Insights from the Physics and Astronomy New Faculty Workshop: How do new physics faculty teach? by Stephanie V. Chasteen, Rajendra Chattergoon

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Upper-division students’ difficulties with Ampère’s law by Colin S. Wallace, Stephanie V. Chasteen

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Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do? by Rachel E. Scherr, Stephanie V. Chasteen

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Developing the Physics Teacher Education Program Analysis rubric: Measuring features of thriving programs by Stephanie V. Chasteen, Rachel E. Scherr

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Observations on student difficulties with mathematics in upper-division electricity and magnetism by Rachel E. Pepper, Stephanie V. Chasteen, Steven J. Pollock, Katherine K. Perkins

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Transforming the junior level: Outcomes from instruction and research in E&M by Stephanie V. Chasteen, Steven J. Pollock, Rachel E. Pepper, Katherine K. Perkins

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Observations on student difficulties with mathematics in upper-division electricity and magnetism by Rachel E. Pepper, Stephanie V. Chasteen, Steven J. Pollock, Katherine K. Perkins

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Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level by Stephanie V. Chasteen, Rachel E. Pepper, Marcos D. Caballero, Steven J. Pollock, Katherine K. Perkins

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Educational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learned by Stephanie V. Chasteen, Bethany Wilcox, Marcos D. Caballero, Katherine K. Perkins, Steven J. Pollock, Carl E. Wieman

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Development and uses of upper-division conceptual assessments by Bethany R. Wilcox, Marcos D. Caballero, Charles Baily, Homeyra Sadaghiani, Stephanie V. Chasteen, Qing X. Ryan, Steven J. Pollock

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