Becoming a physicist: The roles of research, mindsets, and milestones in upper-division student perceptions by Paul W. Irving, Eleanor C. Sayre

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Conditions for building a community of practice in an advanced physics laboratory by Paul W. Irving, Eleanor C. Sayre

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Physics identity development: A snapshot of the stages of development of upper-level physics students by Paul W Irving, Eleanor C Sayre

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Development of the Modes of Collaboration framework by Alanna Pawlak, Paul W. Irving, Marcos D. Caballero

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Epistemic game for answer making in learning about hydrostatics by Ying Chen, Paul W. Irving, Eleanor C. Sayre

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Learning assistant approaches to teaching computational physics problems in a problem-based learning course by Alanna Pawlak, Paul W. Irving, Marcos D. Caballero

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Transitions in students’ epistemic framing along two axes by Paul W. Irving, Mathew Sandy Martinuk, Eleanor C. Sayre

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Communities of practice as a curriculum design theory in an introductory physics class for engineers by Paul W. Irving, Daryl McPadden, Marcos D. Caballero

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Learning assistants as student partners in introductory physics by Patti C. Hamerski, Paul W. Irving, Daryl McPadden

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Development and illustration of a framework for computational thinking practices in introductory physics by Daniel P. Weller, Theodore E. Bott, Marcos D. Caballero, Paul W. Irving

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Students’ perspectives on computational challenges in physics class by Patti C. Hamerski, Daryl McPadden, Marcos D. Caballero, Paul W. Irving

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