AAPT_WM14program_final - page 73

January 4–7, 2014
Monday afternoon
or not physics novices and experts display deep understanding of
problem solutions while reading them. Preliminary data and findings
will also be presented.
*Work supported in part by a mini-grant from Physics Education Research
Leadership Organizing Council.
8-8:30 p.m. Eye Tracking and Electroencephalogra-
phy in Psychological Research and Education
Invited – Jeffrey S. Bedwell, University of Central Florida, Orlando, FL
Technology has provided tools that allow valuable insights into the
mechanisms of many psychiatric disorders. A better understand-
ing of the underlying mechanisms of the disorders opens the door
to improved treatment and prevention efforts. Two technologies in
particular, eye tracking and electroencephalography (EEG), are being
used in a current research project funded by the National Institute of
Mental Health. Specifically, the EEG signal is examined in synchrony
with a visual processing task to produce visual-evoked potentials
(VEPs), and abnormalities are assessed in relation to particular
psychiatric symptoms. A remote eye tracker is used to ensure that the
participant is looking at each visual stimulus on a computer monitor
and will pause the presentation until the participant looks back at the
center of the screen. This work highlights how this technology can be
used to improve PER practices.
Session EE: International
Professional Development
Opportunities for Teachers
Location: Salon 7
Sponsor: Committee on International Physics Education
Date: Monday, January 6
Time: 7:30–8:30 p.m.
Presider: Tiberiu Dragoiu
7:30-8 p.m. Gaining First-hand Experience at CERN
to Excite the Next Generation
Invited – Jeff Paradis, Rush Henrietta Senior High School, Henrietta, NY
Sara Karbeling, Central Academy, Des Moines Schools
Inspiring students to pursue careers in science is an implied part of
our job description. Staying current on the discoveries and research in
the fields of science gives us the ability to help students connect to the
content and how it impacts their lives. An international high school
teacher program hosted at CERN—in Geneva, Switzerland—provides
an experience for high school teachers to interact with colleagues
from around the world and challenges their perspective on teaching
physics, all while providing direct access to the particle physicists and
engineers that are at the forefront of major discoveries. During this
joint presentation, members of the U.S. delegation to the program
in 2012 will share their experience, classroom resources and provide
information on how teachers can participate in subsequent programs.
8-8:30 p.m. EinsteinPlus Summer Program
Invited – Laura Flatt, Perimeter Institute, Educational Outreach, Ontario,
N2L 2Y5 Canada,
Greg Dick, Perimeter Institute
EinsteinPlus is an immersive week-long workshop on modern physics
for high schools held every summer in the Stephen Hawking Centre
at Perimeter Institute for Theoretical Physics in Canada. Open to
teachers from around the globe, it explores a range of topics including
quantum physics, relativity and cosmology at a level suitable for high
school physics students. Throughout, there is a strong emphasis on a
hands-on approach and good pedagogy applicable to teaching both
modern and classical physics, as well as opportunities to explore Pe-
rimeter’s suite of in-class resources. The week also includes lectures by
Perimeter physicists working at the cutting-edge of modern physics
along with numerous informal interactions with them. This session
will outline the workshop, opportunities to join Perimeter’s Teacher
Network and the application process.
Session EF: Dealing with
Academic Dishonesty
Location: Salon 8
Sponsor: Committee on Physics in Undergraduate Education
Co-Sponsor: Committee on Physics in High Schools
Date: Monday, January 6
Time: 7:30–8:30 p.m.
Presider: Andy Gavrin
7:30-8 p.m. Student Academic Misconduct: The
Conflicting Motivations of Higher Education
Invited – Louis A. Bloomfield, University of Virginia, Charlottesville, VA
Academic misconduct is a study in market forces and the corporatiza-
tion of the academy. Students cheat when they believe it is in their
best interest to do so. When the rewards are great and the risks are
low, cheating is likely to be a problem. Institutions of high education
also respond to market forces and often handle cheating in the same
ways that companies handle misconduct by employees or clients.
Faculty are torn in two directions, between the ancient academic ideal
and the modern corporate academy. In this talk, I will recount my
two-year immersion in the world of student academic misconduct,
beginning in 2001, and discuss the complex motivations, market
forces, and attitudes that I encountered.
8-8:30 p.m. Encouraging Academic Honesty at BYU
Invited – R. Steven Turley, Brigham Young University, Provo, UT 84602-
In some sense academic honesty should be a natural outgrowth of the
core values we have in a disciplines like physics which are devoted
to the search for truth. Sadly, a large fraction of high school and col-
lege students admit to having cheated in some form at least once in
their academic careers.
I will discuss ways we encourage academic
honesty at BYU which include setting high expectations, establishing
a culture of honesty, lowering the incentive and opportunity to cheat,
and responding to students who cheat. This culture and environment
makes cheating a relatively rare (but observed) occurrence on our
campus. As a religiously affiliated school, BYU may be somewhat
unique in the role that moral issues are integrated into our academic
life. However, given the increasing emphasis in ethical responsibility
in our discipline, I believe the principles we apply can be generalized
to other institutions.
1. James H. Lang,
Time Magazine
, Sept. 11, 2013.
Session EG: Cultural Relevance in
the Physics Classroom
Location: Salon 9
Sponsor: Committee on Diversity in Physics
Date: Monday, January 6
Time: 7:30–8:30 p.m.
Presider: Ximena Cid
7:30-8 p.m. Culturally Relevant Physics Teaching
Through Using CMPLE
Invited – Natan Samuels, Florida International University, Miami, FL
Eric Brewe, Laird Kramer, Florida International University
We discuss a successful method for helping physics instructors
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