@inproceedings{wilson_beichner_2019, title={A Comparison of Visual Representations of  E&M Plane Waves}, url={http://dx.doi.org/10.1119/perc.2018.pr.Wilson}, DOI={10.1119/perc.2018.pr.Wilson}, abstractNote={It is well known that plane waves in electricity and magnetism (E&M) are misunderstood by students. Particularly, the traditional visual representation of these plane waves is misleading, and students are confused by the waves’ three-dimensionality. A possible improvement has been designed using an animated vector field. Graduate physics students were presented two different visual representations of E&M plane waves. The students were asked to describe what each visual represents in detail. Students’ reactions to those two representations are compared and the content delivered in each visualization is assessed, suggesting that the advantages of the animated vector field may be significant.}, booktitle={2018 Physics Education Research Conference Proceedings}, publisher={American Association of Physics Teachers}, author={Wilson, Michael and Beichner, Robert J.}, year={2019}, month={Jan} }
 @article{lo_beichner_2019, title={Stick With It! Helping Students Understand Free-Body Diagrams - A Magnet Activity as a Tool for Understanding}, volume={57}, ISSN={["0031-921X"]}, DOI={10.1119/1.5126823}, abstractNote={For many students, introductory physics is an enormous hurdle to cross in their educational careers. Studies show that many students struggle with basic vector concepts and hold misconceptions of fundamental principles like Newton’s laws, ideas essential to the understanding of higher-order physics concepts and for achieving success in engineering and the other sciences. As it currently stands, common introductory textbooks provide insufficient guidance for students to learn the nuances of creating free-body diagrams. Such textbooks merely give a trivial example of a single object in equilibrium with only two forces on it when introducing the topic, and when giving more difficult examples, especially for multi-object systems, they fail to provide sufficient guidance on specific steps to create the free-body diagrams for each part of the system. Perhaps an even greater failing of these textbooks is the complete lack of emphasis on vector magnitudes, which can lead to unrealistic free-body diagrams that are unhelpful and can even be detrimental to student understanding. When drawn properly, free-body diagrams can be used as a quick reality check at the end of a problem.}, number={7}, journal={PHYSICS TEACHER}, author={Lo, William and Beichner, Robert J.}, year={2019}, month={Oct}, pages={459–461} }
 @article{foote_henderson_knaub_dancy_beichner_2019, title={Try, Try Again: The Power of Timing and Perseverance in Higher Education Reform}, volume={51}, ISSN={0009-1383 1939-9146}, url={http://dx.doi.org/10.1080/00091383.2019.1547082}, DOI={10.1080/00091383.2019.1547082}, abstractNote={Elbert Hubbard once said, “A little more persistence, a little more effort, and what seemed hopeless failure may turn to glorious success.” In a large-scale study of teaching innovation in higher education across the United States, our research team was surprised to find that nearly all successful institutional changes were built on a foundation of prior “failed” change efforts. We wrote this article to share a message of hope to change agents working in higher education. Even if change cannot happen right away, assembling a foundation of interested collaborators, waiting for the right time to act, and thinking of past “failures” as opportunities to build the groundwork can result in productive changes. Acting once this foundation is in place and the timing is right significantly increases the likelihood of success. In the stories we highlight here, successful and sustainable change resulted from institution-based change agents who prepared}, number={1}, journal={Change: The Magazine of Higher Learning}, publisher={Informa UK Limited}, author={Foote, Kathleen and Henderson, Charles and Knaub, Alexis and Dancy, Melissa and Beichner, Robert}, year={2019}, month={Jan}, pages={50–57} }
 @book{brown_cevetello_dugdale_finkelstein_holeton_long_meyers_milne_beichner_felix_et al._2017, title={Learning Space Rating System}, url={https://searchworks.stanford.edu/view/dv013kz7887}, institution={EDUCAUSE Learning Initiative}, author={Brown, Malcolm and Cevetello, Joseph and Dugdale, Shirley and Finkelstein, Adam and Holeton, Richard and Long, Phillip and Meyers, Carole and Milne, Andrew and Beichner, Robert and Felix, Elliot and et al.}, year={2017}, month={Feb} }
 @article{zavala_tejeda_barniol_beichner_2017, title={Modifying the test of understanding graphs in kinematics}, volume={13}, ISSN={["2469-9896"]}, DOI={10.1103/physrevphyseducres.13.020111}, abstractNote={In this article, we present several modifications to the Test of Understanding Graphs in Kinematics. The most significant changes are (i) the addition and removal of items to achieve parallelism in the objectives (dimensions) of the test, thus allowing comparisons of students' performance that were not possible with the original version, and (ii) changes to the distractors of some of the original items that represent the most frequent alternative conceptions. The final modified version (after an iterative process involving four administrations of test variations over two years) was administered to 471 students of an introductory university physics course at a large private university in Mexico. When analyzing the final modified version of the test it was found that the added items satisfied the statistical tests of difficulty, discriminatory power, and reliability; also, that the great majority of the modified distractors were effective in terms of their frequency selection and discriminatory power; and, that the final modified version of the test satisfied the reliability and discriminatory power criteria as well as the original test. Here, we also show the use of the new version of the test, presenting a new analysis of students' understanding not possible to do before with the original version of the test, specifically regarding the objectives and items that in the new version meet parallelisms. Finally, in the PhysPort project (physport.org), we present the final modified version of the test. It can be used by teachers and researchers to assess students' understanding of graphs in kinematics, as well as their learning about them. © 2017 authors. Published by the American Physical Society.}, number={2}, journal={PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH}, author={Zavala, Genaro and Tejeda, Santa and Barniol, Pablo and Beichner, Robert J.}, year={2017}, month={Aug} }
 @article{lunk_beichner_2016, title={Attitudes of life science majors towards computational modeling in introductory physics}, ISSN={["2377-2379"]}, DOI={10.1119/perc.2016.pr.047}, abstractNote={Biological and health care majors comprise one of the largest populations of students enrolled in physics courses each year. Because of this, there is a growing interest within the physics and biology communities to restructure the introductory physics courses for life science majors to better support the needs of these students. In this context, computational modeling could prove to be an accessible and compelling tool for exploring biologically and medically relevant phenomena within in the physics course. As a first step, we conducted an exploratory study to help us learn about life-science majors’ attitudes towards programming. Our observations suggest that while these students held an apprehension towards programming, they appeared to be more receptive towards spreadsheets, suggesting that this tool could provide an accessible way to scaffold more rigorous computational modeling tasks in the classroom.}, journal={2016 PHYSICS EDUCATION RESEARCH CONFERENCE}, author={Lunk, Brandon R. and Beichner, Robert J.}, year={2016}, pages={208–211} }
