MacKenzie R. Stetzer

Associate Professor of Physics
Faculty Member of the RiSE Center and the Physics Education Research Laboratory (PERL)

105 Bennett Hall
207.581.1033
Email MacKenzie Stetzer

Recent Publications (also see below)

Education

  • Ph.D. Physics, University of Pennsylvania, 2000
  • A.B. Physics (summa cum laude), Bowdoin College, 1993

Research

My research agenda is informed by a pragmatic, overarching goal of improving the learning and teaching of physics at all levels.  As such, I tend to favor research efforts that may guide the development of research-based and research-validated instructional materials and strategies.  In some cases, my research interests are in areas that have not yet benefitted from in-depth attention by the PER community.

Student understanding of analog electronics

K. L. Van De Bogart and M. R. Stetzer, “Investigating physics and engineering students’ understanding of ac biasing networks,” Proceedings of the 2016 Annual Conference & Exposition of the American Society for Engineering Education (New Orleans, LA, June 26-29, 2016), American Society for Engineering Education (2016).

C. P. Papanikolaou, G. S. Tombras, K. L. Van De Bogart, and M. R. Stetzer, “Investigating student understanding of operational-amplifier circuits,” Am. J. Phys. 83, 1039-1050 (2015).

K. L. Van De Bogart and M. R. Stetzer, “Student understanding of circuit loading in physics and engineering,” 2014 Physics Education Research Conference Proceedings (Minneapolis, MN, July 30-31, 2014), edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, 251-254 (2015).

Student learning in upper-division laboratory courses

D. R. Dounas-Frazer, K. L. Van De Bogart, M. R. Stetzer, and H. J. Lewandowski, “Investigating the role of model-based reasoning while troubleshooting an electric circuit,” Phys. Rev. Phys. Educ. Res. 12, 010137 (2016). (Note:  Editors’ Suggestion.)

K. L. Van De Bogart, D. R. Dounas-Frazer, H. J. Lewandowski, and M. R. Stetzer, “The role of metacognition in troubleshooting: An example from electronics,” 2015 Physics Education Research Conference Proceedings (College Park, MD, July 29-30, 2015), edited by A. D. Churukian, D. L. Jones, and L. Ding, 339-342 (2016).  (Note:  2015 PERC Notable Paper.)

D. R. Dounas-Frazer, K. L. Van De Bogart, M. R. Stetzer, and H. J. Lewandowski, “The role of modeling in troubleshooting: An example from electronics,” 2015 Physics Education Research Conference Proceedings (College Park, MD, July 29-30, 2015), edited by A. D. Churukian, D. L. Jones, and L. Ding, 103-106 (2016).

Examining the roles of metacognition and reasoning in the demonstration of a functional understanding

J. C. Speirs, W. N. Ferm Jr., M. R. Stetzer, and B. A. Lindsey, “Probing student ability to construct reasoning chains: A new methodology,” 2016 Physics Education Research Conference Proceedings (Sacramento, CA, July 20-21, 2016), edited by D. L. Jones, L. Ding, and A. Traxler, 328-331 (2016). doi:10.1119/perc.2016.pr.077

W. N. Ferm Jr., J. C. Speirs, M. R. Stetzer, and B. A. Lindsey, “Investigating student ability to follow and interact with reasoning chains,” 2016 Physics Education Research Conference Proceedings (Sacramento, CA, July 20-21, 2016), edited by D. L. Jones, L. Ding, and A. Traxler, 120-123 (2016). doi:10.1119/perc.2016.pr.025

M. Kryjevskaia, M. R. Stetzer, and T. K. Lê, “Failure to engage: Examining the impact of metacognitive interventions on persistent intuitive reasoning approaches,” 2014 Physics Education Research Conference Proceedings (Minneapolis, MN, July 30-31, 2014), edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, 143-146 (2015).

M. Kryjevskaia, M. R. Stetzer, and N. Grosz, “Answer first: Applying the heuristic-analytic theory of reasoning to examine student intuitive thinking in the context of physics,” Phys. Rev. ST Phys. Educ. Res. 10, 020109 (2014). (Note:  Editors’ Suggestion.)

M. Kryjevskaia and M. R. Stetzer, “Examining inconsistencies in student reasoning approaches,” Proceedings of the 2012 Physics Education Research Conference, edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello, AIP Conference Proceedings 1513, 226-229 (2013). (Note:  2012 PERC Proceedings Paper Award Finalist.)

Documenting the nature of STEM instruction across campus and using the findings to inform faculty professional development efforts

J. D. Lewin, E. L. Vinson, M. R. Stetzer, and M. K. Smith, “A campus-wide investigation of clicker implementation: The status of peer discussion in STEM classes,” CBE Life Sci. Educ. 15, ar6 (2016).

M. K. Smith, E. L. Vinson, J. A. Smith, J. D. Lewin, and M. R. Stetzer, “A campus-wide study of STEM courses: New perspectives on teaching practices and perceptions,” CBE Life Sci. Educ. 13, 624-635 (2014).