Chandra Turpen

Chandra Turpen
University of Maryland, College Park | UMD, UMCP, University of Maryland College Park · Department of Physics

About

76
Publications
25,175
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1,098
Citations
Additional affiliations
August 2005 - May 2010
University of Colorado Boulder
Position
  • Research Assistant

Publications

Publications (76)
Article
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Background While many research-based instructional strategies in STEM have been developed, faculty need support in implementing and sustaining use of these strategies. A number of STEM faculty professional development programs aim to provide such pedagogical support, and it is necessary to understand the activity and learning process for faculty in...
Article
Full-text available
Background Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potential adopters during the development process, and provide ongoing support after adoption. This article investiga...
Preprint
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At many physics departments a significant fraction of teaching is in support of engineers and scientists in other majors. These service courses are thus an automatic crucible of interdisciplinary interaction, and at times, strife. For example, the traditional algebra-based physics course is often considered by both biology faculty and students as h...
Conference Paper
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The Access Network is an organization that supports vibrant interactions among students and faculty who advocate for equity work in the physical sciences. This paper uses McGee and Bentley’s framework of “equity ethic” (EE) to understand how Access student leaders adopt and refine a commitment to equity and social justice work within the physical s...
Article
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Background Incorporating research-based instructional strategies (RBISs) into college classrooms is essential for improving learning outcomes. However, the rate of implementation of new strategies is quite low. The development and dissemination model of introducing faculty to new strategies has shown to be inadequate in encouraging uptake and consi...
Chapter
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As part of their jobs, professional engineers engage in ethical, environmental, social, and economic negotiations with other engineers, managers, and with the public. Therefore, they need to understand the social impact of new technologies in a global context. However, research on students’ developing sense of engineering ethics often emphasizes th...
Article
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Students in one discipline often receive their scientific training from faculty in other disciplines. As a result of tacit disciplinary differences, especially as implemented in courses at the introductory college level, such students can have difficulty in understanding the nature of the knowledge they are learning in a discipline that they do not...
Article
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We analyze how participating in undergraduate research experiences (UREs) influenced physics students’ trajectories of participation within the community of practice of physics researchers. Students in the study participated in an elective seminar in which they were paired with graduate student and faculty mentors on physics research projects and p...
Conference Paper
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We describe and analyze our efforts to support Learning Assistants (LAs)—undergraduate peer educators who simultaneously take a 3-credit pedagogy course—in fostering equitable team dynamics and collaboration within a project-based engineering design course. Tonso and others have shown that (a) inequities can “live” in mundane interactions such as t...
Conference Paper
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Engineering ethics curriculum and the research around it often emphasizes micro-ethical issues such as whistle-blowing and responsible conduct of research with lesser but growing attention to macro-ethical issues such as how engineering practice is entangled with broader social, political, economic, and environmental concerns. Engaging in macro-eth...
Article
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We explore the sources of student engagement with curricular content in an Introductory Physics for Life Science (IPLS) course at Swarthmore College. Do IPLS students find some life-science contexts more interesting than others, and, if so, what are the sources of these differences? We draw on three sources of student data to answer this question:...
Article
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Background To explain educational problems such as student attrition, engineering education literature often focuses on the characteristics of individuals. In 2006, Ray McDermott and Hervé Varenne called for examining the “cultural construction” of educational problems, uncovering how multiple actors create and inscribe meaning to the educational p...
Article
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Although physics education researchers often use workshops to promote instructional change in higher education, little research has been done to investigate workshop design. Initial evidence suggests that many workshop sessions focus primarily on raising faculty's awareness of research-based instructional strategies, a fairly straightforward goal t...
Article
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The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the Learning Sciences. Drawing on Stuart Hall’s theorization of ideology, Judith Butler’s notion of the (un)grievability of lives, and Sara Ahmed’s construct of stickiness, we illustrate how insights from critical social theory are indispens...
Conference Paper
Many geographically related two- and four-year institutions share a large percentage of their students. However, physics- or STEM-specific linkages between the institutions are often weak, despite the benefits of such linkages to the students. We have been engaged in a multi-year effort to strengthen the partnership between the physics and other ST...
Conference Paper
Ford (2015) argues for viewing " scientific practice " not as a list of particular skills, but rather, more holistically as " sets of regularities of behaviors and social interactions " among scientists. This conceptualization of scientific practices foregrounds how they meaningfully connect to one another and are purposefully employed in order to...
Conference Paper
Full-text available
Faculty often become motivated to try research-based instructional strategies after attending professional development (PD) workshops, but are often underprepared to wisely adapt these strategies both to their local contexts and to specific situations they encounter with their students. We used our workshop observation tool to select a rare session...
Article
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Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initia...
Poster