 @article{foote_knaub_henderson_dancy_beichner_2016, title={Enabling and challenging factors in institutional reform: The case of SCALE-UP}, volume={12}, ISSN={2469-9896}, url={http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010103}, DOI={10.1103/physrevphyseducres.12.010103}, abstractNote={Local success, administrative support, interaction with outside users and funding are common features of successful implementations of SCALE-UP.}, number={1}, journal={Physical Review Physics Education Research}, publisher={American Physical Society (APS)}, author={Foote, Kathleen and Knaub, Alexis and Henderson, Charles and Dancy, Melissa and Beichner, Robert J.}, year={2016}, month={Feb} }
 @article{knaub_foote_henderson_dancy_beichner_2016, title={Get a room: the role of classroom space in sustained implementation of studio style instruction}, volume={3}, ISSN={2196-7822}, url={http://dx.doi.org/10.1186/s40594-016-0042-3}, DOI={10.1186/s40594-016-0042-3}, abstractNote={The characteristics of the classroom environment play an important role in shaping teaching practices and supporting research-based instructional strategies. One instructional strategy that has reimagined the classroom is the Student-Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP). SCALE-UP uses studio-style instruction to facilitate student collaboration. Although there is significant interest in studio-style instruction, there is not much research-based guidance available for institutions interested in setting up a classroom, especially for secondary users interested in using this in different academic settings and contexts. We interviewed key informants involved in 21 successful secondary implementations of SCALE-UP about creating, using, and spreading studio-style classrooms. This paper summarizes respondent’s perceptions of (1) how these classrooms are initiated; (2) which classroom features are helpful, non-essential, and unhelpful; (3) how professional development efforts support SCALE-UP instructors; and (4) how the classroom indirectly affects the department and/or institution. Room initiation Interviewees engaged in multiple activities to obtain a studio-style classroom. The majority of interviewees worked in teams created by faculty or administrators, with the participation from both groups. Interviewees typically sought institutional funding to develop the rooms. Classroom features When developing the room, implementers used many key characteristics of the recommended classroom, such as collaborative workspace (e.g., special tables) for students, but they generally did not replicate all of the recommended features. Interviewees had mixed opinions about the importance of classroom technology. Professional development and support Interviewees noted the importance of professional development for teaching staff (instructors and teaching assistants) new to the SCALE-UP teaching environment. Indirect effects Beyond direct benefits to the teachers and learners, our interviewees reported that the classrooms had larger impacts including attracting visitors to the institution and encouraging the use of active learning in non-SCALE-UP classes. There are many paths to successful development of a studio-style classroom. The process can be initiated by faculty or administrators. Classroom designs can vary to suit the local environment as long as they maintain the intent of the space: to support peer collaboration. Beyond improving student outcomes, these classrooms have additional benefits for institutions that include transforming instructor approaches to teaching and symbolizing the institution’s commitment to quality teaching.}, number={1}, journal={International Journal of STEM Education}, publisher={Springer Nature}, author={Knaub, Alexis V. and Foote, Kathleen T. and Henderson, Charles and Dancy, Melissa and Beichner, Robert J.}, year={2016}, month={May} }
 @article{beichner_2015, title={Editorial: Reflections on the Origins ofPhysical Review Special Topics – Physics Education Research}, volume={11}, ISSN={1554-9178}, url={http://dx.doi.org/10.1103/PhysRevSTPER.11.020001}, DOI={10.1103/physrevstper.11.020001}, number={2}, journal={Physical Review Special Topics - Physics Education Research}, publisher={American Physical Society (APS)}, author={Beichner, Robert J.}, year={2015}, month={Jul} }
 @inproceedings{foote_neumeyer_henderson_dancy_beichner_2015, title={SCALE-UP Implementation and Intra-Institutional Dissemination: A Case Study of Two Institutions}, url={http://dx.doi.org/10.1119/perc.2014.pr.017}, DOI={10.1119/perc.2014.pr.017}, abstractNote={Much time, money and effort has been spent developing innovative teaching methods that have been shown to improve student learning in college classes. Although these have had some influence on mainstream teaching, many have failed to bring about widespread transformation. This exploratory case study examines the intra-institutional diffusion of the SCALE-UP (Student-Centered Active Learning Environment with Upside-Down Pedagogies) reform [1]. We interviewed key contact people at two, large, public institutions where SCALE-UP has spread in multiple departments. Our preliminary findings indicate that broad adoption is facilitated by faculty-administrative partnership, interdisciplinary reform efforts and redesigned classrooms that raise visibility.}, booktitle={2014 Physics Education Research Conference Proceedings}, publisher={American Association of Physics Teachers}, author={Foote, Kathleen and Neumeyer, Xaver and Henderson, Charles R. and Dancy, Melissa H. and Beichner, Robert J.}, year={2015}, month={Apr} }
 @article{foote_neumeyer_henderson_dancy_beichner_2014, title={Diffusion of research-based instructional strategies: the case of SCALE-UP}, volume={1}, ISSN={2196-7822}, url={http://dx.doi.org/10.1186/s40594-014-0010-8}, DOI={10.1186/s40594-014-0010-8}, abstractNote={Many innovative teaching strategies have been developed under the assumption that documenting successful student learning outcomes at the development site is enough to spread the innovation successfully to secondary sites. Since this 'show them and they will adopt' model has yet to produce the desired large-scale transformation, this study examines one innovative teaching strategy that has demonstrated success in spreading. This instructional strategy, Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP), modifies both the pedagogy and classroom design to maximize interaction and activity-based learning. A web survey was used to develop a census of instructors who have been influenced by SCALE-UP. SCALE-UP, which started in large enrollment university physics, has spread widely across disciplines and institutions. The survey identified that SCALE-UP style instruction is currently used in over a dozen disciplines at a minimum of 314 departments in at least 189 higher education institutions in 21 countries. Many more respondents indicated learning about SCALE-UP via interpersonal channels, such as talks/workshops and colleagues, than via mass media channels, such as the Internet and publications. We estimate the dissemination of SCALE-UP in physics may be at the tipping point between adoption by adventurous early users and the more mainstream majority. Implementers demonstrate pedagogical and structural variation in their use of SCALE-UP. Leveraging interpersonal networks can help accelerate dissemination of educational innovations and should be used more prominently in change strategies. Since SCALE-UP may be nearing a tipping point within the discipline of physics, now may be the time to modify change strategies to appeal to more typical faculty rather than the early adopters. This may include using successful secondary implementers as like-minded intermediaries to reach out to people considering the use of the innovation in different institutional settings for more practical and relatable advice. For SCALE-UP, having a specialized classroom may improve the likelihood of continued use at an institution. We also hypothesize that having a special classroom may start departmental conversations about innovative teaching and may make instructors less likely to revert back to traditional methods.}, number={1}, journal={International Journal of STEM Education}, publisher={Springer Nature}, author={Foote, Kathleen T and Neumeyer, Xaver and Henderson, Charles and Dancy, Melissa H and Beichner, Robert J}, year={2014}, month={Nov} }
