Relating students’ social belonging and course performance across multiple assessment types in a calculus-based introductory physics 1 course by Joshua D. Edwards, Lorraine Laguerre, Ramón S. Barthelemy, Claudia De Grandi, Regina F. Frey

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Exploratory analysis of students’ open-ended responses describing their perception of course inclusivity in an introductory physics course by Vanessa P. Bustamante, Hannah E. Blomgren, Dasha K. Walker, Joshua D. Edwards, Regina F. Frey

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Force Concept Inventory: More than just conceptual understanding by Siera M. Stoen, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes, Michael J. Cahill

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Understanding the relationship between student attitudes and student learning by Michael J. Cahill, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes, Michelle Repice, Jiuqing Zhao, Rebecca Trousil

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Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics by Mark A. McDaniel, Siera M. Stoen, Regina F. Frey, Zachary E. Markow, K. Mairin Hynes, Jiuqing Zhao, Michael J. Cahill

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Multiyear, multi-instructor evaluation of a large-class interactive-engagement curriculum by Michael J. Cahill, K. Mairin Hynes, Rebecca Trousil, Lisa A. Brooks, Mark A. McDaniel, Michelle Repice, Jiuqing Zhao, Regina F. Frey

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Gender inequity in individual participation within physics and science, technology, engineering, and math courses by Alessandra M. York, Angela Fink, Siera M. Stoen, Elise M. Walck-Shannon, Christopher M. Wally, Jia Luo, Jessica D. Young, Regina F. Frey

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