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At the university level, science is sub-divided into separate courses. Students ideally integrate knowledge and coordinate practices from different science courses, but how do students make these connections?
Poster
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At the university level, science is sub-divided into separate courses. Students ideally integrate knowledge and coordinate practices from different science courses, but how do students make these connections?
Poster
A poster investigating how discursive structures can affect students engaging in interdisciplinary scientific reasoning. Specifically, how does it affect students bringing in knowledge from outside the discipline, incorporating this new knowledge into their solution, and arriving at a conclusion that maintains the validity of each discipline.
Article
Full-text available
[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of...
Article
Full-text available
[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In order to promote sustained and impactful educational transformation, it is essential for change agents to understand more about faculty perceptions associated with either adopting or not adopting a research-based instructional strategy (RBIS)...
Conference Paper
Full-text available
Professional development workshops are commonly used to promote the adoption of research-based instructional strategies among physics and astronomy faculty. After learning about such strategies, faculty are often motivated to modify and adapt them within their own classrooms, but prior research shows they may be underprepared to do so in ways likel...
Article
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This work examines how experiences in one disciplinary domain (biology) can impact the relationship a student builds with another domain (physics). We present a model for disciplinary relationships using the constructs of identity, affect, and epistemology. With these constructs we examine an ethnographic case study of a student who experienced a s...
Article
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As interdisciplinary courses are developed, instructors and researchers have to grapple with questions of how students should make connections across disciplines. We explore the issue of interdisciplinary reconciliation (IDR): how students reconcile seemingly contradictory ideas from different disciplines. While IDR has elements in common with othe...
Conference Paper
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In our Introductory Physics for Life Scientists (IPLS) course at the University of Maryland, we are building interdisciplinary bridges that help students better understand thermodynamics. One aspect of this endeavor involves having students grapple with the physical processes underlying heuristic rules that they bring to our course from their biolo...
Article
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Ideally, instructors and their institutions would have a shared set of metrics by which they determine teaching effectiveness. And, ideally, these metrics would overlap with research findings on measuring teaching effectiveness. Unfortunately, the current situation at most institutions is far from this ideal. As part of a larger interview study, 72...
Article
We unpack an episode in which a case study student in an Introductory Physics for Life Scientists (IPLS) course experiences positive and negative affect coupled to sources of frustration and satisfying resolution. We argue that the positive affect that the student experiences stems from an alignment between his identification as a sense-maker and h...
Article
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Teaching about energy in interdisciplinary settings that emphasize coherence among physics, chemistry, and biology leads to a more central role for chemical bond energy. We argue that an interdisciplinary approach to chemical energy leads to modeling chemical bonds in terms of negative energy. While recent work on ontological metaphors for energy h...
Article
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In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as "disorder" or "chaos" come into contact with their ideas about the spontaneous formation of organized biological structure. It is possible to reconcile the "natural tendency to disorder" with the organized clusterin...
Article
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In response to increasing calls for the reform of the curriculum for life science majors and pre-medical students (Bio2010, Scientific Foundations for Future Physicians, Vision & Change), an interdisciplinary team has created NEXUS/Physics: a reinvention of an introductory physics curriculum for the life sciences. The curriculum interacts strongly...
Article
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Energy is a complex idea that cuts across scientific disciplines. For life science students, an approach to energy that incorporates chemical bonds and chemical reactions is better equipped to meet the needs of life sciences students than a traditional introductory physics approach that focuses primarily on mechanical energy. We present a curricula...
Article
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Much recent work in physics education research has focused on ontological metaphors for energy, particularly the substance ontology and its pedagogical affordances. The concept of negative energy problematizes the substance ontology for energy, but in many instructional settings, the specific difficulties around negative energy are outweighed by th...
Article
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The national conversation around undergraduate science instruction is calling for increased interdisciplinarity. As these calls increase, there is a need to consider the learning objectives of interdisciplinary science courses and how to design curricula to support those objectives. We present a framework that can help support interdisciplinary des...
Article
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We present case-study data of undergraduates describing the relationship between scientific disciplines. Rather than viewing biology, chemistry, and physics as existing in disconnected silos, or as overlapping only in narrow regions of common interest, these students exhibit a range of nuanced views about disciplinary relationships. Some students d...
Article
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We present a qualitative analysis of a group of students working through a task designed to build connections between biology, chemistry, and physics. During the discussion, members of the group explicitly index some of the ideas being presented as coming from ``chemistry'' and from ``physics.'' While there is evidence that students seek coherence...
Article
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Students' sometimes contradictory ideas about ATP (adenosine triphosphate) and the nature of chemical bonds have been studied in the biology and chemistry education literatures, but these topics are rarely part of the introductory physics curriculum. We present qualitative data from an introductory physics course for undergraduate biology majors th...
