
Overview
overview
- Geoff Potvin completed his doctorate in theoretical physics at the University of Toronto before taking up a science education post-doctorate in the Curry School of Education at the University of Virginia. Prior to coming to FIU, he spent five years as a faculty member in the Department of Engineering & Science Education at Clemson University. His research is focused on understanding diversity issues in the physical sciences and engineering at the undergraduate and graduate levels. Using an identity lens, he studies how educational practices and other experiences influence students' attitudes and career intentions, especially for those who are traditionally marginalized from STEM.
research interests
- His research is focused on understanding diversity issues in the physical sciences and engineering at the undergraduate and graduate levels. Using an identity lens, he studies how educational practices and other experiences influence students' attitudes and career intentions, especially for those who are traditionally marginalized from STEM. He is working with the APS Bridge Program to understand how departmental admissions and retention practices can help to grow a more diverse body of future physicists, and the factors that affect student success in graduate physics.
Scholarly & Creative Works
selected publications
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Article
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2022Combining Learning and Engagement Strategies in a Software Testing Learning EnvironmentFull Text via DOI: 10.1145/3469131 Web of Science: 000771966100002
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2022Institutionalizing evidence-based STEM reform through faculty professional development and support structuresFull Text via DOI: 10.1186/s40594-022-00353-z Web of Science: 000794875100001
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2022The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive awareness and disciplinary identityFull Text via DOI: 10.1002/sce.21703 Web of Science: 000748613600001
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2022Student attitudes in an innovative active learning approach in calculusFull Text via DOI: 10.1080/0020739X.2021.2023771 Web of Science: 000751545400001
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2020Anyone, but not Everyone: Undergraduate Engineering Students' Claims of Who Can Do EngineeringFull Text via DOI: 10.1080/19378629.2020.1795181 Web of Science: 000549060000001
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2020Developing a Computing Identity Framework: Understanding Computer Science and Information Technology Career ChoiceFull Text via DOI: 10.1145/3365571 Web of Science: 000535726100007
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2019Impact of out-of-class science and engineering activities on physics identity and career intentionsFull Text via DOI: 10.1103/PhysRevPhysEducRes.15.020137 Web of Science: 000490759100001
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2019Understanding the importance of graduate admissions criteria according to prospective graduate studentsFull Text via DOI: 10.1103/PhysRevPhysEducRes.15.023101 Web of Science: 000487746900003
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2019High school experiences and climate change beliefs of first year college students in the United StatesFull Text via DOI: 10.1080/13504622.2017.1293009 Web of Science: 000487522100010
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2019Admissions practices in terminal master's degree-granting physics departments: A comparative analysisFull Text via DOI: 10.1103/PhysRevPhysEducRes.15.010104 Web of Science: 000455369600001
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2018Gendered Interests in Electrical, Computer, and Biomedical Engineering: Intersections With Career Outcome ExpectationsFull Text via DOI: 10.1109/TE.2018.2859825 Web of Science: 000448615700006
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2018Understanding the development of interest and self-efficacy in active-learning undergraduate physics coursesFull Text via DOI: 10.1080/09500693.2018.1488088 Web of Science: 000444090100003
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2017Fixed and growth mindsets in physics graduate admissionsFull Text via DOI: 10.1103/PhysRevPhysEducRes.13.020133
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2017Interest in STEM is contagious for students in biology, chemistry, and physics classesFull Text via DOI: 10.1126/sciadv.1700046 Web of Science: 000411589900025
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2017Half of Students Interested in Civil Engineering Do Not Believe in Anthropogenic Climate ChangeFull Text via DOI: 10.1061/(ASCE)EI.1943-5541.0000323 Web of Science: 000398726500011
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2016Beyond performance metrics: Examining a decrease in students' physics self-efficacy through a social networks lensFull Text via DOI: 10.1103/PhysRevPhysEducRes.12.020124 Web of Science: 000393397900001
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2016Student evaluations of physics teachers: On the stability and persistence of gender biasFull Text via DOI: 10.1103/PhysRevPhysEducRes.12.020107 Web of Science: 000393396900005
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2016Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career ChoiceFull Text via DOI: 10.1002/jee.20118 Web of Science: 000374644700005
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2016Career Outcome Expectations Related to Sustainability among Students Intending to Major in Civil EngineeringFull Text via DOI: 10.1061/(ASCE)EI.1943-5541.0000253 Web of Science: 000366748900006
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2015Using survey questions to identify and learn more about those who exhibit design thinking traitsFull Text via DOI: 10.1016/j.destud.2015.02.002 Web of Science: 000355023100004
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2014Sustainability as a Route to Broadening Participation in EngineeringFull Text via DOI: 10.1002/jee.20034 Web of Science: 000331404600007
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2013Factors that affect the physical science career interest of female students: Testing five common hypothesesFull Text via DOI: 10.1103/PhysRevSTPER.9.020115 Web of Science: 000326054100001
