United States

AAPT SM 20

F.01 Shannon Willoughby

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

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AAPT SM 21

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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.


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. 

How can we achieve our teaching and learning goals in an introductory physics course for non-majors? At CU Boulder we are employing an array of strategies including group work, reformed labs, and two-stage exams. We will also discuss how a department can encourage good teaching by using research-based assessments and teaching circles.

Introductory Physics at CU Boulder

Past research suggests that students’ epistemological framing affects their learning of physics content. In this talk, we will investigate this idea in the context of resource-oriented instructional materials. Resource-oriented instructional materials aim to elicit and build from student resources for understanding physics -- context-dependent “pieces of knowledge” which can be leveraged to develop sophisticated scientific understandings. We will explore a case in which students’ epistemological framing affects their experience of our resources-oriented instructional materials and discuss implications for instructional design.

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F.01 Shannon Willoughby

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