Ph.D. dissertations supervised

  • Sharon Schulze, University of Pittsburgh, 2000. Learning of introductory physics concept recognition and
    concept articulation by vocational-technical high school students.
  • Matthew Kohlmyer, Carnegie Mellon University, 2005. Student performance in computer modeling and problem
    solving in a modern introductory physics course.
  • Kathy L. Malone, Carnegie Mellon University, 2006. A Comparative Study of the Cognitive and Metacognitive
    Differences between Modeling and Non-Modeling High School Physics Students.
  • Lin Ding, NC State University, 2007. Designing an Energy Assessment to Evaluate Student Understanding of
    Energy Topics.
  • Evan Richards, NC State University, 2010. Selecting the Correct Solution to a Physics Problem When Given
    Several Possibilities.
  • Jon D. H. Gaffney, NC State University, 2010. Possibilities: A Framework for Modeling Students’
    Deductive Reasoning in Physics.
  • Shawn Weatherford, NC State University, 2011. Student Use of Physics to Make Sense of Incomplete but
    Functional VPython Programs in a Lab Setting.
  • Mary Bridget Kustusch, NC State University, 2011. Student understanding of cross product direction
    and use of right-hand rules: an exploration of representation and context-dependence.
  • Brandon Lunk, NC State University, 2012. A Framework for Understanding Physics Students’
    Computational Modeling Practices.