PER group

Our group includes members from both the Physics Department and the School of Education.

Katherine Crimmins Ansell

Katherine Crimmins Ansell
Katherine Crimmins Ansell
255 Loomis Laboratory

Doctoral Student in Physics

Katie is a Ph.D student with a BS in physics and music from the University of Michigan. In her research, she explores the implementation and effects of incorporating hands-on learning into online contexts at the college level using current technology, including the IOLab device developed by her advisor, Mats Selen. In addition to her work in PER, Katie teaches physical science to sixth and seventh graders at the Campus Middle School for Girls.

For more information

Papers & talks

2017 PERC Poster: Impact of experience and equipment on student responses to open-ended dorm room experiments

Poster presented at the 2017 Physics Education Research Conference (PERC) describing the effects of lesson design on the choices students make while doing at-home physics experiments.

FFPER poster presentation: Same data, different conclusions: Comparison of inquiry and validation laboratory instruction on student interpretation of data

Poster presented at the Foundations and Frontiers in Physics Education Research (FFPER) 2017 conference describing effects of skills-focused lab instruction on student data analysis strategies and the conclusions they reach.

Student attitudes in a new hybrid design-based introductory physics laboratory

Paper published in the 2016 PERC proceedings describing recent introductory physics lab reforms and the positive effects of these reforms on student attitudes.

2016 PERC Poster: Challenging engineering students to think critically in a new flipped, design-based introductory physics laboratory

Poster presented at the 2016 Physics Education Research Conference describing laboratory reform efforts in introductory calculus-based mechanics and some preliminary results.

2015 PERC Poster: Student see or student do? Comparing video demonstrations and hands-on experiences in online instruction

Poster presented at the 2015 Physics Education Research Conference describing a clinical study probing the effectiveness of describing before exploring vs exploring before describing as physics instructional methods.