 @inproceedings{neumeyer_foote_beichner_dancy_henderson_2014, title={Examining the Diffusion of Research-Based Instructional Strategies Using Social Network Analysis: A Case Study of SCALE-UP}, booktitle={Proceedings of the 2014 ASEE Annual Conference}, author={Neumeyer, X. and Foote, K.T. and Beichner, R. and Dancy, M.H. and Henderson, C.}, year={2014} }
 @article{beichner_2014, title={History and Evolution of Active Learning Spaces}, volume={2014}, ISSN={0271-0633}, url={http://dx.doi.org/10.1002/tl.20081}, DOI={10.1002/tl.20081}, abstractNote={This chapter examines active learning spaces as they have developed over the years. Consistently well‐designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.}, number={137}, journal={New Directions for Teaching and Learning}, publisher={Wiley}, author={Beichner, Robert J.}, year={2014}, month={Mar}, pages={9–16} }
 @book{beichner_2013, place={Washington, DC}, title={The LSC Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners}, ISBN={978-0-9912377-0-8}, number={#1147341}, institution={Learning Spaces Collaboratory}, author={Beichner, Robert}, editor={Narum, Jeanne L.Editor}, year={2013} }
 @article{gaffney_richards_foote_beichner_2013, title={Using Charge Distributions to “Immerse” Your Classroom in an Electric Field}, volume={51}, ISSN={0031-921X}, url={http://dx.doi.org/10.1119/1.4795370}, DOI={10.1119/1.4795370}, abstractNote={Because electric fields are both invisible and three dimensional, they can be quite difficult to introduce to students. Simple diagrams are unable to convey the complexity or depth of the field, and computer simulations in isolation do not provide a familiar spatial context for students to understand what they see. Through “immersing” the classroom in an imaginary electric field, we propose an activity to engage the students in both visualizing and computing the electric field generated by a distribution of charges. This activity provides the opportunity for active learning within classrooms of all sizes, whether they utilize a traditional lecture format or a reformed learning environment.}, number={4}, journal={The Physics Teacher}, publisher={American Association of Physics Teachers (AAPT)}, author={Gaffney, Jon D. H. and Richards, Evan and Foote, Kathleen and Beichner, Robert J.}, year={2013}, month={Apr}, pages={234–237} }
 @book{susan r. singer_heidi a. schweingruber_status_discipline-based education research_science education_behavioral_sciences_educ_2012, title={Discipline-Based Education Research}, url={http://www.nap.edu/catalog.php?record_id=13362}, publisher={The National Academies Press}, author={Susan R. Singer, Natalie R. Nielsen and Heidi A. Schweingruber, Editors and Status, Contributions and Discipline-Based Education Research and Science Education, Board and Behavioral, Future Directions and Sciences, Social and Educ}, year={2012} }
 @article{lunk_beichner_2011, title={Exploring Magnetic Fields with a Compass}, volume={38}, DOI={10.1119/1.3527756}, abstractNote={A compass is an excellent classroom tool for the exploration of magnetic fields. Any student can tell you that a compass is used to determine which direction is north, but when paired with some basic trigonometry, the compass can be used to actually measure the strength of the magnetic field due to a nearby magnet or current-carrying wire. In this paper, we present a series of simple activities adapted from the Matter & Interactions textbook1 for doing just this. Interestingly, these simple measurements are comparable to predictions made by the Bohr model of the atom. Although antiquated, Bohr's atom can lead the way to a deeper analysis of the atomic properties of magnets. Although originally developed for an introductory calculus-based course, these activities can easily be adapted for use in an algebra-based class or even at the high school level.}, number={1}, journal={The Physics Teacher}, author={Lunk, B. and Beichner, R.}, year={2011}, pages={113} }
 @book{beichner_resnick_young_paine_2011, place={New York}, title={Technology and the Human Connection}, institution={McGraw-Hill Research Foundation}, author={Beichner, R. and Resnick, M. and Young, J. and Paine, S.}, year={2011} }
 @article{gaffney_gaffney_beichner_2010, title={Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms}, volume={6}, ISSN={1554-9178}, url={http://dx.doi.org/10.1103/PhysRevSTPER.6.010102}, DOI={10.1103/physrevstper.6.010102}, abstractNote={We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA in four physics classes at three institutions that used the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) pedagogy in order to gain an understanding of students' initial expectations, how those expectations are shifted during early classes, and what students report experiencing at the end of the semester. The results indicate appropriate shifts in student expectations during orientation, but some gaps between student expectations and experiences persisted. Students rated the communication aspects of SCALE-UP as desirable and indicated an overall positive affect toward the pedagogy, indicating that violations of their initial expectations were largely positive. By studying the patterns of the shifts in students' expectations and gaps between those expectations and their experiences, we gain insight for improving both the orientation of the students and the implementation of the course.}, number={1}, journal={Physical Review Special Topics - Physics Education Research}, publisher={American Physical Society (APS)}, author={Gaffney, Jon D. H. and Gaffney, Amy L. Housley and Beichner, Robert J.}, year={2010}, month={Feb} }
 @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{ding_beichner_2009, title={Approaches to data analysis of multiple-choice questions}, volume={5}, ISSN={1554-9178}, url={http://dx.doi.org/10.1103/PhysRevSTPER.5.020103}, DOI={10.1103/physrevstper.5.020103}, abstractNote={This paper introduces five commonly used approaches to analyzing multiple-choice test data. They are classical test theory, factor analysis, cluster analysis, item response theory, and model analysis. Brief descriptions of the goals and algorithms of these approaches are provided, together with examples illustrating their applications in physics education research. We minimize mathematics, instead placing emphasis on data interpretation using these approaches.}, number={2}, journal={Physical Review Special Topics - Physics Education Research}, publisher={American Physical Society (APS)}, author={Ding, Lin and Beichner, Robert}, year={2009}, month={Sep} }
 @inbook{beichner_2009, place={College Park, MD}, title={Introduction to Physics Education Research}, booktitle={Getting Started in PER}, publisher={American Association of Physics Teachers}, author={Beichner, R.}, editor={Henderson, C. and Harper, K.Editors}, year={2009} }
 @article{henderson_beichner_2009, title={Publishing PER Articles in AJP and PRST-PER}, volume={77}, ISSN={["0002-9505"]}, DOI={10.1119/1.3125007}, abstractNote={The Physics Education Research PER community is fortunate to have two peer reviewed archival journals committed to publishing PER-related work. The purpose of this editorial is to help authors decide which journal is most suitable for their work and also to introduce a new option— publishing an article about a particular study in both venues. We first briefly describe each journal separately and then describe this new publication option.}, number={7}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Henderson, Charles and Beichner, Robert}, year={2009}, month={Jul}, pages={581–582} }
 @article{kustusch_gaffney_beichner_2009, title={The Real Prize Inside: Learning About Science and Spectra from Cereal Boxes}, volume={47}, ISSN={0031-921X}, url={http://dx.doi.org/10.1119/1.3225508}, DOI={10.1119/1.3225508}, abstractNote={Opportunities to learn are everywhere, often in overlooked places, such as in the Universal Product Code (UPC) that is used for barcodes on nearly everything we buy. In this paper, we describe an engaging and meaningful activity in which these barcodes were used in an introductory calculus-based physics class.}, number={7}, journal={The Physics Teacher}, publisher={American Association of Physics Teachers (AAPT)}, author={Kustusch, Mary Bridget and Gaffney, Jon D. H. and Beichner, Robert}, year={2009}, month={Oct}, pages={450–453} }
