Professor, University of Pittsburgh Department of Physics and Astronomy
Director, the Discipline-Based Science Education Research Center
Center Associate, Learning Research & Development Center
Sources of student difficulties in learning physics, both at the introductory and advanced levels, and the design, implementation, and curricula/pedagogies that may significantly reduce these difficulties.
Whitcomb, K. M., G Kalender, Y., Nokes-Malach, T. J., Schunn, C., & Singh, C. (2020).Engineering students’ performance in foundational courses as a predictor of future academicsuccess. International Journal of Engineering Education, 36 (4), 1340-1355.
Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes-Malach, T. J., & Singh, C. (2020). Damage caused by women's lower self-efficacy on physics learning. Physical Review Physics Education Research.
Whitcomb, K. M., Kalender, Z. Y., Nokes-Malach, T. J., Schunn, C. D., & Singh, C. (2020). Comparison of self-efficacy and performance of engineering undergraduate women and men. International Journal of Engineering Education, 36(6),1996–2014.
Kalender, Z. Y., Marshman, E., Nokes-Malach, T., Schunn, C. D., & Singh, C. (2020). Beliefs about competence: The story of self-efficacy, gender, and physics. In A. Murrell (Ed.), Diversity across disciplines: Research on people, policy, process and paradigm. Charlotte, NC: Information Age Publishing.
Whitcomb, K. M., Kalender, Z. Y., Nokes-Malach, T. J., Schunn, C. D., & Singh, C. (2020). Laying a foundation for success in engineering coursework: A predictive curriculum model. International Journal of Engineering Education, 36(4).
Binning, K.R., Kaufmann, N., McGreevy, E.M., Fotuhi, O., Chen, S., Marshman, E., Kalendar, Z.Y., Limeri, L., Betancur, L., & Singh, C. (2020). Changing social contexts to foster equity in college science courses: An ecological-belonging intervention. Psychological Science.
Marshman, E. M., Kalender, Z. Y., Nokes-Malach, T., Schunn, C. & Singh, C. (2018). Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm? Physical Review Physics Education Research, 14(2).
Marshman, E., Kalender, Z. Y., Schunn, C., Nokes-Malach, T., & Singh, C. (2017). A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences. Canadian Journal of Physics, 96(4), 391-405.
Chandralekha Singh is featured in Inside Higher ED's article, "Why Flipped Classes Often Flop," discussing what she has learned from students taking classes during the pandemic.
January 20, 2021
Kevin Binning, LRDC Research Scientist, and Chandralekha Singh, Director, dB-SERC, and LRDC Center Associate, and their Pitt colleagues, were featured in the January 11 Pittwire article "Student Belonging Exercise Erases Achievement Gaps in Biology, Physics Courses."
January 11, 2021
Kudos to Chandralekha Singh, professor in the Department of Physics and Astronomy, founding director of the Discipline-based Science Education Research Center, and LRDC Center Associate has been appointed as the 2020 president of the American Association of Physics Teachers (AAPT). Details here.
April 16, 2020
Canadian Science Publishing posted a blog related to a physics paper by Tim Nokes-Malach, Chris Schunn, Chandralekha Singh, and co-authors Emily Marshman and Zeynep Y. Kalender, titled "The Experiences of Female Students in an Introductory Physics Course" on December 29, 2017. The paper referred to in the article is "A Longitudinal Analysis of Students’ Motivational Characteristics in Introductory Physics Courses: Gender Differences."
December 29, 2017