Rubric-based admissions processes increase equity in graduate admissions.

A mixed reality learning environment for experimental problem solving results in large improvements in problem-solving success for both novices and experts.

A computation-integrated curriculum for high school physics can make science learning more authentic for students who are familiar with computation, and can generate frustration and an aversion towards physics for students who are not.

It is important for physics instructors to focus on increasing women’s self-efficacy and other motivational beliefs in the introductory course; these can influence students’ persistence and engagement in the course and can also impact later course and career choices.

Different visual representations can influence student responses to questions about electric and magnetic phenomena.

A concept test for simple electric circuits is effective in identifying features of knowledge integration, including context dependence and fragmentation of knowledge components, memorization-based problem solving, difficulty in transfer to novel contexts, and lack of meaningful connections between microscopic and macroscopic models of electric current.

Switching from percent scale grading scale to a 4.0 grade scale reduces equity gaps by 20-25% without making any other course changes.

It is important to use asset-based models of physics faculty that support the different ways they navigate professional growth in their local context.

Undergraduate physics students who experienced remote labs during COVID-19 were most likely to report positive outcomes when they had access to guidance from their instructors.

A framework of 14 computational thinking practices relevant for a high school physics course.

Collecting eye-tracking data while students solve a problem allows one to identify the visual strategies and may be useful for predicting the correctness of their responses.

A student idea should not be classified as a misconception, even if the student expresses confidence in the idea.

A computation-integrated curriculum for high school physics can make science learning more authentic for students who are familiar with computation, and can generate frustration and an aversion towards physics for students who are not.

The communities of practice framework is more useful when it is supplemented with information about how participants perceive the community, for example, the extent to which participants share the community’s goals.

Even in physics courses in which women are not underrepresented, women have lower physics beliefs, including physics identity, than men.

When there is a variety of individual answers prior to group discussion in a two-part exam, group performance improves.

Network analysis provides a new way to investigate phenomena assessed by Likert-style surveys.

Many upper-level electricity and magnetism students struggle with introductory concepts even after traditional instruction in their upper-level course.

The upper-level evaluation for thermodynamics and statistical physics is valid and reliable for use with a diverse population of upper-division physics students.

Student attrition from a physics degree occurs differently at different types of institutions; each physics department needs to explore their own data to understand the points where there is an opportunity to improve retention.

Opportunities that emphasize relationship building are effective at encouraging young women to engage in physics.

Static representations of intrinsically dynamic phenomena, such as a propagating pulse on a string, are frequently challenging for students to grasp.

The combined use of two semiotic perspectives provides better information about student physics learning than either perspective alone.

Students that were most successful at solving problems using the Hertzsprung-Russell diagram became familiar with the diagram and its plotted quantities before attempting the problem solving task.

The student-centered pedagogy, prime-time learning, results in high conceptual learning and high self-efficacy, even during remote instruction.

Female students who facilitated informal physics programs experience a statistically significant shift in their confidence of choosing to major in physics.

An introductory physics course that emphasizes deliberate practice applied to learning real-world problem-solving leads to more equitable student outcomes.

A longitudinal analysis of shifts in personal and perceived normative identities suggests implications for making physics more inclusive.

Learning enhancing emotions lead to course success and student retention.

The average grade anomaly can be a useful metric to identify physics courses that have inequitable learning environments for particular types of students.

The assessment of teamwork in the context of a large-scale, introductory level course based research experience contributes to metacognition in labs and reveals the importance of socially shared regulation in effective group work.

During COVID, most instructors who used virtual labs did not require students to work in groups.

When students were free to choose either online or face-to-face lectures, there was no difference in exam performance; it is not clear what would have happened if they were forced into one mode or the other.

The 15-item ray optics in converging lenses concept inventory is a valid and comprehensive instrument to assess middle school students’ understanding of image formation by a converging lens.

Misconceptions persist postinstruction for a substantial number of students even in courses with medium to large improvements in Force Concept Inventory scores.

By applying principles from peripheral participation and cognitive apprenticeship, faculty can improve learning assistant pedagogy and help them develop a stronger identity as educators.

Laboratory instructors should increase support for students as they recognize, categorize, and then resolve inconsistencies during experimentation.

Appropriately designed projects can help students develop modeling skills without needing expensive lab equipment.

Physics instructors’ epistemic cognitions influence their sense-making in a professional development program aimed at helping them integrate integrate computational modelling into their introductory courses.

Female students perform better on two-part collaborative exams when they are in student-formed groups.

The majority of graphics in the textbooks studied only depicted isolated phenomena without making connections to a larger system.

Reflective journaling helps students feel heard and affirmed; it is one way for instructors to humanize their students and recognize the experiences they bring to physics.

Rubric-based admissions processes increase equity in graduate admissions.

Students who have the most connections in the lecture interaction social network have higher final course grades than their peers with fewer lecture connections.

It is important for physics instructors to focus on increasing women’s self-efficacy and other motivational beliefs in the introductory course; these can influence students’ persistence and engagement in the course and can also impact later course and career choices.

Expert physicists make frequent use of analogies; it is important to figure out how to include analogical reasoning in problem-solving strategies.

Science outreach labs can result in substantial and sustained learning and motivation.

Students play an important role in the operation of informal physics education programs; this makes these programs rich opportunities for attention by physics education researchers.

Engaging students in open-ended and authentic experimentation practices and facilitating explicit discussions and reflections about the process of experimental physics supports students’ epistemological development.

In an introductory calculus-based physics course, motivational beliefs of female students dropped more than male students.

Instruction that emphasizes small group work and allows many different students to speak up in front of the class supports more equitable development of physics identities.

Regarding online physics courses, there are two groups of students: one group with the clear preference for synchronous courses and the other group for the asynchronous courses.

Performance on both traditional and alternative final course assessments was found to correlate with students’ initial sense of belonging in the course.

A mixed reality learning environment for experimental problem solving results in large improvements in problem-solving success for both novices and experts.

Some anticipated negative impacts of the COVID-19 pandemic may not be as large as assumed based on instructors’ anecdotal reports; more careful data-based analysis is needed.