United States

AAPT SM 20

Intersectionality and Transdisciplinarity in Physics Ed.

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. 

technical paper

Computation is a critical part of professional physics practice and has been shown again and again to be useful for helping student build physics understanding. But, what are the essential elements that allow physics students to productively use computation? I argue that we can use the theory of computational literacy to answer this question. According to diSessa (2000) and Berland (2016), computational literacy consists of three main elements, or pillars: 1) The material pillar, which involves writing and understanding computer code; 2) The cognitive pillar, which involves breaking down problems into a form that can be addressed with computation (also known as computational thinking); 3) The social pillar, which involves communicating with and about computation. Using the physics department of the University of Oslo, Norway, as a case study, I describe what each of these elements can look like and how we can help our students achieve computational literacy in physics

Computational Literacy and Computational Essays at the University of Oslo

Understanding and supporting graduate education policies and practices is critical to the success of future physicists and astronomers and to supplying well-trained science, technology, engineering and mathematics (STEM) professionals to the US workforce. As such, it is essential that graduate programs study and promote practices that support equity and inclusion. During the 2018-19 academic year, admissions into the Physics and Astronomy graduate program at the University of Utah was halted while a complete overhaul of all aspects of the program was initiated by the Department. The program reform included the recruitment and admissions process, orientation and teaching assistant training, advising practices and other student support, the curriculum, and the exam structure. This presentation will outline our process of change and highlight results from the first year of new policy implementations.

Graduate Program Reform at the University of Utah

Presidents Town Hall

Vernier Video Analysis on Chromebooks, Computers, and Tablets

Integrating Special Education Accommodations in Physics Curriculum

Nuclear Science: Rare Isotopes at FRIB and what to do with them

Should Engineers be Teaching Physics?

AAPT: Pivot Interactives

The Physics of Green Energy

Attempting the (seemingly) Impossible

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Intersectionality and Transdisciplinarity in Physics Ed.

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