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Curriculum Vitae
No guarantees that this CV is complete or current. The PDF version attached to this page might or might not be a bit more current; scroll to the bottom for a link to it.
Contact Information
University of North Carolina at Greensboro
Department of Physics & Astronomy
321 Petty Bldg.
PO Box 26170, Greensboro NC 27402-1670 USA
abo5vl@r.postjobfree.com@ianbeatty.comhttp://ianbeatty.com
Education
Ph.D., Physics (May 2000), University of Massachusetts Amherst.
Research area: physics education.
Dissertation: ConMap: Investigating new computer-based approaches to assessing conceptual knowledge structure in physics.
Recipient of Arthur Quinton Award for outstanding teaching assistant (May 1995).
B.S., Physics (May 1990), University of Massachusetts Amherst: summa cum laude.
Summa Cum Laude honors thesis: O1+ ? O2+ electron scattering form-factors in 40Ca and 48Ca (nuclear theory).
Appointments
Jul 2009present: Assistant Professor, University of North Carolina at Greensboro
Jan 2009Jul 2009: Visiting Assistant Professor, University of North Carolina at Greensboro
Feb 2006Jan 2009: Research Assistant Professor,
UMass Amherst.
Jun 2002Feb 2006: Senior Postdoctoral Research Associate,
UMass Amherst.
Jun 2000May 2002: Postdoctoral Research Associate,
UMass Amherst.
Sep 1991May 2000: Teaching Assistant,
UMass Amherst.
Feb 1991May 2000 (intermittent): Research Assistant, UMass Amherst.
Research Interests
Physics education research and general science/mathematics education research, especially:
developing comprehensive pedagogical theory;
investigating teacher change and professional development strategies;
theoretically modeling cognition and learning processes; and
exploring innovative approaches to instruction and assessment.
Professional development of science and mathematics teachers, especially focused on:
effective use of classroom response system technology;
student-centered instructional strategies and classroom dynamics; and
outreach to teachers, teacher educators, and educational researchers, especially in developing countries.
Instructional technology and software development, especially:
conceptualizing next-generation classroom response systems;
investigating the pedagogical implications of technology design;
developing new web applications to support instruction; and
exploring the pedagogic possibilities afforded by new technology.
Grant Support
National Science Foundation grant ESI-0456124: Teacher Learning of Technology-Enhanced Formative Assessment, $2,499,968 (2004), Co-PIs: W. J. Leonard, W. J. Gerace, & A. P. Feldman.
Hewlett-Packard Corp. Applied Mobile Technology Solutions in Learning Environments 2003 Grant Initiative: The Hewlett-Packard Classroom for Technology-Enabled Active Learning, $225,510 (2003), Co-PI: W. J. Gerace.
Microsoft Corp. external research grant for mobile computing in the classroom, $52,098. (2003), Co-PI: W. J. Gerace.
Experience
Research on physics learning and assessment:
Developed data-gathering instrumentation and research plan for a major research study on secondary school science teachers pedagogical practices and beliefs (2005 present).
Participated in a multi-university collaboration to design a Sciences of Learning Center focused on the development of a rich theoretical model of physics learning and knowledge use (2003 2004).
Participated in panel discussions and working groups at invited conferences on the transfer of learning (Transfer of Learning, National Science Foundation, Arlington VA, March 2002), on the transformative potential of interactive pedagogies and classroom networks (CATAALYST Workshop, SRI International, Menlo Park CA, April 2004), and other topics.
Advised graduate students in Physics Education Research (2002 present).
Dissertation research on ConMap, computer-based assessments of students evolving conceptual knowledge structures (1995 2000).
Collaborated on many other projects within the context of an active research group.
International outreach work on science teacher professional development:
Worked with science education researchers in Argentina (Universidad Nacional de Cordoba), South Africa (many), and Cyprus (Ministry of Education) to conduct secondary science teacher professional development activities and develop curricula for teacher enhancement programs (1996 present).
Visiting professor at the University of Fort Hare, Alice, Eastern Cape, South Africa (2006).
Curriculum design:
Co-designed and co-taught innovative, activity-based conceptual physics course for Singaporean hotel and restaurant industry professionals: UMass Physics 100, taught in Singapore in partnership with the Singapore Hotel Association s trade school SHATec (2005).
Co-designed and co-taught postgraduate course in science pedagogy for future science faculty members: Learning teaching: What every professor should know about science instruction in the Facultad de Ciencias Quimicas (Faculty of Chemical Sciences) of the Universidad Nacional de Cordoba, Argentina (2005).
Created, taught, and refined a two-semester laboratory curriculum for introductory physics majors sequence, consistent with current perspectives in physics education research and pedagogic philosophy (1992 1996).
Instructional software development:
Assisted in the design of the UMass OWL web-based homework system, representing the Physics Department to the system s creators in the Computer Science Department; developed software modules to extend OWL and collaborated in the design of OWL s plug-in architecture (1998 2004).
Designed graphical user interfaces and developed software for the NSF-funded Physics Analysis Workbench project (DUE-9950323, 2001 2004).
Developed ConMap, a suite of computer-based tools for assessing students conceptual knowledge association, currently used by UMass graduate students for educational research projects (1996 2004).
