@book{chabay_sherwood_2015, title={Matter & interactions (4th ed.)}, ISBN={9781118914496}, publisher={Hoboken, NJ: John Wiley & Sons,}, author={Chabay, R. W. and Sherwood, B. A.}, year={2015} }
 @article{ding_chabay_sherwood_2013, title={How do students in an innovative principle-based mechanics course understand energy concepts?}, volume={50}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21097}, abstractNote={AbstractWe investigated students' conceptual learning of energy topics in an innovative college‐level introductory mechanics course, entitled Matter & Interactions (M&I) Modern Mechanics. This course differs from traditional curricula in that it emphasizes application of a small number of fundamental principles across various scales, involving microscopic atoms, macroscopic deformable objects, and large‐scale planetary systems. To best match the unique features of this course, a multiple‐choice energy assessment was developed. We followed the development framework and explicitly delineated test purpose, scope, and specifications to guide the design, implementation and evaluation of the energy assessment. Also, particular attention was given to: (1) categorizing content and cognition levels and (2) determining reasoning steps of each test item—aspects that often were not explicitly addressed in designing prior concept assessments. We implemented the energy assessment as a written test before and after course instruction with M&I students at two research universities. Interviews were also conducted to explore students' reasoning in applying energy concepts. Results showed that positive change in student conceptual understanding after course instruction was significant on the entire assessment, on individual items, and on individual test objectives. Subsequent interviews further revealed that after instruction students could properly apply the Energy Principle and perform qualitative analysis without using formula sheets. However, students still showed difficulty in dealing with systems involving deformable objects. This study exemplifies practical means of establishing and evaluating key assessment features, provides evidence for the effectiveness of a principle‐focused approach to physics learning, and offers useful implications for teaching energy topics. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 9999: 1–26, 2013}, number={6}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Ding, Lin and Chabay, Ruth and Sherwood, Bruce}, year={2013}, month={Aug}, pages={722–747} }
 @book{chabay_sherwood_2011, title={Matter & interactions (3rd. Ed.)}, ISBN={9780470503454}, publisher={Hoboken, NJ : Wiley}, author={Chabay, R. W. and Sherwood, B. A.}, year={2011} }
 @article{beichner_chabay_sherwood_2010, title={Labs for the Matter & Interactions curriculum}, volume={78}, ISSN={["0002-9505"]}, DOI={10.1119/1.3266163}, abstractNote={The Matter & Interactions curriculum for a calculus-based introductory physics course emphasizes the power of a small number of fundamental principles, incorporates the atomic nature of matter throughout, and introduces students to computational modeling. The main goal of the laboratory portion of this curriculum is for students to see fundamental principles in action. From this goal flow subgoals that have led to the development of laboratory activities that include several novel genres.}, number={5}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Beichner, Robert and Chabay, Ruth and Sherwood, Bruce}, year={2010}, month={May}, pages={456–460} }
 @article{kohlmyer_caballero_catrambone_chabay_ding_haugan_marr_sherwood_schatz_2009, title={Tale of two curricula: The performance of 2000 students in introductory electromagnetism}, volume={5}, ISSN={["1554-9178"]}, DOI={10.1103/physrevstper.5.020105}, abstractNote={The performance of over 2000 students in introductory calculus-based electromagnetism (EM M&I averages were significantly higher in each topic. The results suggest that the M&I curriculum is more effective than the traditional curriculum at teaching E&M concepts to students, possibly because the learning progression in M&I reorganizes and augments the traditional sequence of topics, for example, by increasing early emphasis on the vector field concept and by emphasizing the effects of fields on matter at the microscopic level.}, number={2}, journal={PHYSICAL REVIEW SPECIAL TOPICS-PHYSICS EDUCATION RESEARCH}, author={Kohlmyer, Matthew A. and Caballero, Marcos D. and Catrambone, Richard and Chabay, Ruth W. and Ding, Lin and Haugan, Mark P. and Marr, M. Jackson and Sherwood, Bruce A. and Schatz, Michael F.}, year={2009} }
 @article{chabay_sherwood_2008, title={Computational physics in the introductory calculus-based course}, volume={76}, ISSN={["0002-9505"]}, DOI={10.1119/1.2835054}, abstractNote={The integration of computation into the introductory calculus-based physics course can potentially provide significant support for the development of conceptual understanding. Computation can support three-dimensional visualizations of abstract quantities, offer opportunities to construct symbolic rather than numeric solutions to problems, and provide experience with the use of vectors as coordinate-free entities. Computation can also allow students to explore models in a way not possible using the analytical tools available to first-year students. We describe how we have incorporated computer programming into an introductory calculus-based course taken by science and engineering students.}, number={4-5}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Chabay, Ruth and Sherwood, Bruce}, year={2008}, pages={307–313} }
 @article{ding_chabay_sherwood_beichner_2006, title={Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment}, volume={2}, ISSN={1554-9178}, url={http://dx.doi.org/10.1103/PhysRevSTPER.2.010105}, DOI={10.1103/physrevstper.2.010105}, abstractNote={The Brief Electricity and Magnetism Assessment (BEMA), developed by Chabay and Sherwood, was designed to assess student understanding of basic electricity and magnetism concepts covered in college-level calculus-based introductory physics courses. To evaluate the reliability and discriminatory power of this assessment tool, we performed statistical tests focusing both on item analyses (item difficulty index, item discrimination index, and item point biserial coefficient) and on the entire test (test reliability and Ferguson's delta). The results indicate that BEMA is a reliable assessment tool.}, number={1}, journal={Physical Review Special Topics - Physics Education Research}, publisher={American Physical Society (APS)}, author={Ding, Lin and Chabay, Ruth and Sherwood, Bruce and Beichner, Robert}, year={2006}, month={Mar} }
 @article{chabay_sherwood_2006, title={Restructuring the introductory electricity and magnetism course}, volume={74}, ISSN={["0002-9505"]}, DOI={10.1119/1.2165249}, abstractNote={In the electricity and magnetism (E&M) segment of the traditional introductory calculus-based physics course, many new and increasingly abstract concepts, embodied in complex formal relations, are introduced at a rapid pace. As a result, many students find E&M significantly more difficult than classical mechanics. We describe a different intellectual structure for the E&M course that stresses conceptual coherence, connects the abstract field concept to concrete microscopic models of matter, and follows a clear story line, culminating in the classical model of the interaction of electromagnetic radiation and matter. This sequence has proven to be effective in teaching the basic concepts of E&M.}, number={4}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Chabay, R and Sherwood, B}, year={2006}, month={Apr}, pages={329–336} }
 @article{chabay_sherwood_2004, title={Modern mechanics}, volume={72}, ISSN={["0002-9505"]}, DOI={10.1119/1.1646134}, abstractNote={We consider the goals of the introductory course in classical mechanics taken by physics majors and argue both that these goals are not well met in actual courses and that the goals themselves should be rethought. We propose alternative goals and describe an introductory “modern mechanics” course that addresses these alternative goals. Included in the description are several genres of homework problems that are nearly absent from traditional mechanics courses at both the introductory and intermediate levels. The intermediate mechanics course could be restructured to exploit a broader foundation laid by the introductory course.}, number={4}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Chabay, RW and Sherwood, BA}, year={2004}, month={Apr}, pages={439–445} }
 @book{chabay_sherwood_2002, title={Matter & interactions}, ISBN={0471354910}, publisher={New York: Wiley}, author={Chabay, R. W. and Sherwood, B. A.}, year={2002} }