arXiv subjects

Kevin Coldren

Publications and source records attributed to Kevin Coldren.

2 recordsLinked to original sources

arXiv2026

Student Perspectives on Traditional Pedagogy Used in Graduate Physics Coursework

Graduate programs in STEM disciplines are central to preparing future researchers and professors. Program requirements for students often include taking several graduate-level courses. Anecdotal evidence suggests that graduate coursework in physics in particular features outdated and ineffective pedagogical methods, with high emphasis on mathematical rigor in place of conceptual learning or connections made with authentic research. Prior physics education research indicates that students can leave graduate courses with shortcomings in conceptual understanding of covered topics. This pilot study is designed to document student perspectives on their graduate coursework in a single U.S. R1 physics Ph.D. program. A total of 14 semi-structured interviews were conducted with students enrolled in the program, and thematic analysis was conducted on five of these interviews for this paper. The resulting themes are discussed, including the prevalence of traditional passive lecture pedagogy and students placing high value on course content relevant to research.

physics.ed-ph↗

arXiv2026

Data-Driven by Design: Building a Reflective Physics Graduate Program

Well-documented research on physics graduate education has demonstrated long-standing issues that hinder equitable student access and participation. Addressing these challenges can be particularly difficult because they are often rooted in entrenched disciplinary and departmental cultures that tend to be rigid and resistant to change. In this work, we aim to cultivate a data-driven culture of cyclic self-reflection and action to proactively identify and address issues that affect student well-being and success in both a new physics and a long-standing astrophysics graduate program within a single institution. Drawing primarily on qualitative data (open-ended survey responses and focus-group interview data) from 15 students in both programs, we collaborated with the program leadership to identify actionable steps for improvement. In this paper, we present findings on student experiences across the two programs and discuss implications for research and practice. More broadly, this work provides a framework for graduate programs seeking to build a data-driven culture that improves student experiences.

physics.ed-ph↗