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West Virginia University Center for Excellence in STEM Education
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Faculty Membership

As the CE-STEM strengthens STEM education across West Virginia, the Center is also building a dynamic network of faculty, researchers, and scholars focused on STEM education across the University system.

Benefits

Members of the STEM Education Research Network gain special benefits unique to STEM education at WVU and beyond.

  • Professional development opportunities. 
  • Research collaboration among STEM Education Research Network members. 
  • Notifications for STEM education grant opportunities. 
  • Support in grant proposal writing and development to maximize broader impacts. 
  • Proposal review, including having external evaluators available through WVUCE-STEM and assistance in managing the external advisory/review process. 
  • Additional post-award support. 
  • Assistance in faculty in programmatic dissemination of research findings.

To take advantage of any of the benefits listed, please email stemcenter@mail.wvu.edu.

Third grade classroom learns coding

Students in Mrs. Mattern’s third grade classroom participate in a day of CODE at Mylan Park Elementary School in Morgantown, WV.

Publications

Gender Differences

  • Closing the Gender Gap in Student Confidence: Results from a University of Arkansas Physics Class
    Stewart, G. & Osborn, J. (1998). Journal of Women and Minorities in Science and Engineering, 4, 27.

Program Implementation

  • Sustainability: Obtaining Department Buy-In
    Stewart, G. (2014). Abstract retrieved from AAPT Abstract Archive.
  • Revitalizing an Undergraduate Physics Program: A Case Study of the University of Arkansas
    Stewart, J., Oliver III, W. , & Stewart, G. (2013). American Journal of Physics , 81, 943.

STEM Education Coursework

  • The leaf electroscope: a take home project of unusual depth
    Stewart, J., Skinner, S., & Stewart, G. (2013). The Physics Teacher, 48, 51, 520.
  • Using Linguistic References to Characterize Class Integration
    Stewart, G., Stewart, J., Skinner, S., Bailey, C. (1999). Physics Education, 34, 266.
  • Part I: Toward a System of Educational Engineering for Traditional Class Elements in Introductory Physics Courses
    Stewart, G. (1997). Journal of Science Education and Technology, 6, 173.
  • Optimally Engineering Traditional Introductory Physics Classes
    Stewart, G., Stewart, J., Slape, S., & Osborn, J. (1997). Journal of Science Education and Technology, 6(4): 297-314.

Student Performance

  • Using cluster analysis to identify patterns in students' responses to contextually different conceptual problems
    Stewart, J., Miller, M., Audo, C. & Stewart, G. (2012). Physical Review - Physics Education Research, 8, 020112.
  • Using time-on-task measurements to understand student performance in a physics class: A four-year study
    Stewart, J. Stewart, G., & Taylor, J. (2012). Physical Review - Physics Education Research, 8, 010114.
  • Effect of Written Presentation on Performance in Introductory Physics
    Stewart, J. & Ballard, S. (2010). Physics Review - Physics Education Research, 6, 020120.
  • Correcting the Normalized Gain for Student Guessing
    Stewart, J. & Stewart, G. (2010, March). Physics Teacher , 48, 194-196.

Teacher Preparation

  • Case studies of successful preservice physics education programs: Physics teacher preparation at the University of Arkansas
    Stewart, J. & Stewart, G. (2015). In C. Sandifer & E. Brewe (Eds.), Recruiting and Educating Future Physics Teachers: Case Studies and Effective (53-62). College Park, MD: American Physical Society.