抖阴旅行射

Research Interests:

Noah Finkelstein听is a Professor of Physics at the University of Colorado Boulder. He serves as a PI of the Physics Education Research (PER) group and was a founding co-Director Center for STEM Learning, which has served as one of eight national demonstration sites for the Association of American Universities鈥� (AAU) STEM Education Initiative. He co-directs the national Network of STEM Education Centers.

Finkelstein鈥檚 research focuses on studying the conditions that support students鈥� interest and ability in physics 鈥� developing models of context. In parallel, he conducts research on how educational transformations get taken up, spread, and sustained. These research projects range from the specifics of student learning particular concepts, to the departmental and institutional scales of sustainable educational transformation.听听His research has resulted in over 150 publications.

He is increasingly involved in education policy. He has testified before the US Congress on STEM education at the undergraduate and graduate levels.听听He serves on many national boards including the Board of Trustees for the Higher Learning Commission, is a Technical Advisor to the AAU, sits on the National Academies鈥� Roundtable on STEM education, and very involved in the Association of Public and Land-grant Universities鈥� efforts in STEM education. He has chaired both the American Physical Society鈥檚 Committee on Education and PER Topical Group.听听He is a Fellow of both the American Physical Society and the American Association for the Advancement of Science, and a Presidential Teaching Scholar and the inaugural Timmerhaus Teaching Ambassador for the University of Colorado system.听

Selected Publications:

1. J. Hoehn and N. Finkelstein, 鈥淚nvestigating the dynamics of ontological reasoning across contexts in quantum physics,鈥� Physical Review: Phys. Rev. Phys. Educ. Res.听15, 010124. (2019)
2. S. Hyater-Adams, C. Fracchiolla, T. Williams, N. Finkelstein, K. Hinko, 鈥淒econstructing black physics identity: Linking individual and social听constructs using the critical physics identity framework,鈥� Phys. Rev. Phys. Educ. Res.听15, 020115, editors selection. (2019)
3. M Dennin, A Feig,听 N Finkelstein, A F Greenhoot, M Hildreth, A K. Leibovich, J D. Martin, M B. Moldwin. D K. O鈥橠owd, L A. Posey, Z D. Schultz, T L. Smith, E R. Miller, 鈥淎ligning Practice to Policies:听 Changing the Culture to Recognize & Reward Teaching at Research Universities,鈥� CBE Life-Sciences, 16(4). (2017)
4. J. Corbo, 听D. Reinholz, 听M Dancy, S Deetz, and N Finkelstein, 鈥淔ramework for transforming departmental culture to support educational innovation,鈥� Phys. Rev. Phys. Educ. Res. 12, 010113 (2016)
5. B M. Zwickl, N Finkelstein, H. J. Lewandowski, Incorporating Learning Goals 抖阴旅行射 Modeling into an Upper-Division Physics Laboratory Experiment Am J. Phys, in press. (2014).
6. C. Henderson, A. Beach and N.D. Finkelstein, 鈥溾�淔acilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature鈥澨�J. Research Science Teaching,听48听(8), 952-984 (2011).
7. K. Hinko, 听P Madigan, 听E Miller, 听and N.D. Finkelstein, 鈥淐haracterizing pedagogical practices of university physics students in听听听informal learning environments,鈥� Phys. Rev. Phys. Educ. Res. 12, 010111
8. A. Mikaye, L. Kost, N.D. Finkelstein, S. Pollock, G. Cohen, T. Ito, 鈥淩educing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation" Science听 330(6008) pp. 1234-1237 (Nov 26, 2010)
9. W.K. Adams, K.K. Perkins, M. Dubson, N.D. Finkelstein, and C.E. Wieman, 鈥淎 new instrument for measuring student beliefs about physics and learning physics: the Colorado Learning Attitudes about Science Survey鈥� Physical Review, Special Topics: Physics Education Research. 2,1,010101, 14 pgs, (2006).
10. N.D. Finkelstein and S.J. Pollock, 鈥淩eplicating and Understanding Successful Innovations: Implementing Tutorials in Introductory Physics" Physical Review, Spec Topics: Physics Education Rsrch, 1, 010101, (2005).