Developed for standalone introductory labs at North Carolina State University, this two-semester suite of skills-based lab work focuses on helping students learn to make and compare measurements, find mathematical relationships using graphs, and use a model-based approach to understanding complex phenomena. The labs and supporting material are available here.

I'm interested in understanding how curriculum, apparatus, the environment, social interactions and norms, physics culture, and instructor interactions impact how students learn and develop their relation to physics in the introductory lab.

How can we prepare graduate student teaching assistants (TAs) to effectively lead introductory physics labs? I have been developing a model for such training that is based on weekly lab TA meetings.

How can the tools and methods of science be deployed to help students understand social issues such as racism, sexism, privilege, and equity? What impact does a curriculum focused on these things have on students?