Quantitative evidence is presented that counter the normative cultural ones as to who does physics and why one does physics, helps to support women and minoritized groups in envisioning a future for themselves in physics.

The majority of students enter quantum mechanics expecting the subject to be nonintuitive or less intuitive than other courses.

Single-photon experiments are used to teach quantum phenomena in a wide variety of ways and with a wide variety of learning goals.

A survey of experts to map requirements and forecasts for the future quantum workforce.

It is important for women physics teacher candidates to have the option to participate in physics without needing to adopt physics norms associated with nerdiness.

In person introductory physics courses provide sufficient support to allow most low-performing students to pass, while remote learning during COVID did not.

Policy changes can make a difference in the lives of graduate students, and help mitigate potential negative experiences, but may not address all challenges and issues within a department’s culture.

In introductory physics, problem solving with Gauss’s and Ampere’s laws should start with their full integral or differential form rather than with a simplified version.

Undergraduate quantum mechanics students make a variety of errors when attempting to use delta functions to solve problems.

Physics instructors’ conceptions of knowledge can be entangled with their enactment of culturally relevant pedagogy; improving instructor conceptions might be one route to increase the use of culturally relevant instruction.

The context and environment in which a course is situated play more important roles in fostering a correlation between student collaboration and course performance than whether the course format is virtual, hybrid, or in-person.

Undergraduate physics instructors should structure group work in such a way as to support women in taking on leadership roles.

Instructional approaches should seek to improve explicit reflective reasoning processes as well as implicit reflexive processes.

The majority of students enter quantum mechanics expecting the subject to be nonintuitive or less intuitive than other courses.

Women who join physics because of the community are less likely to remain in physics after finishing their undergraduate studies.

Class normalized gains over the population of courses is consistent with a normal distribution.

Experimental evidence in support of models of conceptual change advocating the coexistence of alternative conceptions, where initial misconceptions are surpassed by rather than entirely supplanted by scientific conceptions.

Two new instruments to assess learning assistants’ pedagogical content knowledge related to questioning in the context of introductory physics.

The development and validation of a conceptual survey to assess introductory physics students’ understanding of electrostatics.

Race consciousness encourages physicists to become aware of the ways in which white supremacy shapes physics culture and imagine how to make physics a more equitable discipline.

Students can have different lab experiences depending on their identity; this should be accounted for when designing instruction.

Single-photon experiments are used to teach quantum phenomena in a wide variety of ways and with a wide variety of learning goals.

An examination of the interplay between modeling and sensemaking in the solving of physics problems.

Enrolling in a community college astronomy course has the potential to make STEM fields accessible to students who might not otherwise have this aspiration or opportunity.

It is important to focus on girls’ own perception of competency and responsibility in addition to focusing on sense of belonging and recognition.

Introduction and use of an expanded model of computational physics practices to design and evaluate a computational physics course.

Use of fields in middle school physics instruction can support students’ understanding of energy.

A planning prompt can improve student studying behavior on specific upcoming assignments, but does not change their studying habits for future assignments.

Students felt engaged in authentic research within a large enrollment, online laboratory course environment.

Limiting case analysis likely plays a pivotal role in the development of adaptive physics expertise.

Quantitative evidence is presented that counter the normative cultural ones as to who does physics and why one does physics, helps to support women and minoritized groups in envisioning a future for themselves in physics.

Introductory physics instruction related to mechanical energy should place more emphasis on teaching the central idea and connect it to different contexts, problems, and other concepts.

Introductory physics students are capable of following the solution to a qualitative problem using step-by-step reasoning, even for tasks for which they are not likely to generate the correct reasoning on their own.

It may be possible to leverage student concern about ability or performance compared to others in order to improve success in introductory physics courses.

A mock exam before the actual exam impacts students’ intentions for studying but not their actual study behaviors, nor does it facilitate metacognition.

It may be possible to create online introductory physics courses that develop student thinking skills as well as in person courses.

ChatGPT could narrowly pass a standard lecture-based introductory physics course series.

Students who appear to have learned some concepts may revert to preinstruction, common sense understanding of these concepts when presented with them in certain situations.

Rubric-based holistic review is a method that could make the graduate admissions process in physics more equitable.

Online undergraduate research programs may be a way to expand access to undergraduate research experiences.

This paper explores how professional development using a multicultural education framework can help physics teachers to better integrate physics concepts and equity.

A survey of experts to map requirements and forecasts for the future quantum workforce.

The science, technology, engineering, and mathematics identity instrument is a valid and reliable tool to assess four aspects of the identity in middle and high school students.

Encouraging students to do at least one practice problem a day puts them above the median study habit and can benefit students by up to three quarters of a letter grade.

It is important for women physics teacher candidates to have the option to participate in physics without needing to adopt physics norms associated with nerdiness.

A Bakhtinian approach is used to demonstrate another way to analyze discourse studies in physics education research.

When their prior knowledge is sufficient, students can evaluate the scientific quality of ChatGPT responses and sample solutions to qualitative physics problems.

Online and paper administration methods of multiple-choice-multiple-response test items provide different pictures of student reasoning.

The concept of magnetic circulation is more challenging for students than that of electric flux.

Student achievement, attendance rates, and assignment completion rates were similar before and after the pandemic.