Office: DUAN F1021
Noah Finkelstein is a Professor of Physics at the University of Colorado Boulder and conducts research in physics education. He serves as a director of the Physics Education Research (PER) group at Colorado. Finkelstein is also a Director of the national-scale Center for STEM Learning at CU-Boulder, which has become one of eight national demonstration sites for the Association of American Universities’ STEM Education Initiative. He is in charge of a new initiative designed to create and study a national network of STEM education.
Finkelstein’s research focuses on studying the conditions that support students’ interest and ability in physics – developing models of context. These research projects range from the specifics of student learning particular concepts, to the departmental and institutional scales of sustainable educational transformation. This research has resulted in over 100 publications.
He is increasingly involved in education policy. In 2010, he testified before the US Congress on the state of STEM education at the undergraduate and graduate levels. He serves on many national boards including chairing the American Physical Society’s Committee on Education and PER Topical Group. He serves on the Board of Trustees for the Higher Learning Commission, and since 2011 is a Technical Advisor to the Association of American University’s STEM Education Initiative. He is a Fellow of the American Physical Society, and a Presidential Teaching Scholar for the University of Colorado system.
- B M. Zwickl, N Finkelstein, H. J. Lewandowski, Incorporating Learning Goals About Modeling into an Upper-Division Physics Laboratory Experiment Am J. Phys, in press. (2014).
- B M. Zwickl, T Hirokawa, N Finkelstein, and H. J. Lewandowski, “Epistemology and expectations survey about experimental physics: Development and initial results” Phys. Rev. ST Phys. Educ. Res. 10, 010120 (2014)
- D A. Rehn,* E B. Moore, N S. Podolefsky, N D. Finkelstein, “Tools for High-Tech Tool Use: A Framework and Heuristics for Using Interactive Simulations,” J. Teaching & Learning with Technology, 2(1), 31-55 (2013)
- B. Zwickl,* N.D. Finkelstein, H. Lewandowski, “The Process of Transforming an Advanced Lab: Goals, Curriculum, and Assessments,” Am. J. Physics, 81(1), 63, (2013).
- B. Spike* and N.D. Finkelstein, “Preparing Tutorial and Recitation Instructors: A Pedagogical Approach to Focusing Attention on Content & Student Reasoning,” Am. J. Phys. 80, 1020 (2012).
- A. Beach, C. Henderson, & N. Finkelstein, “Facilitating Change in Undergraduate STEM Education: Implications from an analytic review of literature: Change: The Mag. of Higher Lrning, 44 (6), 52–59, (2012).
- C. Henderson, A. Beach and N.D. Finkelstein, ““Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature” J. Research Science Teaching, 48 (8), 952-984 (2011).