 @article{gaffney_richards_kustusch_ding_beichner_2008, title={Scaling up education reform}, volume={37}, number={5}, journal={Journal of College Science Teaching}, author={Gaffney, J. and Richards, E. and Kustusch, M.B. and Ding, L. and Beichner, R.}, year={2008}, month={May}, pages={18–23} }
 @book{beichner_2008, place={Washington, DC}, title={The SCALE-UP Project: A Student-Centered, Active Learning Environment for Undergraduate Programs}, institution={National Academy of Sciences}, author={Beichner, R.}, year={2008}, month={Sep} }
 @article{peterson_erzberger_rice_stokstad_2007, title={2007 Distinguished Service Citations Awarded to Andria L. Erzberger, Robert Beichner, A. John Mallinckrodt, Deborah Rice, Paul Stokstad, David and Christine Vernier}, volume={45}, DOI={10.1119/1.2715407}, abstractNote={First Page}, number={4}, journal={The Physics Teacher}, author={Peterson, D. and Erzberger, Robert Beichner A.John Mallinckrodt and Rice, Deborah and Stokstad, Paul}, year={2007}, pages={202} }
 @inproceedings{hsu_beichner_cummings_kolodner_mccullough_2007, place={Greensboro, NC}, title={Publishing And Refereeing Papers In Physics Education Research}, url={http://dx.doi.org/10.1063/1.2820941}, DOI={10.1063/1.2820941}, abstractNote={At the 2007 Physics Education Research Conference, a workshop on publishing and refereeing was held with a panel of editors from four different publishing venues: the physics education research section of the American Journal of Physics, the Journal of the Learning Sciences, Physical Review Special Topics–Physics Education Research, and the Physics Education Research Conference Proceedings. These editors answered questions from participants regarding publishing in their respective venues, as well as writing referee reports that would be useful to both journal editors and authors. This paper summarizes the discussion.}, booktitle={AIP Conference Proceedings}, publisher={American Institute of Physics}, author={Hsu, Leon and Beichner, Robert and Cummings, Karen and Kolodner, Janet L. and McCullough, Laura}, editor={Hsu, Leon and Henderson, Charles and McCullough, LauraEditors}, year={2007}, pages={3–6} }
 @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{dancy_beichner_2006, title={Impact of animation on assessment of conceptual understanding in physics}, volume={2}, ISSN={1554-9178}, url={http://dx.doi.org/10.1103/PhysRevSTPER.2.010104}, DOI={10.1103/physrevstper.2.010104}, abstractNote={This study investigates the effect of computer animation on assessment and the conditions under which animation may improve or hinder assessment of conceptual understanding in physics. An instrument was developed by replacing static pictures and descriptions of motion with computer animations on the Force Concept Inventory, a commonly used pencil and paper test. Both quantitative and qualitative data were collected. The animated and static versions of the test were given to students and the results were statistically analyzed. Think-aloud interviews were also conducted to provide additional insight into the statistical findings. We found that good verbal skills tended to increase performance on the static version but not on the animated version of the test. In general, students had a better understanding of the intent of the question when viewing an animation and gave an answer that was more indicative of their actual understanding, as reflected in separate interviews. In some situations this led students to the correct answer and in others it did not. Overall, we found that animation can improve assessment under some conditions by increasing the validity of the instrument.}, number={1}, journal={Physical Review Special Topics - Physics Education Research}, publisher={American Physical Society (APS)}, author={Dancy, Melissa H. and Beichner, Robert}, year={2006}, month={Mar} }
 @article{beichner_2006, title={Instructional technology research and development in a US physics education group}, volume={31}, ISSN={["1469-5898"]}, DOI={10.1080/03043790600676125}, abstractNote={The purpose of this brief paper is to provide insight into the kinds of work being done by an education research group in a US physics department. As will be evident, instructional technology raises many interesting questions and lends itself to a wide variety of studies. References and contacts are provided for readers wanting more detailed information on the research. The paper is based on a presentation given at the Workshop on Best Practices of ICT Use in a University Environment, 24 September 2004, in Zürich.}, number={4}, journal={EUROPEAN JOURNAL OF ENGINEERING EDUCATION}, author={Beichner, Robert J.}, year={2006}, month={Aug}, pages={383–393} }
 @inbook{beichner_dori_belcher_2006, title={Laboratory- and technology-enhanced active learning}, ISBN={9780873552608}, booktitle={Handbook of college science teaching}, publisher={Arlington, Va.:  NSTA Press}, author={Beichner, R. and Dori, Y. and Belcher, J.}, editor={Mintzes, J. J. and Leonard, W. H.Editors}, year={2006} }
 @inbook{beichner_2006, title={North Carolina State University: SCALE-UP}, ISBN={9780967285375}, booktitle={Learning Spaces}, publisher={Boulder, CO: EDUCAUSE}, author={Beichner, R.}, year={2006} }
 @article{kuo_beichner_2006, title={Stars of the Big Dipper: A 3-D Vector Activity}, volume={44}, DOI={10.1119/1.2173325}, abstractNote={Most teachers of introductory physics will agree that many students have difficulty with vectors, so much so that we frequently spend a week at the beginning of the semester presenting material that students should know from previous mathematics courses. This review is often quite abstract, with little or no connection to familiar contexts, and seldom includes any motivation for students to “see it again.” In this paper we present a vector activity that attempts to address both these issues using the stars of the Big Dipper, in the constellation Ursa Major, as a memorable context.}, number={3}, journal={Physics Teacher}, author={Kuo, V. H. and Beichner, Robert}, year={2006}, pages={134–192} }
 @inbook{beichner_saul_abbott_morse_deardorff_allain_bonham_dancy_risley_2006, title={Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project}, booktitle={PER-based reform in university physics}, publisher={College Park, MD: American Association of Physics Teachers}, author={Beichner, R. and Saul, J. and Abbott, D. and Morse, J. and Deardorff, D. and Allain, R. and Bonham, S. and Dancy, M. and Risley, J.}, editor={Redish, E. F. and Cooney, P. J.Editors}, year={2006} }
 @inproceedings{beichner_saul_2005, title={Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project}, booktitle={Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education}, publisher={Washington, DC: AAAS}, author={Beichner, R. and Saul, J.}, year={2005} }
 @book{dobey_beichner_2004, title={Essentials of elementary science (3rd ed.)}, ISBN={9780205402656}, publisher={Boston: Allyn and Bacon}, author={Dobey, D. and Beichner, R.}, year={2004} }
 @article{marchewka_abbott_beichner_2004, title={Oscillator damped by a constant-magnitude friction force}, volume={72}, ISSN={["0002-9505"]}, DOI={10.1119/1.1624113}, abstractNote={Although a simple spring/mass system damped by a friction force of constant magnitude shares many of the characteristics of the simple and damped harmonic oscillators, its solution is not presented in most texts. Closed form solutions for the turning and stopping points can be found using an energy-based approach. A dynamical approach leads to a closed form solution for the position of the mass as a function of time. The main result is that the amplitude of the oscillator damped by a constant magnitude friction force decreases by a constant amount each swing and the motion dies out after a finite time. We present these two solutions and suggest ways that the system can be used in the classroom.}, number={4}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Marchewka, A and Abbott, DS and Beichner, RJ}, year={2004}, month={Apr}, pages={477–483} }
 @inbook{oliver-hoyo_beichner_2004, title={SCALE-UP: Bringing inquiry-guided learning to large enrollment courses}, ISBN={1579220800}, booktitle={Teaching and learning through inquiry : a guidebook for institutions and instructors}, publisher={Sterling, Va.: Stylus Pub.}, author={Oliver-Hoyo, M. and Beichner, R.}, editor={Lee, V. S.Editor}, year={2004} }