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2010For the love of learning science: Connecting learning orientation and career productivity in physics and chemistryFull Text via DOI: 10.1103/PhysRevSTPER.6.010107 Web of Science: 000278304400001
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2009Unraveling Bias From Student Evaluations of Their High School Science TeachersFull Text via DOI: 10.1002/sce.20332 Web of Science: 000268973700003
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Book Chapter
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2015STEM and STEM education in the United States. 102-133.Web of Science: 000350351800008
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Conference
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2021Tracking Graduate Admissions During COVID-19: Year One. 347-352.Full Text via DOI: 10.1119/perc.2021.pr.Porter
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2020Believe that they can achieve: How Teacher Attitudes Toward Physics Impact Student Outcomes. 198-203.Full Text via DOI: 10.1119/perc.2020.pr.Head Web of Science: 000680869100032
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2020The associations between conceptual learning, physics identity and social interdependence. 430-435.Full Text via DOI: 10.1119/perc.2020.pr.Rodriguez Web of Science: 000680869100070
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2019Student response to a careers in physics lesson. 208-213.Full Text via DOI: 10.1119/perc.2019.pr.Head Web of Science: 000680866900032
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2018A Minimally Disruptive Approach of Integrating Testing into Computer Programming Courses. 1-7.Full Text via DOI: 10.1145/3194779.3194790 Web of Science: 000455044200001
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2015Determining strategies that predict physics identity: Emphasizing recognition and interest. 199-202.Full Text via DOI: 10.1119/perc.2015.pr.045 Web of Science: 000375147300047
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2015Evaluation of a Summer Bridge Program Using Multivariate Matching. 175-178.Full Text via DOI: 10.1119/perc.2015.pr.039 Web of Science: 000375147300041
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2015In search of distinct graduate admission strategies in physics: An exploratory study using topological data analysis. 107-110.Full Text via DOI: 10.1119/perc.2015.pr.022 Web of Science: 000375147300024
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2015Sustainability Topics in Physics Education, Science Agency Beliefs and Physics Identity. 99-102.Full Text via DOI: 10.1119/perc.2015.pr.020 Web of Science: 000375147300022
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2014Exposure to Underrepresentation Discussion: The Impacts on Women's Attitudes and Identities. 211-214.Full Text via DOI: 10.1119/perc.2014.pr.049 Web of Science: 000375145900051
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2014High School Science Experiences Associated to Mastery Orientation Towards Learning. 259-262.Full Text via DOI: 10.1119/perc.2014.pr.061 Web of Science: 000375145900063
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2014Interdisciplinary Affinity: Definitions and Connections to Physics Identity. 235-238.Full Text via DOI: 10.1119/perc.2014.pr.055 Web of Science: 000375145900057
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2014The Impacts of Modeling Physics in Upper Level Courses: The Persistence of Men and Women. 219-222.Full Text via DOI: 10.1119/perc.2014.pr.051 Web of Science: 000375145900053
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2014Desired Career Outcomes Among College Students: Differences by Gender and Intended Career Field. 233-236.Full Text via DOI: 10.1119/perc.2013.pr.046
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2013
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2013Interdisciplinary Thinking and Physics Identity. 329-332.Full Text via DOI: 10.1119/perc.2013.pr.070 Web of Science: 000375141800080
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2013The Development and Measurement of Identity across the Physical Sciences. 281-284.Full Text via DOI: 10.1119/perc.2013.pr.058 Web of Science: 000375141800068
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2013Physics Career Intentions: The Effect of Physics Identity, Math Identity, and Gender. 262-265.Full Text via DOI: 10.1063/1.4789702 Web of Science: 000315023900065
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2012The effect of immigration status on physics identity and physical science career intentions. 259-262.Full Text via DOI: 10.1063/1.3680044
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Preprint
Works By Students
chaired theses and dissertations
Research
principal investigator on
- Departmental Admissions Practices that Maintain Excellence and Diversity in the Face of COVID-19 awarded by American Physical Society 2020 - 2022
- APS Bridge Program Postdoctoral Researcher awarded by National Science Foundation 2016 - 2018
- Collaborative Research: Intersectionality of Non-Normative Identities in the Cultures of Engineering (InIce) awarded by National Science Foundation 2014 - 2018
co-principal investigator on
- Building Capacity: Catalyzing Change in Calculus (C3) awarded by National Science Foundation 2018 - 2023
- Collaborative Research: Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics awarded by National Science Foundation 2017 - 2023
- HHMI IE3 Learning Community awarded by Howard Hughes Medical Institute 2021 - 2023
- Collaborative Project: Engaged Student Learning - Design and Development Level II: Impact of Learning and Engagement Strategies for Software Courses using a Cyberlearning Environment awarded by National Science Foundation 2015 - 2020
- Understanding the implications of gamification on women computer science students' engagement and women-CS fit awarded by National Science Foundation 2017 - 2020
- Community for Faculty Development awarded by Howard Hughes Medical Institute 2015 - 2018
subproject principal investigator on
- NSF Graduate Research Fellowships awarded by National Science Foundation 2020 - 2025
- Graduate Research Fellowship Program awarded by National Science Foundation 2015 - 2021
Contact
full name
- Geoffrey Potvin
Identifiers
ORCID iD
- https://orcid.org/0000-0002-8164-2309 (confirmed)
visualizations
publication subject areas
Citation index-derived subject areas the researcher has published in