LGBT+ members of the physics community who have negative perceptions of workplace climate and who observe exclusionary behavior are more likely to consider leaving the discipline.

Women in introductory physics are less likely than men to think that others perceive them as being a physics person.

In introductory physics courses where men outnumber women, mens’ sense of belonging increases while womens’ does not.

Remote research experience for undergraduates programs should be considered as a means to expand access to research experiences for students.

Inequities in student lab group experiences are due to structural aspects of the learning environment; instructors must institute policies and practices to push against gender norms and stereotypes.

The development and validation of techniques to measure cross-disciplinary learning: an example in the context of energy.

Carefully designed one-minute videos and short text summaries following a lecture can significantly increase students’ understanding of the material and their ability to organize the material into useful mental frameworks.

Labs focused on skills improve critical thinking skills and experimentation views for all students compared with labs focused on reinforcing lecture concepts.

There are five different mental models that students use to reason about the apparent motion of the Sun and stars.

Remote research experience for undergraduates programs should be considered as a means to expand access to research experiences for students.

In introductory physics labs, direct prompts from the lab instructor to interact with other groups leads to more and longer interactions.

The conceptual survey on wave optics is a valid and reliable 26-item multiple-choice instrument suitable for use as a post-test for high school students.

On some types of problems many students can select the correct answer without drawing a diagram; on other types of problems many student who drew diagrams were unable to select the correct answer.

Students in remote undergraduate physics labs form weak communities of practice with one another, and their instructors exist outside of this community structure.

Inequities in student lab group experiences are due to structural aspects of the learning environment; instructors must institute policies and practices to push against gender norms and stereotypes.

Informal learning experiences in physics reinforce stereotypical practices, fail to intersect in positive ways with the biological sciences, and continue to be less accessible to students from historically marginalized groups.

The development and validation of techniques to measure cross-disciplinary learning: an example in the context of energy.

The efficacy of metacognitive reflections on recently completed work to improve retention of newly learned problem-solving techniques may be highly context dependent.

Carefully designed one-minute videos and short text summaries following a lecture can significantly increase students’ understanding of the material and their ability to organize the material into useful mental frameworks.

An approach to assessing the presence and application of inquiry knowledge required for engaging in physics based on an observation of actions and decisions.

The accuracy and precision of the full-length Force Concept Inventory can be achieved with fewer items via computerized adaptive testing.

Characterizing active learning environments at fine grained level allows for an understanding of the distinguishing characteristics of pedagogies in physics.

Institutional contexts are different and to support equitable practices and outcomes each institution collects and make decisions based on appropriate data about the academic performance and experience of their students.

A new instrument to assess scientific reasoning built from a modeling framework that integrates research in scientific and causal reasoning.

Female physics students are more likely than male physics students to believe that innate talent is needed to excel in physics, and that they may not have that talent.

It is important to development domain-specific self-efficacy instruments as a way to assess and improve instruction with an example from astronomy.

Whiteness shapes many practices in physics classrooms that are often thought to be neutral.

Biology majors who take the introductory physics for life sciences course are more likely to reason quantitatively and mechanistically about diffusive phenomena and to successfully coordinate between multiple representations of diffusive processes.

The amount of interaction between instructors and students during lab is more a product of the instructional design than an individual instructor’s implementation of that design.

Designing an inclusive and productive learning environment for the teaching of quantum computing in secondary schools.

An instructional technique that makes use of whole class discussions based on the history of science.

LGBT+ members of the physics community who have negative perceptions of workplace climate and who observe exclusionary behavior are more likely to consider leaving the discipline.

Solving back-of-the-envelope problems does not require different skills than solving other kinds of problems that physicists encounter in their research.

Most students do not engage in answer copying behaviors to complete online homework assignments in introductory calculus-based physics.

Using coordination class theory to observe learning at both the individual and the group level.

Labs focused on skills improve critical thinking skills and experimentation views for all students compared with labs focused on reinforcing lecture concepts.

Implementation and assessment of a large-scale, introductory, online physics course-based undergraduate research experience.

There are five different mental models that students use to reason about the apparent motion of the Sun and stars.

Introductory physics for the life sciences students are more successfully than students in a typical physics course at combining multiple ideas to solve problems in new contexts.

Developing an attitudes and beliefs survey structure for K-12 physics courses aligned with the Next Generation Science Standards.

New insights on multiple-choice assessments based on similarities between the item response theory nominal response model and the probability function of the canonical ensemble with degenerate energy states.

In an eye-tracking study, preservice teachers who correctly predicted student responses paid attention to different areas than those teachers who did not correctly predict student responses.

A German language version of the E-CLASS instrument is available for understanding students views of experimental physics.

Retrieval practice of physics principles and their conditions of application before self-explanation can have a positive effect on posttest problem-solving scores and can increase the quality of students’ self-explanations.

Investigating high school student perceptions of the value of different inquiry practices in a learning progression and interpreting these finding using the lens of boundary crossing.

Women in introductory physics are less likely than men to think that others perceive them as being a physics person.

In introductory physics courses where men outnumber women, mens’ sense of belonging increases while womens’ does not.

Implementation of problem based learning in secondary schools in Western Uganda improves student understanding of mechanical waves.

A natural language processing model can be trained to categorize open-ended responses to the physics measurement questionnaire as well as a pair of human coders.

The current learning environment in traditionally taught introductory physics courses does not improve students’ physics motivational beliefs, and initial gender differences in these beliefs becomes larger.

A substantial amount of the often-reported differences in self-efficacy between men and women may result from gender differences in the tendency to experience anxiety and the tendency to conscientiously complete tasks.

Quantum mechanics students grapple with basis and change of basis in a variety of ways.

The iteratively designed tutorial effectively helps students make sense of and carry out a change of basis in quantum mechanics by drawing an analogy between quantum state vectors and 2D Cartesian vectors.

Strong peer-to-peer collaborations in a physics class require time to develop and can result in higher grades.

Actively cultivating an LGBT-inclusive work environment may have a more profound impact on retaining LGBT physicists than only removing exclusive behaviors and practices.

Instructonal physics videos are most effective when they include enhanced visuals and embedded questions.

Gender differences observed in pretest and post-test scores were changed little by controlling for either high school preparation or noncognitive factors.

There is not a canonical approach to introduction to quantum information science courses.

A review and critique of critical race theory and feminist standpoint theory while providing guidance for using these theories in physics education research.

The use of eye tracking in physics education research is growing rapidly and has led to insights into students’ learning processes.