Becoming a Scientist: Using First-Year Undergraduate Science Courses to Promote Identification with Science Disciplines

In this qualitative study, we examined how two professors (a physicist and biochemist) of first year college students perceived their students’ development of identification in biochemistry or physics and how they actively supported this development. The professors described students who entered college with different levels of domain identification and different expectations for their college science experience depending upon whether they were in a biochemistry or physics major. Although neither professor was familiar with research related to the concept of domain identification, their beliefs about their students’ identification and academic support strategies generally aligned with the Osborne and Jones (2011) model of academic identification

Development of Physics Applied to Medicine in the UK, 1945–90

Annotated and edited transcript of a Witness Seminar held on 5 July 2005. Introduction by Dr Jeff Hughes.First published by the Wellcome Trust Centre for the History of Medicine at UCL, 2006.©The Trustee of the Wellcome Trust, London, 2006.All volumes are freely available online at: www.history.qmul.ac.uk/research/modbiomed/wellcome_witnesses/Annotated and edited transcript of a Witness Seminar held on 5 July 2005. Introduction by Dr Jeff Hughes.Annotated and edited transcript of a Witness Seminar held on 5 July 2005. Introduction by Dr Jeff Hughes.Annotated and edited transcript of a Witness Seminar held on 5 July 2005. Introduction by Dr Jeff Hughes.Annotated and edited transcript of a Witness Seminar held on 5 July 2005. Introduction by Dr Jeff Hughes.Annotated and edited transcript of a Witness Seminar held on 5 July 2005. Introduction by Dr Jeff Hughes.Annotated and edited transcript of a Witness Seminar held on 5 July 2005. Introduction by Dr Jeff Hughes.Organized with the assistance of Professor John Clifton (UCL) and chaired by Professor Peter Williams (Manchester), this seminar examined the early developments of medical physics in the UK between 1945 and 1990. Participants discussed a range of themes including medical physics before and during the war, the role of the King's Fund and the formation of the Hospital Physicists' Association (HPA), expansion of medical physics outside radiotherapy and to non-radiation physics (ultrasound, medical instrumentation, bioengineering, use of digital computers), developing regional services and links with industry. The seminar finished with a discussion on the changing scene in the 1980s, covering topics such as funding, academic and undergraduate medical physics, imaging, CT, NMR and others. Participants included Mr Tom Ashton, Dr Barry Barber, Professors Roland Blackwell and Terence Burlin, Dr Joseph Blau, Mr Bob (John) Burns, Professors John Clifton, David Delpy, Philip Dendy and Jack Fowler, Dr Jean Guy, Mr John Haggith, Drs John Haybittle, Alan Jennings and John Law, Professors John Mallard and Joe McKie, Mr David Murnaghan, Professor Angela Newing, Dr Sydney Osborn, Professor Rodney Smallwood, Dr Adrian Thomas, Dr Peter Tothill, Mr Theodore Tulley, Professors Peter Wells and John West, and Mr John Wilkinson. Christie D A, Tansey E M. (eds) (2006) Development of physics applied to medicine in the UK, 1945–90, Wellcome Witnesses to Twentieth Century Medicine, vol. 28. London: The Wellcome Trust Centre for the History of Medicine at UCL.The Wellcome Trust Centre for the History of Medicine at UCL is funded by the Wellcome Trust, which is a registered charity, no. 210183

Visualizing Relationships between Related Variables: Improving Physics Education through D3.js Network Visualizations

phiMap is a web application started by Cal Poly professors and students to aid professors in teaching physics. I developed Javascript visualizations for phiMap that serve to simplify the processes of both teaching and learning physics. These visualizations aim to present relationships between physics variables in an easy to understand manner, and they could eventually have a huge impact on physics education

Development of Physics Applied to Medicine in the UK, 1945–90, vol. 28.

Organized with the assistance of Professor John Clifton (UCL) and chaired by Professor Peter Williams (Manchester), this seminar examined the early developments of medical physics in the UK between 1945 and 1990. Participants discussed a range of themes including medical physics before and during the war, the role of the King’s Fund and the formation of the Hospital Physicists’ Association (HPA), expansion of medical physics outside radiotherapy and to non-radiation physics (ultrasound, medical instrumentation, bioengineering, use of digital computers), developing regional services and links with industry. The seminar finished with a discussion on the changing scene in the 1980s, covering topics such as funding, academic and undergraduate medical physics, imaging, CT, NMR and others. Participants included Mr Tom Ashton, Dr Barry Barber, Professors Roland Blackwell and Terence Burlin, Dr Joseph Blau, Mr Bob (John) Burns, Professors John Clifton, David Delpy, Philip Dendy and Jack Fowler, Dr Jean Guy, Mr John Haggith, Drs John Haybittle, Alan Jennings and John Law, Professors John Mallard and Joe McKie, Mr David Murnaghan, Professor Angela Newing, Dr Sydney Osborn, Professor Rodney Smallwood, Dr Adrian Thomas, Dr Peter Tothill, Mr Theodore Tulley, Professors Peter Wells and John West, and Mr John Wilkinson

Reforming a large lecture modern physics course for engineering majors using a PER-based design

We have reformed a large lecture modern physics course for engineering majors by radically changing both the content and the learning techniques implemented in lecture and homework. Traditionally this course has been taught in a manner similar to the equivalent course for physics majors, focusing on mathematical solutions of abstract problems. Based on interviews with physics and engineering professors, we developed a syllabus and learning goals focused on content that was more useful to our actual student population: engineering majors. The content of this course emphasized reasoning development, model building, and connections to real world applications. In addition we implemented a variety of PER-based learning techniques, including peer instruction, collaborative homework sessions, and interactive simulations. We have assessed the effectiveness of reforms in this course using pre/post surveys on both content and beliefs. We have found significant improvements in both content knowledge and beliefs compared with the same course before implementing these reforms and a corresponding course for physics majors.Comment: To be published in the Proceedings of the Physics Education Research Conference 200

Start-Up Costs in American Research Universities

Our report briefly summarizes findings from the 2002 Cornell Higher Education Research Institute survey of start-up costs at the over 220 universities classified as Research and Doctoral universities by the Carnegie Foundation in 1994. It reports the mean start-up cost packages across institutions for new assistant professors and senior faculty, broken down by institutional type (public/private), Carnegie classification and field (biology, chemistry, engineering, physics and astronomy) and also discuses the sources of funding for start-up costs