 @article{handelsman_ebert-may_beichner_bruns_chang_dehaan_gentile_lauffer_stewart_tilghman_et al._2004, title={Scientific teaching}, volume={304}, ISSN={["1095-9203"]}, DOI={10.1126/science.1096022}, abstractNote={Since publication of the AAAS 1989 report "Science for all Americans" (7), commissions, panels, and working groups have agreed that reform in science education should be foimded on "scientific teaching," in which teaching is approached with the same rigor as science at its best (2). Scientific teaching involves active learning strategies to engage students in the process of science and teaching methods that have been systematically tested and shown to reach diverse students (J).}, number={5670}, journal={SCIENCE}, author={Handelsman, J and Ebert-May, D and Beichner, R and Bruns, P and Chang, A and DeHaan, R and Gentile, J and Lauffer, S and Stewart, J and Tilghman, SM and et al.}, year={2004}, month={Apr}, pages={521–522} }
 @article{engelhardt_beichner_2004, title={Students' understanding of direct current resistive electrical circuits}, volume={72}, ISSN={["0002-9505"]}, DOI={10.1119/1.1614813}, abstractNote={Both high school and university students’ reasoning regarding direct current resistive electric circuits often differ from the accepted explanations. At present, there are no standard diagnostic tests on electric circuits. Two versions of a diagnostic instrument were developed, each consisting of 29 questions. The information provided by this test can provide instructors with a way of evaluating the progress and conceptual difficulties of their students. The analysis indicates that students, especially females, tend to hold multiple misconceptions, even after instruction. During interviews, the idea that the battery is a constant source of current was used most often in answering the questions. Students tended to focus on the current in solving problems and to confuse terms, often assigning the properties of current to voltage and/or resistance.}, number={1}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Engelhardt, PV and Beichner, RJ}, year={2004}, month={Jan}, pages={98–115} }
 @book{lee_greene_wellman_al._2004, title={Teaching and learning through inquiry: A guidebook for institutions and instructors}, publisher={Sterling, Va.: Stylus Pub.}, author={Lee, V. S. and Greene, D. B. and Wellman, D. J. and al.}, year={2004} }
 @misc{handelsman_beichner_bruns_chang_dehaan_ebert-may_gentile_lauffer_stewart_wood_2004, title={Universities and the teaching of science - Response}, volume={306}, number={5694}, journal={Science}, author={Handelsman, J. and Beichner, R. and Bruns, P. and Chang, A. and Dehaan, R. and Ebert-May, D. and Gentile, J. and Lauffer, S. and Stewart, J. and Wood, W. B.}, year={2004}, pages={229–230} }
 @article{bonham_deardorff_beichner_2003, title={Comparison of student performance using web and paper-based homework in college-level physics}, volume={40}, ISSN={["0022-4308"]}, DOI={10.1002/tea.10120}, abstractNote={Abstract}, number={10}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Bonham, SW and Deardorff, DL and Beichner, RJ}, year={2003}, month={Dec}, pages={1050–1071} }
 @inproceedings{saul_beichner_2002, place={Melville, NY}, title={An activity-based curriculum for large introductory physics courses: The SCALE-UP project}, booktitle={Proceedings of the 2001 Physics Education Research Conference}, publisher={American Institute of Physics}, author={Saul, J. and Beichner, R.}, editor={Franklin, S.V. and Cummings, K. and Marx, J.Editors}, year={2002} }
 @article{dancy_beichner_2002, title={But are they learning? Getting started in classroom evaluation}, volume={1}, DOI={10.1187/cbe.02-04-0010}, abstractNote={ There are increasing numbers of traditional biologists, untrained in educational research methods, who want to develop and assess new classroom innovations. In this article we argue the necessity of formal research over normal classroom feedback. We also argue that traditionally trained biologists can make significant contributions to biology pedagogy. We then offer some guidance to the biologist with no formal educational research training who wants to get started. Specifically, we suggest ways to find out what others have done, we discuss the difference between qualitative and quantitative research, and we elaborate on the process of gaining insights from student interviews. We end with an example of a project that has used many different research techniques. }, journal={Cell Biology Education}, author={Dancy, M. and Beichner, Robert}, year={2002}, pages={87–94} }
 @inproceedings{beichner_2002, title={Reform in higher education}, booktitle={Proceedings of the Conference on Undergraduate Science and Mathematics Education}, author={Beichner, R.}, year={2002} }
 @book{dancy_beichner_2001, title={Does animation influence the validity of assessment? An example from physics}, url={http://www.ncsu.edu/per/Articles/DancyDissSummary.pdf}, author={Dancy, M. and Beichner, R.}, year={2001} }
 @article{bonham_beichner_deardorff_2001, title={Online homework: Does it make a difference?}, volume={39}, DOI={10.1119/1.1375468}, abstractNote={We carried out an experiment to evaluate the relative value of web-based computer homework with thoroughly hand-graded paper homework. In this note we present a general summary of our findings, appropriate for a general practitioner.}, number={5}, journal={Physics Teacher}, author={Bonham, S. and Beichner, Robert and Deardorff, D.}, year={2001}, pages={293–296} }
 @article{abbott_saul_parker_beichner_2000, title={Can one lab make a difference?}, volume={68}, ISSN={["0002-9505"]}, DOI={10.1119/1.19521}, abstractNote={Many studies1 have demonstrated that carefully constructed active learning activities2 can improve student conceptual understanding. However, only a few studies, all involving use of microcomputer-based laboratory (MBL) based mechanics activities, have shown significant improvement resulting from a single isolated treatment in the context of a traditional lecture class.3-6 We wanted to see whether replacing a single traditional laboratory activity with a widely used, non-MBL, research-based activity could produce improved conceptual understanding for a topic in electricity. All students in this study were in the same lecture section of the second semester introductory physics course for engineers at North Carolina State University (NCSU) during the summer of 1999. The lecture section met for 90 minutes, five days a week. The instructor (GWP) lectured for 50 minutes and then led an in-class problem solving session for 30 minutes. One TA taught all lab sections. The two-hour labs met once a week for five weeks. The lab activities are typical of those found in introductory physics courses at many colleges and universities. There was no separate discussion/recitation section. The instruction for all students in the study was the same except for a single two-hour laboratory period. For the DC circuits lab, students were split into two groups based on which lab section they attended. The students in the experimental group (EXP) did a single activity based on the two batteries and bulbs activities from Tutorials in Introductory Physics.7 Instead of a traditional lab report, the EXP students were assigned a worksheet that combines elements of the suggested homework assignments that accompany the two Tutorials.8 The students in the control group (TRD) carried out a more traditional Ohm’s law activity from the NCSU lab manual9 and prepared a standard lab report. An experienced TA familiar with the traditional labs taught all lab sections. To prepare for the Tutorial, the TA met with one of the authors (DSA), took the pretest, and worked through the activity, It is important to note that, while Shaffer and McDermott10 have shown that the DC circuit Tutorials can improve student performance on qualitative problems when used as part of a series of Tutorial activities, individual Tutorials are not intended to be used as “stand alone” activities. Student understanding was measured by performance on items from course tests and a DC circuits pretest (described below). Only students who were enrolled in lab and took all the tests, including the DC circuits pretest, were included in the study. There were 20 students in the EXP group and 18 students in the TRD group.}, number={7}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Abbott, DS and Saul, JM and Parker, GW and Beichner, RJ}, year={2000}, month={Jul}, pages={S60–S61} }
