Office: DUAN F1013
Physics Education Research, including issues of teacher preparation, large-scale classes, and upper-division classes.
Dr. Pollock studies student learning in large scale physics classes, and the constraints and opportunities involved in replicating "proven" curricular practices, as well as issues of gender gaps in introductory physics. He heads the K-12 Research Team for an NSF-funded research project to study the efficacy of the Learning Assistant program for preparing highly qualified teachers (the Learning Assistant model for Teacher Education in Science and Technology (LATEST) Research project) He is engaged in studies of how educational models can be extended to the upper division, including research and development of materials, curriculum, and assessment tools in Electricity and Magnetism and Quantum Mechanics.
- "A Longitudinal Study of Student Conceptual Understanding in Electricity and Magnetism", S. Pollock, Physical Review ST Physics Ed. Research (2009, in press)
- "Characterizing the gender gap in introductory physics", L. Kost, S. Pollock, N. Finkelstein, Physical Review ST Physics Ed. Research 5, 010101 (2009)
- "Sustaining educational reforms in introductory physics", S. Pollock and N. Finkelstein, Physical Review ST Physics Ed. Research 4, 010110 (2008)
- "Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?", S. Pollock, N. Finkelstein, L. Kost, Physical Review ST Physics Ed. Research 3, 010107 (2007)
- "Who Is Responsible for Preparing Science Teachers?" V. Otero, N. Finkelstein, R. McCray, and S. Pollock, Science 28 July 2006: 445-446.