Gender and student achievement with Peer Instruction, at Physics Education Research Conference, AAPT Summer Meeting, University of Alberta (Edmonton, Alberta, Canada), Thursday, July 24, 2008:
    We investigated the effect of physics education research-based teaching methods on the gender gap in conceptual understanding in introductory physics. We analyzed data from the introductory calculus-based mechanics course for non-majors at Harvard University taught traditionally and taught with different degrees of interactive engagement. On average, female students have lower Force Concept Inventory (FCI) pretest scores than males. Teaching with Peer Instruction not only yields significantly greater FCI posttest scores for both males and females but also reduces the FCI posttest gender gap.... Read more about Gender and student achievement with Peer Instruction
    Gender, interactive teaching, and barriers to change, at Women in Science and Engineering Workshop, Thomas Jefferson National Accelerator Facility (Newport News, VA), Monday, November 16, 2009:
    Can pedagogy alleviate the well-known "gender gap" in performance and representation in the physical sciences? I will show that women can succeed on par with male students in introductory classes that are taught cooperatively, rather than competitively. At the same time we found that the level of perceived confusion increases in classes that challenge every student to think about and respond to questions asked during class. This increase is a potential barrier to reform even though we have shown it to anti-correlate with performance.