 @article{bonham_titus_beichner_martin_2000, title={Education research using web-based assessment systems}, volume={33}, DOI={10.1080/08886504.2000.10782298}, abstractNote={Abstract The growth of the Internet, and in particular the World Wide Web, is already influencing the way science is taught, and it will undoubtedly do so to a greater extent in the future. One important facet of this influence is the development of Web-based assessment and testing systems. These systems provide a valuable new tool to the education research community: a tool that combines the ability of multiple choice diagnostic tests to handle large numbers of subjects with some of the greater flexibility and additional information that other methods offer. On the other hand, some of the particular strengths of this tool also give rise to some unique disadvantages. In this article, we discuss the strengths and weaknesses for education research and present some suggestions for the tool’s use.}, number={1}, journal={Journal of Research on Computing in Education}, author={Bonham, S. and Titus, A. and Beichner, Robert and Martin, L.}, year={2000}, pages={28–45} }
 @inproceedings{beichner_2000, title={Evaluating introductory physics classes in light of the ABET criteria: An example from the SCALE-UP Project}, booktitle={Conference Proceedings}, publisher={Washington, DC: ASEE}, author={Beichner, R. J.}, year={2000} }
 @inproceedings{beichner_2000, title={Introduction to SCALE-UP Student-Centered Activities for Large Enrollment University Physics}, booktitle={Proceedings of the American Society for Engineering Education Annual Conference and Exposition, St. Louis}, publisher={Washington, DC: ASEE}, author={Beichner, R. J.}, year={2000} }
 @book{serway_beichner_2000, title={Physics for scientists and engineers. 5th ed}, ISBN={003026961X}, publisher={Fort Worth, TX: Saunders College Pub}, author={Serway, R. A. and Beichner, R. J.}, year={2000} }
 @inproceedings{beichner_2000, title={Promoting collaborative groups in large enrollment courses}, booktitle={Proceedings of the American Society for Engineering Education Annual Conference and Exposition, St. Louis}, publisher={Washington, DC: ASEE}, author={Beichner, R. J.}, year={2000} }
 @inproceedings{beichner_2000, place={Research Triangle Park, NC}, title={Student-Centered Activities for Large Enrollment University Physics (SCALE-UP).}, ISBN={9780914446132}, booktitle={Reshaping undergraduate science and engineering education : tools for better learning : 1999 Sigma Xi Forum proceedings, November 4-5, 1999, Minneapolis, MN}, publisher={Sigma Xi}, author={Beichner, R.}, year={2000} }
 @article{beichner_bernold_burniston_dail_felder_gastineau_gjertsen_risley_1999, title={Case study of the physics component of an integrated curriculum}, volume={67}, ISSN={["0002-9505"]}, DOI={10.1119/1.19075}, abstractNote={Over a four-year time span, several departments at North Carolina State University offered experimental sections of courses taken by freshman engineering students. The acronym IMPEC (Integrated Math, Physics, Engineering, and Chemistry curriculum) describes which classes were involved. This paper discusses the physics component of the curriculum and describes the impact of the highly collaborative, technology-rich, activity-based learning environment on a variety of conceptual and problem-solving assessments and attitude measures. Qualitative and quantitative research results indicate that students in the experimental courses outperformed their cohorts in demographically matched traditional classes, often by a wide margin. Student satisfaction and confidence rates were remarkably high. We also noted substantial increases in retention and success rates for groups underrepresented in science, math, and engineering. Placing students in the same teams across multiple courses appears to have been the most beneficial aspect of the learning environment.}, number={7}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Beichner, R and Bernold, L and Burniston, E and Dail, P and Felder, R and Gastineau, J and Gjertsen, M and Risley, J}, year={1999}, month={Jul}, pages={S16–S24} }
 @book{schwartz_beichner_1999, title={Essentials of educational technology}, ISBN={9780205277001}, publisher={Boston: Allyn and Bacon}, author={Schwartz, J. E. and Beichner, R. J.}, year={1999} }
 @inbook{beichner_1999, title={Test bank to accompany College physics (5th ed.)}, ISBN={003023798X}, booktitle={College physics}, publisher={Fort Worth : Saunders College Pub}, author={Beichner, R.}, editor={Serway, R. and Faughn, J.Editors}, year={1999} }
 @article{beichner_abbott_1999, title={Video-based labs for introductory physics courses}, volume={29}, number={1}, journal={Journal of College Science Teaching}, author={Beichner, R. and Abbott, D.}, year={1999}, pages={101–104} }
 @misc{carlson_risley_gastineau_beichner_1998, title={Core concepts in physics CD-ROM}, publisher={NY: Saunders Publishing}, author={Carlson, S. and Risley, J. and Gastineau, J. and Beichner, R.}, year={1998} }
 @book{schwartz_beichner_1998, title={Essentials of educational technology}, ISBN={0205277004}, publisher={Boston: Allyn and Bacon}, author={Schwartz, J. and Beichner, R.}, year={1998} }
 @article{titus_martin_beichner_1998, title={Web-based testing in physics education: Methods and opportunities}, volume={12}, ISSN={["0894-1866"]}, DOI={10.1063/1.168628}, abstractNote={The World Wide Web is impacting education in profound ways. So far, the predominant use of the WWW in teaching has been for finding and distributing information, much like an online library. However, as information technology evolves, the Web is increasingly used for more interactive applications like testing. But as with any technological development or media revolution, there is potential for both success and failure. To use the WWW effectively for testing in physics education, we must identify our goals and determine the best way to meet those goals. This paper describes methods of web-based testing, highlights the positive attributes of the WWW for testing, and marks the dangers that threaten its effectiveness.}, number={2}, journal={COMPUTERS IN PHYSICS}, author={Titus, AP and Martin, LW and Beichner, RJ}, year={1998}, pages={117–123} }
 @misc{schwarz_beichner_1997, title={Interactive journey through physics CD-ROM}, publisher={Englewood Cliffs, NJ: Prentice-Hall}, author={Schwarz, C. and Beichner, R.}, year={1997} }
 @inbook{beichner_1997, place={College Park, MD}, title={Physics education}, booktitle={Physics News in 1996}, publisher={American Institute of Physics}, author={Beichner, R.}, editor={Schewe, P.F. and Stein, B.P.Editors}, year={1997} }
 @article{beichner_1997, place={Raleigh, NC}, title={Technology earns a place in teaching}, journal={News & Observer}, author={Beichner, R.}, year={1997}, month={Apr} }
 @article{beichner_hubisz_1997, place={College Park, Maryland (USA}, title={U.S. science education standards: Both good news & bad}, DOI={10.1063/1.53114}, abstractNote={The National Research Council has recently released a 262-page document that attempts to define what it means to be scientifically literate and how teachers and schools can approach that goal. This paper presents the progress that has been made by the Standards committees and highlights areas where they still fall short despite numerous objections and suggestions from within the physics community. An overview of the standards themselves, how they were developed, and how they will probably be implemented in the light of experience with standards in other areas will also be discussed.}, journal={AIP Conference Proceedings</i>, AIP}, author={Beichner, R. and Hubisz, J.}, year={1997}, pages={289–298} }
 @inproceedings{beichner_1997, title={Update on IMPEC: An integrated first-year Engineering curriculum at N.C. State University}, booktitle={Conference Proceedings}, publisher={Washington, DC: ASEE}, author={Beichner, R. J.}, year={1997} }