Project lead, software architect, and programming team manager for development of the Knowledge Broker, a prototype next-generation classroom response system using tablet PCs and wireless networking (2003 2005).
Website authoring & web application development:
Developed and maintained websites, web applications, and course website frameworks for the UMass Physics Department, Physics Education Research Group, and Scientific Reasoning Research Institute (1996 present).
Developed a database-backed web application for the Assessing-to-Learn project (ESI-9730438), originally supporting project participants and now serving as a public resource (2000 2005).
Computer modeling:
In collaboration with the UMass Department of Wildlife and Fisheries Biology and the US Forest Service, developed a complex ecological computer model for multi-species forest growth and mortality and coarse woody debris accumulation in upland and riparian stands; co-wrote the accompanying user s guide (2002-2003).
Professional Society Memberships
American Association of Physics Teachers (AAPT): member since Sep 2005.
National Association for Research on Science Teaching (NARST): member since Jan 2008.
Professional Service
International Advisory Board member for the South African journal Education as Change, ISSN 1682-3206 (2008 present).
Manuscript reviewer for The American Journal of Physics, The Physics Teacher, The Physical Review: Special Topics in Physics Education Research, Language & Education, Education as Change (2002 present).
Web site designer, web site/server administrator, and network backup system administrator for UMass Scientific Reasoning Research Institute (2000 present).
Web site designer and administrator for UMass Department of Physics (2000 2004).
Publications
D. (2009) Using clickers and other tools to engage students in active learning, Part 1: The Big Picture, a plenary for the faculty of Johnson & Wales University, Charlotte, NC, Nov 6.
Beatty, I. D. (2009) Using clickers and other tools to engage students in active learning, Part 2: Hard-Learned Lessons, a workshop for the faculty of Johnson & Wales University, Charlotte, NC, Nov 6.
Feldman, A., Beatty,
Ian D., Leonard, William J.
J. (2007). Using artificial neural networks to predict how students answer questions in physics, contributed poster CP-56 at the Physics Education Research Conference of the Summer Meeting of the American Association of Physics Teachers, Greensboro NC, Aug 1.
Beatty, I. D. & Gerace, W. J. (2007). QDI+TEFA: A radical research-based pedagogy with radical results, a workshop for the Faculty of Education, University of Johannesburg, South Africa, June 4.
Gerace, W. J. & Beatty, I. D. (2007). Getting started with educational research, a seminar for postgraduate students in the RNA project, Faculty of Education, University of Johannesburg, South Africa, June 2.
Beatty, I. D. & Gerace, W. J. (2007). A research project on science teacher professional development, a workshop for the Faculty of Education, University of Johannesburg, South Africa, May 31.
Gerace, W. J. & Beatty, I. D. (2007). Constructivism: Implications for instruction and learning, part 1 of a workshop for the Faculty of Education, University of Johannesburg, South Africa, May 28.
Beatty, I. D. & Gerace, W. J. (2007). Formative assessment and dialogical discourse: Magic keys to constructivist, student-centered instruction, part 2 of a workshop for the Faculty of Education, University of Johannesburg, South Africa, May 28.
Beatty, I. D. (2007). De-trivializing classroom response systems, an invited seminar for the Physics Education Research Group, Department of Physics, The Ohio State University, Feb 12.
Beatty, I. D. (2006). Scaling physics the smart way: With guidance from PER Physics Education Research for Students, guest lecture for Physics 185
Consulting
Consulted on research design, science pedagogy, and professional development for the Teacher Development in Ecologies of Practice project of the Center for Education Practice Research, Faculty of Education, University of Johannesburg, South Africa, May 23 2007 present.
Facilitated and advised at a planning meeting for a joint project between the Universidad Nacional de Cordoba and Universidad Nacional de San Luis Physics Education Research groups, held outside San Luis, Argentina, April 27-28 2005.
Provided external assessment of student assessment for the Five College Minds On Physics course through the Western Massachusetts Partnership MMPS Project, Aug 10-13 2004.
Software & Web Products
EDC Scoring Tool: Developed a free, publicly available web application to help instructors use William Leonard s Every Decision Counts scheme for multiple marks on multiple-choice optically scanned exams. Obsolete, no longer supported.
OWL Custom Inputs for Graphs & Free Body Diagrams: Developed Java-based plug-ins to extend the functionality of the UMass OWL web-based homework system. These plug-ins permit students to sketch a graph or free-body diagram as their answer to a homework question, and then grade their response by comparison to an instructor s graph or diagram. Available within UMass OWL Physics database. Can be installed into other databases by request to OWL administrators. NECWD: Developed simulation software implementing a complex forest growth and mortality model, the New England Coarse Woody Debris model, developed by UMass Forestry and Wildlife Management graduate student Anna Patnode. (Lester, Anna (2004). Predicting coarse woody debris dynamics in northeast forests, University of Massachusetts Amherst Masters Thesis.)
A2L: Developed a database-backed web repository of formative assessment questions for use in teaching physics with a classroom response system, as a product of the Assessing-to-Learn (A2L) project (NSF ESI-9730438). OutlineRenderer (199?), a tool for producing structured HTML documents from minimal-markup outlines in UserLand Frontier. Obsolete, no longer supported.
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