Faculty Profiles

Feng, L., Close, E. W., Luxford, C. J., Pierson, J. A., Olmstead, A. R., Shim, J., … Galloway, H. C. (2024). Transforming Undergraduate STEM Education: The Learning Assistant Model and Student Retention and Graduation Rates. Research in Higher Education, 66(4). https://doi.org/10.1007/s11162-024-09823-5

Feng, L., Close, E. W., Luxford, C. J., Pierson, J. A., Olmstead, A. R., Shim, J., … Galloway, H. C. (2024). Transforming Undergraduate STEM Education: The Learning Assistant Model and Student Retention and Graduation Rates. Research in Higher Education, 66(1). https://doi.org/10.1007/s11162-024-09823-5

Close, E. W., Jariwala, M., Otero, V., Price, E., Robertson, A. D., Sabella, M. S., & Sibert, J. (2024). Undergraduate Instructional Assistants. In D. A. Craig, S. McKagan, & C. Lannert (Eds.), A Guide to Effective Practices for Physics Programs (EP3). Retrieved from https://ep3guide.org/guide/undergraduate-instructional-assistants

Quichocho, X. R., Hyater-Adams, S., & Close, E. W. (2023). LA program as a driving force for identity development through access to ideational resources. In D. Jones, Q. Ryan, & A. Pawl (Eds.), 2023 Physics Education Research Conference Proceedings.

Shultz, M., Close, E. W., Nissen, J. M., & Van Dusen, B. (2023). Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological contradictions. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/https://doi.org/10.1007/s40753-023-00219-x

Shultz, M., Van Dusen, B., Close, E. W., & Nissen, J. (2022). Epistemological Tensions in Applying Culturally Relevant Pedagogy to Undergraduate Mathematics. In S. S. Karunakaran & A. Higgins (Eds.), Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education (pp. 571–579). Retrieved from http://sigmaa.maa.org/rume/RUME24.pdf

Salty, K. I., Gobernatz, A. E., & Close, E. W. (2022). ADH… Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography. In B. W. Frank, D. J. Jones, & Q. Ryan (Eds.), 2022 Physics Education Research Conference Proceedings (pp. 407–412). https://doi.org/https://doi.org/10.1119/perc.2022.pr.Salty

Shultz, M., Nissen, J. M., Close, E. W., & Van Dusen, B. (2022). The Role of Epistemological Beliefs in STEM Faculty’s Decisions to use Culturally Relevant Pedagogy at Hispanic-Serving Institutions. International Journal of STEM Education, 9(32). https://doi.org/https://doi.org/10.1186/s40594-022-00349-9

Nissen, J. M., Her Many Horses, I., Van Dusen, B., Jariwala, M., & Close, E. W. (2022). Providing context for identifying effective introductory physics courses. The Physics Teacher, 60(3), 179–182. https://doi.org/https://doi.org/10.1119/5.0023763

Shultz, M., Close, E. W., Nissen, J. M., & Van Dusen, B. (2021). How do Mathematics Instructors at Hispanic Serving Institutions Justify their Instructional Decisions? In S. S. Karunakaran & A. Higgins (Eds.), 2021 Research in Undergraduate Mathematics Education Reports (pp. 291–299). Retrieved from http://sigmaa.maa.org/rume/2021_RUME_Reports.pdf

Close, E. W. (n.d.). Undergraduate Instructional Assistants. In S. McKagan, D. A. Craig, M. Jackson, & T. Hodapp (Eds.), A Guide to Effective Practices for Physics Programs (EP3). Retrieved from https://ep3guide.org/guide-overview/

Nissen, J. M., Her Many Horses, I., Van Dusen, B., Jariwala, M., & Close, E. W. (2021). Tools for identifying courses that support development of expertlike physics attitudes. Physical Review Physics Education Research, 17(1), 013103. https://doi.org/https://doi.org/10.1103/PhysRevPhysEducRes.17.013103

Van Dusen, B., Shultz, M., Nissen, J. M., Wilcox, B. R., Holmes, N. G., Jariwala, M., … Pollock, S. (2021, January). Online administration of research-based assessments. American Journal of Physics. American Association of Physics Teachers. https://doi.org/https://doi.org/10.1119/10.0002888

Quichocho, X. R., Schipull, E. M., & Close, E. W. (2020). Understanding physics identity development through the identity performances of Black, Indigenous, and women of color and LGBTQ+ women in physics. In S. Wolf, M. B. Bennett, & B. W. Frank (Eds.), 2020 Physics Education Research Conference Proceedings (pp. 412–417). https://doi.org/https://doi.org/10.1119/perc.2020.pr.Quichocho