 @article{beichner_1997, title={Visualizing potential surfaces with a spreadsheet}, volume={35}, DOI={10.1119/1.2344604}, abstractNote={First Page}, number={2}, journal={Physics Teacher}, author={Beichner, Robert}, year={1997}, pages={95–97} }
 @book{engelhardt_beichner_1996, place={Raleigh, NC}, title={Determining and Interpreting Resistive Electric Circuits Test}, institution={North Carolina State University}, author={Engelhardt, P. and Beichner, R.}, year={1996} }
 @book{beichner_1996, place={Raleigh, NC}, title={The Test of Understanding Graphs–Kinematics}, journal={Teaching physics : with the physics suite}, publisher={North Carolina State University}, author={Beichner, R.}, editor={Redish, E.F.Editor}, year={1996} }
 @article{beichner_1996, title={The impact of video motion analysis on kinematics graph interpretation skills}, volume={64}, ISSN={["0002-9505"]}, DOI={10.1119/1.18390}, abstractNote={Video motion analysis software was used by introductory physics students in a variety of instructional settings. 368 high school and college students took part in a study where the effect of graduated variations in the use of a video analysis tool was examined. Post-instruction assessment of student ability to interpret kinematics graphs indicates that groups using the tool generally performed better than students taught via traditional instruction. The data further establishes that the greater the integration of video analysis into the kinematics curriculum, the larger the educational impact. An additional comparison showed that graph interpretation skills were significantly better when a few traditional labs were simply replaced with video analysis experiments. Hands-on involvement appeared to play a critical role. Limiting student experience with the video analysis technique to a single teacher-led demonstration resulted in no improvement in performance relative to traditional instruction. Offering more extensive demonstrations and carrying them out over an extended period of time proved somewhat effective. The greatest impact came from a combination of demonstrations with hands-on labs. The curricular modifications employed in the different classrooms and the methods used to evaluate them are discussed.}, number={10}, journal={AMERICAN JOURNAL OF PHYSICS}, author={Beichner, RJ}, year={1996}, month={Oct}, pages={1272–1277} }
 @book{risley_gjertsen_gastineau_wilkinson_beichner_1995, place={Raleigh, NC}, title={A model for computers in the high school physics classroom}, journal={Physics Courseware Evaluation Project}, institution={North Carolina State University}, author={Risley, J. and Gjertsen, M. and Gastineau, J. and Wilkinson, L. and Beichner, R.}, year={1995} }
 @article{beichner_1995, title={Considering perception and cognition in the design of an instructional software package}, volume={1}, DOI={10.1007/bf01215937}, number={2}, journal={Multimedia Tools and Applications}, author={Beichner, Robert}, year={1995}, pages={175–186} }
 @article{beichner_gastineau_e._v._h._ritchie_l._risley_1995, title={Hardware and software preferences}, volume={33}, ISBN={0031-921X}, DOI={10.1119/1.2344217}, abstractNote={First Page}, number={5}, journal={Physics Teacher}, author={Beichner, Robert and Gastineau, Wilkinson L. K. and E., Engelhardt J. and V., Gjertsen P. and H., Hazen M. and Ritchie, M. and L. and Risley, J. S.}, year={1995}, pages={270–274} }
 @book{beichner_hake_mcdermott_mestre_redish_reif_risley_1995, place={Alexandria, VA}, title={Support of physics education research as a subfield of physics}, institution={National Science Foundation, Physics Division}, author={Beichner, R. and Hake, R. and McDermott, L. and Mestre, J. and Redish, E. and Reif, F. and Risley, J.}, year={1995} }
 @article{beichner_1995, place={Raleigh, NC}, title={Why video?}, volume={3}, number={1}, journal={Physics Courseware Communicator}, publisher={Physics Courseware Evaluation Project, North Carolina State University}, author={Beichner, R.}, year={1995}, pages={9} }
 @book{beichner_dobey_1994, title={Essentials of classroom teaching: Elementary science}, ISBN={0205145795}, publisher={Boston: Allyn and Bacon}, author={Beichner, R. and Dobey, D. C.}, year={1994} }
 @article{beichner_1994, title={Multimedia editing to promote science learning}, volume={3}, journal={Journal of Educational Multimedia and Hypermedia}, author={Beichner, R.}, year={1994}, pages={55–70} }
 @misc{beichner_1994, title={Physics?A world view [Post-use review]}, volume={62}, number={3}, journal={American Journal of Physics}, author={Beichner, R.}, year={1994}, pages={286} }
 @article{kirkpatrick_wheeler_beichner_1994, title={Post‐Use Review. Physics: A World View}, volume={62}, ISSN={0002-9505 1943-2909}, url={http://dx.doi.org/10.1119/1.17616}, DOI={10.1119/1.17616}, abstractNote={First Page}, number={3}, journal={American Journal of Physics}, publisher={American Association of Physics Teachers (AAPT)}, author={Kirkpatrick, Larry D. and Wheeler, Gerald F. and Beichner, Robert J.}, year={1994}, month={Mar}, pages={286–286} }
 @article{beichner_1994, title={Research-guided design of multimedia research tools}, volume={28}, DOI={10.1145/181505.181514}, abstractNote={Since this issue of the newsletter features both multimedia designers and research-oriented users, I thought it would be interesting to merge the two viewpoints and describe my approach to the design of some of the multimedia software I use in my research. The main point of this article is to describe how the findings of prior research can be used to guide the design of software which itself is to be used for additional research. The beginning of the discussion will center around the development of a C program called "VideoGraph." The name furnishes a hint as to what the program does---it provides introductory physics students with a tool for graphically analyzing video sequences. A second package was designed to provide a multimedia editing environment for use by middle school students. Although these two projects sound very different, the software for both shares the same purpose---it gives students multimedia tools to help them learn science topics while minimizing the distraction of the software itself. The research investigated the educational impact of the software.}, number={1}, journal={ACM SIGGRAPH Computer Graphics}, author={Beichner, Robert}, year={1994}, month={Feb}, pages={40–43} }
 @article{beichner_1994, title={TESTING STUDENT INTERPRETATION OF KINEMATICS GRAPHS}, volume={62}, ISSN={["0002-9505"]}, DOI={10.1119/1.17449}, abstractNote={Recent work has uncovered a consistent set of student difficulties with graphs of position, velocity, and acceleration versus time. These include misinterpreting graphs as pictures, slope/height confusion, problems finding the slopes of lines not passing through the origin, and the inability to interpret the meaning of the area under various graph curves. For this particular study, data from 895 students at the high school and college level was collected and analyzed. The test used to collect the data is included at the end of the article and should prove useful for other researchers studying kinematics learning as well as instructors teaching the material. The process of developing and analyzing the test is fully documented and is suggested as a model for similar assessment projects.  }, number={8}, journal={AMERICAN JOURNAL OF PHYSICS}, author={BEICHNER, RJ}, year={1994}, month={Aug}, pages={750–762} }
 @inbook{beichner_1994, title={Technology competencies for new teachers: Issues and suggestions}, ISBN={9781561342587}, booktitle={Computers in education}, publisher={Guilford, CT: Dushkin Pub. Group}, author={Beichner, R.}, year={1994} }
 @inproceedings{beichner_1993, title={Misunderstandings of kinematics graphs}, booktitle={Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Ithaca, NY.}, author={Beichner, R.}, year={1993} }
 @misc{farr_troy_rich_beichner_1993, title={MorseWriter?Mac}, publisher={Buffalo, NY: Center for Learning and Technology, State University of New York at Buffalo}, author={Farr, S. D. and Troy, M. and Rich, K. and Beichner, R.}, year={1993} }
 @inproceedings{beichner_1993, title={Multimedia editing environment promoting science learning in a unique setting: A case study}, booktitle={Educational Multimedia and Hypermedia Annual, 1993}, publisher={Charlottesville, VA :  Association for the Advancement of Computing in Education}, author={Beichner, R.}, year={1993} }
