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Often the skills required to use the Unix/Linux command line are perceived as old-fashioned, difficult to learn, and unnecessary. However, the Linux command line is an extraordinarily flexible environment for programming, data reduction and analysis, simulation, and visualization, and is thus in wide use throughout the physics research community and beyond. These skills are surprisingly accessible to students. In this talk, I will argue that the command-line environment is a pedagogically beneficial environment for students to learn computational physics, with advantages both within the classroom and beyond it, and demonstrate some of the tools and methods the computational physics students at Syracuse use for simulation, visualization, animation, and data analysis.

AAPT WM 21

The Friendly Command Line

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


AAPT SM 20

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

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AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
These National Meetings, held each winter and summer, are opportunities for members, colleagues, and future physicists from around the world to:

- participate in physics workshops
- meet and greet other physics educators
- form networks nationally and locally
- engage exhibitors and learn about the latest physics resources
- discuss innovations in teaching methods
- share the results of research about teaching and learning.

If you're not able to log in, you're most likely using **incorrect login credentials**. Double-check that you are using the same email and password that you used to register for the conference, submit your abstract or access your AAPT membership. There may also be **an issue with your AAPT meeting registration**. Please email aapt2021@underline.io and programs@aapt.org and we will work quickly to resolve this issue.

There is a good deal of focus on recruiting underrepresented students to study physics at the collegiate level, but a lack of focus on how to make sure they are being recruited into a welcoming and safe environment that values their identity. Because of this, underrepresented students tend to feel a disconnect from the physics community and are more likely to drop out or switch majors. One potential method of combating this issue is increasing the peer networks of these students through informal outreach programs, which give students a sense of purpose, belonging, and confidence in physics. This systematic literature review synthesizes studies on the effects of informal STEM programs on the facilitators and identifies gaps in this research as it pertains to underrepresented students.&nbsp;

Retaining Underrepresented Students through Outreach Programs: A Systematic Literature Review

The Frayer Model is a reading strategy presented as a graphic organizer.&nbsp; Researchers have shown that the approach promotes vocabulary development for specified scientific terms among high school students.&nbsp; This empirical research study sought to explore a way to develop scientific vocabulary among English Language Learners and Students with Disabilities in a synchronous learning environment between in-person and virtual learners by implementing the Frayer Model in a digital format using Google Slides. Google Slides settings allow each student to interact independently with the content while simultaneously sharing with the group.&nbsp; A convenience sample consisted of eleven high school students, seven in-person learners, and four virtual learners.&nbsp; Daily bellwork composed of one question provided post data to assess retention and understanding.&nbsp; Observational data captured in reflective logs shows increase active learning, and students form personal connections between the scientific terms and their personal experiences.

Frayer Model: A Digital Format for Synchronous Learning

Is there a crysis in Cosmology?

Sharing strategies for engaging labs and group worthy experiences in an online setting

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