Close, E. W., & Quichocho, X. (2020, July). Cultivating an Inclusive Culture in the Physics Department through a Learning Assistant Program. American Physical Society Forum on Education Newsletter. Retrieved from https://engage.aps.org/fed/resources/newsletters/summer-2020#Cultivating

Quichocho, X. R., Conn, J., Schipull, E. M., & Close, E. W. (2019). Who does physics? Understanding the composition of a physicists through the lens of women of color and female LGBQ+ physicists. In A. Traxler, Y. Cao, & S. Wolf (Eds.), 2019 Physics Education Research Conference Proceedings (pp. 488–493). https://doi.org/10.1119/perc.2019.pr.Quichocho

Schipull, E. M., Quichocho, X. R., & Close, E. W. (2019). “Success Together”: Physics departmental practices supporting LGBQ+ women and women of color. In A. Traxler, Y. Cao, & S. Wolf (Eds.), 2019 Physics Education Research Conference Proceedings (pp. 535–540). https://doi.org/https://doi.org/10.1119/perc.2019.pr.Schipull

Nissen, J. M., Jariwala, M., Close, E. W., & Van Dusen, B. (2018). Participation and Performance on Paper- and Computer-Based Low-Stakes Assessments. International Journal of STEM Education, 5(21). https://doi.org/https://doi.org/10.1186/s40594-018-0117-4

Jariwala, M., Nissen, J., Herrarra, X., Close, E. W., & Van Dusen, B. (2018). Participation rates of in-class vs. online administration of low-stakes research-based assessments (pp. 196–199). https://doi.org/10.1119/perc.2017.pr.044

Nissen, J., Jariwala, M., Herrarra, X., Close, E. W., & Van Dusen, B. (2018). Performance Differences for in-class and online administration of low-stakes research-based assessments (pp. 272–275). https://doi.org/10.1119/perc.2017.pr.063

Close, E. W., Mailloux-Huberdeaus, J.-M., Close, H. G., & Donnelly, D. (2018). Characterization of time scale for detecting impacts of reforms in an undergraduate physics program. In AIP Conference Proceedings: 2017 Physics Education Research Conference. American Institute of Physics.

Donnelly, D., Mailloux-Huberdeaux, J.-M., Nissen, J. M., & Close, E. W. (2018). Comparison of normalized gain and Cohen’s d for Force Concept Inventory results in an introductory mechanics course. In AIP Conference Proceedings: 2017 Physics Education Research Conference. American Institute of Physics.

Close, E. W., Mailloux-Huberdeau, J.-M., Close, H. G., & Donnelly, D. (n.d.). Characterization of time scale for detecting impacts of reforms  in an undergraduate physics program.

Donnelly, D., Mailloux-Huberdeau, J.-M., Nissen, J., & Close, E. W. (n.d.). Comparison of normalized gain and Cohen’s d for Force Concept Inventory results in an introductory mechanics course. San Marcos, United States.

Jariwala, M., White, J. S., Van Dusen, B., & Close, E. W. (2016). In-class vs. Online Administration of Concept Inventories and Attitudinal Assessments. In D. L. Jones, L. Ding, & A. Traxler (Eds.) (pp. 176–179). https://doi.org/10.1119/perc.2016.pr.039

Close, E. W., Conn, J., & Close, H. G. (2016). Becoming Physics People: Development of Integrated Physics Identity through the Learning Assistant Experience. Physical Review: Physics Education Research, 12.

Conn, J., Close, E. W., & Close, H. G. (2015). Learning Assistant Identity Development: Is One Semester Enough? In P. V. Engelhardt, A. D. Churukian, & D. L. Jones (Eds.) (pp. 55–58). https://doi.org/10.1119/perc.2014.pr.010

Close, E. W., Seeley, L., Robertson, A. D., DeWater, L. S., & Close, H. G. (2015). Seattle Pacific University: Nurturing Physics Teachers at a Small Liberal-Arts School. In E. Brewe & C. Sandifer (Eds.), Effective Practices in Preservice Physics Teacher Education: Recruitment, Retention, and Preparation. AIP Press. Retrieved from http://www.phystec.org/webdocs/EffectivePracticesBook.cfm

Close, E. W., Conn, J., & Close, H. G. (2014). Learning Assistants’ Development of Physics (Teacher) Identity. In P. V. Engelhardt, A. D. Churukian, & D. L. Jones (Eds.) (pp. 89–92). AIP Conference Proceedings. https://doi.org/10.1119/perc.2013.pr.010

