Professor at the University of Colorado
Noah Finkelstein undergraduate work at Yale University in mathematics (with strong interests in both physics and philosophy). Following undergraduate I worked in industry (Ford Aerospace / Space Systems Loral) and joined LCHC as a research associate (where I studied the early stages of email communities, and networks). I returned to graduate school at Princeton University where I studied applied physics (laser-matter interaction). Following graduate school I landed the opportunity to study how people learn physics with an NSF sponsored Postdoctoral Fellowship in Mathematics Science Engineering and Technology Education (or PFSMETE). I was housed back at home at the LCHC (UCSD) and worked with researchers at the SEMSAME program at UC Berkeley. At UCSD I was affiliated with the department of physics, and the school of engineering. I also taught at the High Tech High School and ran programs affiliated with the Boys and Girls Clubs, The Ruben H. Fleet Science Center, and San Diego City College.
As of now (2017), I am a Professor of Physics at the University of Colorado Boulder and conduct research is in physics education. I serve as a PI of the Physics Education Research (PER) group at Colorado and am also a founding co-Director of the Center for STEM Learning on campus, which has become one of eight national demonstration sites for the Association of American Universities’ (AAU) STEM Education Initiative . I also serve as Co-Director of the national Network of STEM Education Centers .
My 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 a wide array of publications.
Excerpted from the University of Colorado
- Gack, V., & Finkelstein, N. (1992). The Seeds of LCHC.
- N.D. Finkelstein, W. Adams, C Keller, K Perkins, C Wieman & the PhET Team , “High-Tech Tools for Teaching Physics: the Physics Education Technology Project ,” J of Online Lrn & Tch, 2 (3), 109. 11 pgs, (2006).
- Analogical scaffolding and the learning of abstract ideas in physics: An example from electromagnetic waves, Physical Review Special Topics-Physics Education Research 3 (1), 010109.
- Acting in Our Own Self-Interests: Blending University and Community in Informal Science Education, AIP Conference Proceedings, (Vol. 1064, p. 19).
- C. Henderson, A. Beach and N.D. Finkelstein, Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the LiteratureJ. Research Science Teaching, 48 (8), 952-984 (2011).
- J. Corbo, D. Reinholz, M Dancy, S Deetz, and N Finkelstein, Framework for transforming departmental culture to support educational innovation,Phys. Rev. Phys. Educ. Res. 12, 010113 (2016)
- K. Hinko, P Madigan, E Miller, and N.D. Finkelstein, Characterizing pedagogical practices of university physics students in informal learning environments,, Phys. Rev. Phys. Educ. Res. 12, 010111 (2016)
- S. Hyater-Adams, C. Fracchiolla, N. D. Finkelstein, and K. Hinko, Understanding connections between physics and racial identities through recognition and relational resources, 2016 PERC Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler, doi: 10.1119/perc.2016.pr.036. (2016).
- K. Lewis, J G. Stout, S J. Pollock, N D. Finkelstein, T A. Ito Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics, Phys. Rev. Phys. Educ. Res. 12, 020110 (2016).
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