiments in the near future are surveyed.

ATOMIC PARITY NONCONSERVATION: ELECTROWEAK PARAMETERS AND NUCLEAR STRUCTURE

A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument — the Colorado Learning Attitudes about Science Survey (CLASS) — we examine the relationship between students’ beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs.

No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms

In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K–12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students’ learning gains are typically double the traditional average.

Strangeness matrix elements in the nucleon

Adoption of clickers by faculty has spread campus‐wide at the University of Colorado at Boulder from one introductory physics course in 2001 to 19 departments, 80 courses, and over 10,000 students. We study common pedagogical practices among faculty and attitudes and beliefs among student clicker‐users across campus. We report data from online surveys given to both faculty and students in the Spring 2007 semester. Additionally, we report on correlations between student perceptions of clicker use and the ways in which this educational tool is used by faculty. These data suggest practices for effective clicker use that can serve as a guide for faculty who integrate this educational tool into their courses.