Schiber, C. C., Close, H. G., Close, E. W., & Donnelly, D. (2014). Student use of a material anchor for quantum wave functions. In P. V. Engelhardt, A. D. Churukian, & D. L. Jones (Eds.) (pp. 325–328). AIP Conference Proceedings. https://doi.org/10.1119/perc.2013.pr.069

Close, H. G., Schiber, C. C., Close, E. W., & Donnelly, D. (2014). Students’ dynamic geometric reasoning about quantum spin-1/2 states. In P. V. Engelhardt, A. D. Churukian, & D. L. Jones (Eds.) (pp. 93–96). AIP Conference Proceedings. https://doi.org/10.1119/perc.2013.pr.011

Close, E. W. (2014, October). Community support and persistence: My story of grad school parenting. Physics Education Research Consortium of Graduate Students (PERCoGS) Newsletter. Retrieved from https://sites.google.com/site/pergraduatestudents/newsletters

Close, E. W., Conn, J., & Close, H. G. (2014). Development of Integrated Physics Identity through Physics Learning Assistant Experience. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, … L. D’Amico (Eds.) (Vol. 3, pp. 1533–1534). International Conference of the Learning Sciences. Retrieved from http://www.isls.org/icls2014/Proceedings.html

Conn, J., Close, E. W., & Close, H. (2014, July). The Physics Learning Assistant Program at Texas State University: My Perspective as an LA and as a Researcher. APS Forum on Education Newsletter. Retrieved from http://www.aps.org/units/fed/newsletters/summer2014/upload/summer14.pdf

Close, E. W., Close, H. G., & Donnelly, D. (2013). Understanding the Learning Assistant experience with Physics Identity. In N. S. Rebello, P. V. Engelhardt, & A. D. Churukian (Eds.) (pp. 106–109). AIP Press. https://doi.org/http://dx.doi.org/10.1063/1.4789663

Close, H. G., Close, E. W., & Donnelly, D. (2013). Nesting in graphical representations in physics. In N. S. Rebello, P. V. Engelhardt, & A. D. Churukian (Eds.) (pp. 110–113). AIP Press. https://doi.org/http://dx.doi.org/10.1063/1.4789664

Scherr, R. E., Close, H. G., Close, E. W., Flood, V. J., McKagan, S. B., Robertson, A. D., … Vokos, S. (2013). Negotiating energy dynamics through embodied action in a materially structured environment. Physical Review Special Topics: Physics Education Research, 9(2).

Scherr, R. E., Close, H. G., Close, E. W., & Vokos, S. (2012). Representing energy. II. Energy tracking representations. Physical Review Special Topics - Physics Education Research, 8(2). https://doi.org/10.1103/PhysRevSTPER.8.020115

McKagan, S. B., Scherr, R. E., Close, E. W., & Close, H. G. (2011). Criteria for creating and categorizing forms of energy. In C. Singh, M. Sabella, & P. Engelhardt (Eds.) (pp. 279–282). AIP Press. https://doi.org/http://dx.doi.org/10.1063/1.3680049

Close, E. W., Scherr, R. E., Close, H. G., & McKagan, S. B. (2011). Development of proximal formative assessment skills in video-based teacher professional development. In C. Singh, M. Sabella, & P. Engelhardt (Eds.) (pp. 19–22). AIP Press. Retrieved from http://dx.doi.org/10.1063/1.3679983

Close, E. W., Close, H. G., McKagan, S. B., & Scherr, R. E. (2010). Energy in action: The construction of ideas in multiple modes. In C. Singh, M. Sabella, & S. Rebello (Eds.) (pp. 105–108). AIP Press. Retrieved from http://www.compadre.org/per/items/detail.cfm?ID=10400

Scherr, R. E., Close, H. G., McKagan, S. B., & Close, E. W. (2010). “Energy Theater”: Using the body symbolically to understand energy. In C. Singh, M. Sabella, & S. Rebello (Eds.) (pp. 293–296). AIP Press. Retrieved from http://www.compadre.org/per/items/detail.cfm?ID=10483

Close, H. G., DeWater, L. S., Close, E. W., Scherr, R. E., & McKagan, S. B. (2010). Using the Algebra Project method to regiment discourse in an energy course for teachers. In C. Singh, M. Sabella, & S. Rebello (Eds.) (Vol. 1289, pp. 9–12). AIP Press. Retrieved from http://www.compadre.org/per/items/detail.cfm?ID=10368

Witiw, M., & Close, E. W. (2007). Earth System Science Courses for Teachers. Washington Science Teachers’ Journal, 48(3), 26–27.

Close, E. W. (2007, July). Leveraging Corporate Support for Science Education Reform at Seattle Pacific University. APS Forum on Education Newsletter. Retrieved from http://units.aps.org/units/fed/newsletters/upload/summer07.pdf