 @article{beichner_1993, title={Technology competencies for new teachers: Issues and suggestions}, volume={9}, number={3}, journal={Journal of Computing in Teacher Education}, author={Beichner, R.}, year={1993}, pages={17–20} }
 @article{beichner_1993, title={The development of a graduate class on hypermedia issues in education}, volume={1}, number={1}, journal={Ed-Tech Review}, author={Beichner, R.}, year={1993}, pages={12–17} }
 @misc{beichner_1993, title={The video encyclopedia of physics demonstrations [Review]}, volume={Fall/Winter}, journal={Ed-Tech Review}, author={Beichner, R.}, year={1993}, pages={50–51} }
 @article{beichner_1993, title={Theory and experiment}, volume={31}, DOI={10.1119/1.2343865}, abstractNote={First Page}, number={9}, journal={Physics Teacher}, author={Beichner, Robert}, year={1993}, pages={519} }
 @inproceedings{beichner_1993, title={VideoGraph development project}, booktitle={Educational Multimedia and Hypermedia Annual, 1993}, publisher={Charlottesville, VA :  Association for the Advancement of Computing in Education}, author={Beichner, R.}, year={1993} }
 @article{beichner_1993, title={Videographic analysis of a Bungee jumper}, volume={31}, journal={Physics Teacher}, author={Beichner, R.}, year={1993}, pages={519} }
 @misc{beichner_1992, title={BioSci II Videodisc and associated curricular materials by VideoDiscovery, Inc. and K-12 Micromedia [Review]}, volume={1}, number={1}, journal={Journal of Educational Multimedia and Hypermedia}, author={Beichner, R.}, year={1992}, pages={263–274} }
 @article{beichner_1992, title={Computer-assisted instruction: A synthesis of theory, practice, and technology [Review]}, volume={24}, DOI={10.1080/08886504.1992.10782632}, number={4}, journal={Journal of Research on Computing in Education}, author={Beichner, Robert}, year={1992}, pages={571–572} }
 @misc{beichner_1992, title={HelpWare, MorseWriter Message Set Utility, Reading Research Database, Survey Data Entry Software, MASST?Multimedia Authoring System for Students and Teachers}, publisher={Buffalo, NY: Center for Learning and Technology, State University of New York at Buffalo}, author={Beichner, R.}, year={1992} }
 @article{beichner_1992, title={Review of “The Visual Almanac” by Apple Computer}, volume={1}, journal={Journal of Educational Multimedia and Hypermedia}, author={Beichner, R.}, year={1992}, pages={123–132} }
 @inbook{beichner_1992, place={Knoxville, TN}, title={Test of Understanding of Graphs–Kinematics}, booktitle={Clearinghouse of Higher Education Assessment Instruments}, publisher={Center for Assessment Research and Development, University of Tennessee}, author={Beichner, R.}, editor={Pike, G. and Smith, M. and Bradley, J. and Draper, G.Editors}, year={1992} }
 @misc{beichner_1992, title={The Visual Almanac [Review]}, volume={1}, number={1}, journal={Journal of Educational Multimedia and Hypermedia}, author={Beichner, R.}, year={1992}, pages={123–132} }
 @inbook{beichner_collins_szymanski_1992, title={The consequences of restructuring teacher education}, ISBN={9780867092974}, booktitle={Restructuring the English classroom}, publisher={Portsmouth, NH: Boynton/Cook}, author={Beichner, R. and Collins, J. and Szymanski, S.}, year={1992} }
 @book{beichner_1991, title={Introduction to HyperCard, HyperTalk Scripting, and Advanced HyperCard Techniques}, institution={Florida Marketing International Inc.}, author={Beichner, R.}, year={1991} }
 @inproceedings{beichner_1991, place={Toronto, Canada}, title={Kiosk Information Display Project}, booktitle={Proceedings of the Eighth International Conference on Technology and Education}, author={Beichner, R.}, editor={McKye, G. and Trueman, D.Editors}, year={1991}, month={May}, pages={815–816} }
 @book{beichner_1990, place={Buffalo, NY}, title={A Plan for Incorporating Computer Technology into Upper Division Physics Courses}, institution={Department of Physics, State University of New York College at Buffalo}, author={Beichner, R.}, year={1990} }
 @article{beichner_1990, title={Paper cup magnetism}, volume={13}, number={1}, journal={Science Scope}, author={Beichner, R.}, year={1990}, pages={18–19} }
 @book{beichner_1990, place={Buffalo, NY}, title={Proposed Educational Technology Competencies for New Teachers}, institution={Buffalo Research Institute on Education for Teaching, State University of New York College at Buffalo}, author={Beichner, R.}, year={1990} }
 @article{beichner_1990, title={THE EFFECT OF SIMULTANEOUS MOTION PRESENTATION AND GRAPH GENERATION IN A KINEMATICS LAB}, volume={27}, ISSN={["0022-4308"]}, DOI={10.1002/tea.3660270809}, abstractNote={Abstract}, number={8}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={BEICHNER, RJ}, year={1990}, month={Nov}, pages={803–815} }
 @article{beichner_1989, title={Applications of Macintosh microcomputers in introductory physics}, volume={27}, DOI={10.1119/1.2342789}, abstractNote={First Page}, number={5}, journal={Physics Teacher}, author={Beichner, Robert}, year={1989}, pages={384–353} }
 @inproceedings{beichner_1989, title={The VideoGraph Project}, ISBN={9780924667619}, booktitle={Proceedings: National Educational Computing Conference 1989, Boston, Massachusetts, June 20-22}, publisher={Eugene, OR : International Council on Computers for Education, University of Oregon}, author={Beichner, R.}, year={1989}, pages={295} }
 @inproceedings{beichner_demarco_ettestad_gleason_1989, title={VideoGraph: A new way to study kinematics}, booktitle={Conference on Computers in Physics Instruction :
proceedings}, publisher={Redwood City, Calif.: Addison-Wesley}, author={Beichner, R. and DeMarco, M. and Ettestad, D. and Gleason, E.}, editor={Redish, Edward F. and Risley, John S.Editors}, year={1989} }
 @article{beichner_1988, title={A new outlook for mechanics students}, volume={26}, DOI={10.1119/1.2342637}, abstractNote={First Page}, number={9}, journal={The Physics Teacher}, author={Beichner, R.}, year={1988}, pages={591} }
 @misc{beichner_1988, title={Computer problems for classical dynamics [Review]}, volume={26}, number={9}, journal={Physics Teacher}, author={Beichner, R.}, year={1988}, pages={591} }
 @misc{farr_beichner_troy_1988, title={MorseWriter?Apple version}, publisher={Buffalo, NY: Center for Learning and Technology, State University of New York at Buffalo}, author={Farr, S. D. and Beichner, R. and Troy, M.}, year={1988} }
 @book{farr_stein_jadd_beichner_demjanenko_higginbotham_1988, place={Buffalo, NY}, title={MorseWriter—Matt Communications Prosthesis}, institution={Center for Learning and Technology, SUNY Buffalo}, author={Farr, S.D. and Stein, R. and Jadd, E. and Beichner, R. and Demjanenko, V. and Higginbotham, J.}, year={1988} }
 @inproceedings{beichner_1988, title={VideoGraph: Simultaneous motion presentation and graph generation}, booktitle={Proceedings of the 14th International Conference on Improving University Teaching, Umea?, Sweden, June 1988}, author={Beichner, R.}, year={1988}, pages={822–831} }
 @misc{beichner_1987, title={HiRes helpware}, publisher={Hamburg, NY: HelpWare Educational Materials}, author={Beichner, R.}, year={1987} }
 @article{beichner_1986, title={Using microcomputers for graphing practice}, volume={15}, number={1}, journal={Journal of College Science Teaching}, author={Beichner, R.}, year={1986}, pages={528–529} }
 @misc{beichner_1985, title={Physics lab helpware}, publisher={Englewood Cliffs, NJ: Prentice-Hall}, author={Beichner, R.}, year={1985} }
 @misc{beichner_1983, title={Energy Lessons, National Energy Policy Simulator, The Red Wolf?An Endangered Species Simulation (Written for Buffalo State College, Buffalo, NY)}, author={Beichner, R.}, year={1983} }
 @book{beichner_1979, place={Argonne, Illinois}, title={Effect of the deviation from stoichiometry on cation self-diffusion in the solid solution (Mg 0.25 Fe 0.75 )O}, institution={Materials Science Division, Argonne National Laboratory}, author={Beichner, R.}, year={1979} }
 @misc{beichner, title={Momentum conservation timer/interface, gradebook, vernier caliper}, publisher={College Park, MD: Physics Software Exchange (PHYSX) of the Am. Assoc. Physics Teachers}, author={Beichner, R.} }