Publications

Network-wide Publications

  • F. Amezcua, G. M. Quan and C. Turpen (2020). Students’ Exploring and Refining their Equity Ethic within the Access Network. Proceedings of the Physics Education Research Conference. July 22-23, 2020 (Virtual). https://www.per-central.org/items/detail.cfm?ID=15452
  • G. Quan, B. Gutmann, J. Corbo, B. Pollard, C. Turpen, and The Access Network (2019). The Access Network: Cultivating Equity and Student Leadership in STEM. Proceedings of the Physics Education Research Conference. July 24-25, 2019, Provo, UT. https://www.per-central.org/items/detail.cfm?ID=15321
  • Jordyn Mascareñas-Wells (2021). Catalyzing Change in STEM Through Building  Community: The Access Network. PERCoGS Newsletter (20), pp. 5-6.
  • D. L. Reinholz, A. Corrales, and A. Stone-Johnstone (2019). The Access Network: Supporting the construction of social justice physicists through student partnerships. International Journal for Students as Partners 3(2), pp. 44-61. https://doi.org/10.15173/ijsap.v3i2.3788

 

Access Site-specific Publications

  • B. F. Albanna, J, C. Corbo, D. R. Dounas-Frazer, A. Little, and A. M.  Zaniewski, (2013). Building classroom and organizational structure around positive cultural values. AIP Conference Proceedings, 1513(1), pp. 7–10. [Compass] https://doi.org/10.1063/1.4789638
  • S. Cammarata, and P. Owens, (2017). The IMPRESS Program at RIT. PERCoGS Newsletter, Special Issue 3, 8. [IMPRESS]
  • D. R. Dounas-Frazer, S. A. Hyater-Adams, and D. L. Reinholz (2017). Learning to Do Diversity Work: A Model for Continued Education of Program Organizers. The Physics Teacher, 55(6), 342–346. [CU-Prime] https://doi.org/10.1119/1.4999728
  • D. R. Dounas-Frazer and D. L. Reinholz (2015). Attending to lifelong learning skills through guided reflection in a physics class. American Journal of Physics, Phys. Educ. Res. Section, 83(10), pp. 881-891. [Compass] https://doi.org/10.1119/1.4930083
  • D. R. Dounas-Frazer, J. Lynn, A. M. Zaniewski, and N. Roth (2012). Learning About Non-Newtonian Fluids in a Student-Driven Classroom. The Physics Teacher, 51(1), 32–34. [Compass] https://doi.org/10.1119/1.4772035
  • D. R. Dounas-Frazer, P. R. Gandhi, G. A. Iwata (2013). Uncertainty analysis for a simple thermal expansion experiment. American Journal of Physics, 81(5), pp. 338-342. [Compass] https://doi.org/10.1119/1.4789875
  • P. R. Gandhi, J. A. Livezey, A. M. Zaniewski, D. L. Reinholz, and D. R. Dounas-Frazer, (2016). Attending to experimental physics practices and lifelong learning skills in an introductory laboratory course. American Journal of Physics, 84(9), 696–703. [Compass] https://doi.org/10.1119/1.4955147
  • A. Little (2015). Proudness: What is it? Why is it important? And how do we design for it in college physics and astronomy education. STATUS: A Report on Women in Astronomy, Newsletter published by the American Astronomical Society (June 2015). [Compass] https://aas.org/sites/default/files/2019-09/status_2015jun.pdf
  • N.-K. Marks, and R. Dawod (2016). How to IMPRESS: Coordinating a Large Video Data Set for a Collaborative Project. DePaul Discoveries, 5(1), 22. [IMPRESS] [link to article]
  • G. Quan, C. Turpen and A. Elby (2018). Interactions between disciplinary practice and joint work in undergraduate physics research experiences. Phys. Rev. Phys. Educ. Res. 14(2), 020124. [Equity Constellation] https://doi.org/10.1103/PhysRevPhysEducRes.14.020124
  • G. Quan and A. Elby (2016). Connecting self-efficacy and views about the nature of science in undergraduate research experiences. Phys. Rev. Phys. Educ. Res. 12(2), 020140. [Equity Constellation] http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.020140
  • G. Quan and A. Elby (2015). Connecting self-efficacy and nature of science shifts in undergraduate research experiences. Proceedings of the 2015 Physics Education Research Conference. Pp. 267-270. [Equity Constellation] https://www.per-central.org/items/detail.cfm?ID=13888
  • Gina Quan, Chandra Turpen, and Andrew Elby (2022). Analyzing identity trajectories within the physics community. Phys. Rev. Phys. Educ. Res. 18, 020125. [Equity Constellation] https://doi.org/10.1103/PhysRevPhysEducRes.18.020125
  • K. Rainey, D. R. Dounas-Frazer, and J. Huynh (2016). CU-Prime: A student-led community at the University of Colorado Boulder, PERCoGS Newsletter (7), 6–7. [CU-Prime]
  • D. L. Reinholz and D. R. Dounas-Frazer (2017). Personalized instructor responses to guided student reflections: Analysis of two instructors’ perspectives and practices. American Journal of Physics, 85(11), 850–860. [Compass] https://doi.org/10.1119/1.5002683
  • N. Roth, P. Gandhi, J. C. Corbo, and G. Lee (2013). The Compass Project: Charting a New Course in Physics Education. Physics Today, Jan. 08, 2013. [Compass] https://physicstoday.scitation.org/do/10.1063/pt.4.0003/full/
  • M. S. Sabella, K. L. Mardis, N. Sanders, and A. Little (2017). The Chi-Sci Scholars Program: Developing Community and Challenging Racially Inequitable Measures of Success at a Minority-Serving Institution on Chicago’s Southside. The Physics Teacher, 55(6), 350–355. [Chi-Sci Scholars] https://doi.org/10.1119/1.4999730
  • M. S. Sabella, A. G. Van Duzor, and F. Davenport (2016). Leveraging the expertise of the urban STEM student in developing an effective LA Program: LA and Instructor Partnerships (pp. 288–291). Proceedings of the 2016 Physics Education Research Conference. [Chi-Sci Scholars] https://www.compadre.org/per/items/detail.cfm?ID=14250
  • A. M. Zaniewski and D. L. Reinholz (2016). Increasing STEM success: a near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(1), 14. [Sundial] https://doi.org/10.1186/s40594-016-0043-2

 

Tag definitions 

  • [Chi-Sci Scholars] Chi-Sci Scholars at Chicago State University; 
  • [Compass] The Compass Project at University of California, Berkeley; 
  • [CU-Prime] CU-Prime at University of Colorado, Boulder
  • [Equity Constellation] The Equity Constellation at University of Maryland, College Park;
  • [GPS] GPS, University of Illinois, Urbana Champaign
  • [IMPRESS] IMPRESS at Rochester Institute of Technology
  • [North Star] The North Star Project, University of Oregon
  • [Polaris] Polaris, The Ohio State University
  • [Sundial] The Sundial Project, Arizona State University
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