56 citations · 116 across the 10 of their papers we have counts for
10 papers
Student perceptions of laboratory classroom activities and experimental physics practice
Dimitri R. Dounas-Frazer, Kimme S. Johnson, Soojin E. Park +2
We report results from a study designed to identify links between undergraduate students' views about experimental physics and their engagement in multiweek projects in lab courses…
Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment
Dimitri R. Dounas-Frazer, Laura Ríos, Benjamin Pollard +2
The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of…
Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences
Dimitri R. Dounas-Frazer, Jacob T. Stanley, H. J. Lewandowski
We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student proj…
Student reasoning about measurement uncertainty in an introductory lab course
H. J. Lewandowski, Robert Hobbs, Jacob T. Stanley +2
Proficiency with calculating, reporting, and understanding measurement uncertainty is a nationally recognized learning outcome for undergraduate physics lab courses. The Physics Me…
Impact of an introductory lab on students' understanding of measurement uncertainty
Benjamin Pollard, Robert Hobbs, Jacob T. Stanley +2
Physics lab courses are an essential part of the physics undergraduate curriculum. Learning goals for these classes often include the ability to interpret measurements and uncertai…
Instructor perspectives on iteration during upper-division optics lab activities
Dimitri R. Dounas-Frazer, Jacob T. Stanley, H. J. Lewandowski
Although developing proficiency with modeling is a nationally endorsed learning outcome for upper-division undergraduate physics lab courses, no corresponding research-based assess…
Using lab notebooks to examine students' engagement in modeling in an upper-division electronics lab course
Jacob T. Stanley, Weifeng Su, H. J. Lewandowski
We demonstrate how students' use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ub…
Recommendations for the use of notebooks in upper-division physics lab courses
Jacob T. Stanley, H. J. Lewandowski
The use of lab notebooks for scientific documentation is a ubiquitous part of physics research. However, it is common for undergraduate physics laboratory courses not to emphasize…
Lab notebooks as scientific communication: investigating development from undergraduate courses to graduate research
Jacob T. Stanley, H. J. Lewandowski
In experimental physics, lab notebooks play an essential role in the research process. For all of the ubiquity of lab notebooks, little formal attention has been paid to addressing…
Investigating student ownership of projects in an upper-division physics lab course
Jacob T. Stanley, Dimitri R. Dounas-Frazer, Laura Kiepura +1
In undergraduate research experiences, student development of an identity as a scientist is coupled to their sense of ownership of their research projects. As a a first step toward…