Conference Paper
Faculty and their institutions should have a shared set of metrics by which they measure teaching effectiveness. Unfortunately, the current situation at most institutions is far from this ideal. As part of a larger interview study, physics faculty were asked to describe how they and their institutions evaluate teaching effectiveness. Institutions t...
Article
In response to policy documents calling for dramatic changes in pre-medical and biology education [1-3], the physics and biology education research groups at the University of Maryland are rethinking how to teach physics to life science majors. As an interdisciplinary team, we are drastically reconsidering the physics topics relevant for these cour...
Article
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This paper summarizes variations in instructors’ implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1) faculty-stud...
Conference Paper
Full-text available
We previously reported on the results of a national web survey of physics faculty about their instructional practices in introductory physics. A subset of 72 survey respondents were interviewed to better characterize how faculty interact with research-based instructional strategies (RBIS), use RBIS, and perceive their institutional contexts. Drawin...
Conference Paper
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As part of a larger ongoing study of physics faculty, we report on analysis of 15 interviews with Peer Instruction (PI) users. The analyses presented here address the following two research questions 1) How did PI users come to know about PI? and 2) What reasons do PI users give for first trying PI? In this paper we describe how faculty were first...
Article
While research-based curricula and instructional strategies in introductory physics are becoming more widespread, how these strategies are implemented by educators is less well understood. Understanding classroom implementation of these strategies is further complicated by the fact that they are being used beyond the institutions at which they were...
Article
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Following the documentation of significant and reproducible student content learning gains through the use of the Tutorials at the University of Colorado (CU), we seek to understand the meaning that students are making of this reform. Spanning five years of Tutorials use at CU, we investigate if students’ perceptions of the Tutorials shift (become...
Article
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A growing number of faculty are using clicker questions and peer instruction in introductory physics courses at institutions across the US; however, this approach is rarely used in upper-division physics courses. At the University of Colorado at Boulder (CU), faculty have been incorporating clicker questions in upper-division courses since 2004-cli...
Article
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While educational reforms in introductory physics are becoming more widespread, how these reforms are implemented is less well understood. This paper examines the variation in faculty practices surrounding the implementation of educational reform in introductory physics courses. Through observations of classroom practice, we find that professors’ a...
Article
While institutional and instructor buy-in is essential in the adoption of research-based materials, we note that the specific choices that faculty make in how these materials are used in practice are equally critical. We document and describe variation in classroom practices surrounding the implementation of Peer Instruction by six different instru...
Article
The use of clickers and concept tests in introductory courses in physics is becoming more and more popular among faculty at institutions across the US; however, the use of these tools in upper-division physics courses is more limited. At the University of Colorado at Boulder, an increasing number of faculty are incorporating these teaching approach...
Article
We report on two interrelated research threads, sustaining and scaling of educational innovations. In this second of two talks, we examine the scaling of educational innovations into the upper division. We have begun course transformation of Quantum Mechanics and E&M, which employ the practices and findings from educational research at the lower di...
Article
Recent years have seen a shift in the goals of college (science) courses, from a model based on the dissemination of information, rote practice, and selection of students to a model that focuses on student engagement, conceptual foundations, and social interactions (Barr&Tagg, 1995; Bransford, Brown,&Cocking 2000). To achieve these goals in our cla...
Article
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We examine how the University of Colorado at Boulder has created the sustained the use of a research-based curriculum in the introductory calculus-based physics sequence, despite the significant increases in cost and time commitment. The adoption of the University of Washington Tutorials in Introductory Physics [1] curriculum required significant p...
Article
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Adoption of clickers by faculty has spread campus-wide at the University of Colorado at Boulder from one introductory physics course in 2001 to 19 departments, 80 courses, and over 10,000 students. We study common pedagogical practices among faculty and attitudes and beliefs among student clicker-users across campus. We report data from online surv...
Article
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We investigate how the use of physics education research tools is spreading throughout faculty practice and examine efforts to sustain the use of these practices. We specifically focus on analyzing the local use of the innovation Peer Instruction. We present data based on observations of teaching practices of six physics faculty in large enrollment...
Article
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We describe and evaluate the first year efforts of the Colorado Physics Teacher Education Coalition (Colorado PhysTEC), which is designed to increase the number and quality of preparation of future pre‐college physics teachers. The Colorado PhysTEC program partners the Department of Physics, the School of Education, and other University of Colorad...
Article
Zr(WO4)2 is an unusual material in that it contracts isotropically as it is heated over a very broad temperature range from about 10 to 1000 K. Temperature dependence of the lattice volume and specific heat indicate that the important energy range for the mechanism of this negative thermal expansion (NTE) phenomenon is about 2 to 12 meV. Using infr...
Article
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An infrared study of the phonon spectra of ZrW2O8 as a function of temperature which includes the low-energy (2-10 meV) region relevant to negative thermal expansion is reported and discussed in the context of specific heat and neutron density of state results. The prevalence of infrared active phonons at low energy and their observed temperature d...