Blue, Jennifer
bluejm
Recent Submissions
Item Enriching gender in physics education research: A binary past and a complex future
Traxler, Adrienne L.; Cid, Ximena C.; Blue, Jennifer; Barthelemy, Ramon[This paper is part of the Focused Collection on Gender in Physics.] In this article, we draw on previous reports from physics, science education, and women’s studies to propose a more nuanced treatment of gender in physics education research (PER). A growing body of PER examines gender differences in participation, performance, and attitudes toward physics. We have three critiques of this work: (i) it does not question whether the achievements of men are the most appropriate standard, (ii) individual experiences and student identities are undervalued, and (iii) the binary model of gender is not questioned. Driven by these critiques, we propose a conception of gender that is more up to date with other fields and discuss gender as performance as an extended example. We also discuss work on the intersection of identities [e.g., gender with race and ethnicity, socioeconomic status, lesbian, gay, bisexual, and transgender (LGBT) status], much of which has been conducted outside of physics. Within PER, some studies examine the intersection of gender and race, and identify the lack of a single identity as a key challenge of “belonging” in physics. Acknowledging this complexity enables us to further critique what we term a binary gender deficit model. This framework, which is implicit in much of the gender-based PER, casts gender as a fixed binary trait and suggests that women are deficient in characteristics necessary to succeed. Alternative models of gender allow a greater range and fluidity of gender identities, and highlight deficiencies in data that exclude women’s experiences. We suggest new investigations that diverge from this expanded gender framework in PER.Item When Do Girls Lose Interest in Math and Science?
Blue, Jennifer; Gann, DebraItem Converging Paths: Girls, Science, and Teachers
Gann, Debra; Blue, JenniferItem Assessing Scientific Research Skills
Blue, Jennifer; Taylor, Beverley A.P.; Yarrison-Rice, Jan; Jaeger, HerbertAlso available here: http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470393343.htmlItem The Evidence Base for Sciences: Physical Sciences
Blue, Jennifer; Kahle, Jane ButlerItem The Evidence Base for Sciences: Classroom Assessment in Science Education
Blue, Jennifer; Kahle, Jane ButlerItem Full-Cycle Assessment of Critical Thinking in an Ethics and Science Course
Blue, Jennifer; Taylor, Beverley A.P.; Yarrison-Rice, JanEnhancing critical thinking skills for undergraduate students is important across the curriculum and between disciplines. We report on a method of improving critical thinking skills, which was studied through an Ethics and Science First-Year Seminar course. We used full cycle assessment over a three-year period to assess students’ development and to modify the course teaching and assignments with the goal of increasing student development of critical thinking skills. Data were obtained from student writing throughout the semester during each offering. Modest, but significant, overall gains of ~0.7 on a 4 point scale are reported between early and midterm assignments in the course using a seven trait assessment rubric. Key factors that contribute to the increase in critical thinking skills are identified including peer review, scaffolded assignments, and the use of a grading rubric for each assignment.Item Using Matched Samples to Look for Sex Differences
Blue, Jennifer; Heller, PatriciaThe reasons for observed differences in physics performance between men and women have yet to be clearly determined. This study asks the question: if men and women have a similar background at the start of an introductory physics course, will there be differences in how much physics they learn by the end of the course? To answer the question, a matched sample of men and women was studied. Statistical analysis of the post-tests reveals no significant differences between the men and women in the matched sample.Item A Ph.D. in Physics Education Research
Blue, Jennifer; Kanim, StephenItem Student Perceptions of an Introductory Laboratory Course
Blue, Jennifer; Jacob, JoshuaWe surveyed students taking an introductory university physics laboratory course over the summer. These students are science majors, but not physics majors. Eighteen students were interviewed, asked what they thought the purpose of the laboratory course was. Student perceptions of the purpose of the laboratory course and about what they liked and did not like about the course will be shared. These student responses lead to implications for instruction and implications for improving communication among faculty, teaching assistants, and students.Item Creating, implementing, and sustaining an advanced optical spectroscopy laboratory course
Blue, Jennifer; Bayram, S. Burcin; Marcum, S. DouglasAn upper-division laboratory course in atomic and molecular spectroscopy is described. Examples of outcomes that also benefit second-year physics laboratories and demonstrations in introductory courses are presented. The overarching goal that drove the development of the course was to assist students in understanding the fundamental connections between atomic and molecular spectra and the underlying structures. A selection of laboratory experiences supporting this goal, and the equipment and techniques necessary to provide them, are outlined.Item Self-Efficacy in Introductory Physics in Students at Single-Sex and Coeducational Colleges
Blue, Jennifer; Mills, Mary Elizabeth; Yezierski, EllenWe surveyed 88 students at four colleges: one men’s college, two women’s colleges, and one coeducational college. The questions, modified from Reid (2007), asked about in-class participation, how fulfilled they were by their achievement in their calc-based physics class, their attitude toward their class, and their self-efficacy (Bandura 1994) in the class. While a t-test showed no difference between men and women, an ANOVA showed a significant interaction between sex and type of school. Detailed results will be presented and discussed.Item What Do Students Want? Small Group Instructional Diagnoses of STEM Faculty
Blue, Jennifer; Wentzell, Gregg W,; Evins, Matthew J.Small Group Instructional Diagnoses (SGIDs) are informal, mid-semester evaluations of courses, which the instructors request voluntarily. The facilitator of the SGID comes into a class, the instructor leaves, and the facilitator spends about 30 minutes with the students. The first part of the SGID is done in small groups of students. The facilitator asks students to consider two questions, "What are the strengths of this course?" and "What suggestions do you have to improve the course?" After students work in groups for 10 minutes to compose lists of strengths and suggestions, the facilitator calls the class back together as a whole, records the most important strengths and suggestions, and has the class vote on them. These results are then shared privately with the instructor of the course. We collected and analyzed student comments from 45 courses taught by 27 STEM instructors. We found that students value clear lecture and hands-on learning, fair and frequent feedback, flexible and caring instructors, organized classes and resources, and clear alignment between instruction and evaluation. Looking in more detail, we found that students perceived small classes to be more organized than large ones. Students in introductory classes provided the least amount of feedback. Students in introductory classes placed the most value on instructor characteristics such as support and caring about their success, while graduate students placed the least value on instructor characteristics. Finally, female STEM instructors received a disproportionately high number of comments.Item Alternatives to the SGID: Instructor-Administered Mid-Term Evaluations for Formative Assessment.
Dietz, Beth; Blue, JenniferItem Enriching Gender in PER: A binary past and a complex future
Traxler, Adrienne L.; Cid, Ximena C.; Blue, Jennifer; Barthelemy, Ramon