Home Page

Who We Are

The Center for Advancing Scholarship to Transform Learning is a network of faculty, projects and programs engaged in scholarship surrounding STEM education.

Led by co-directors Dina Newman and Ben Zwickl, CASTLE is comprised of STEM faculty, research associates, instructional service professionals, and communication experts. Together they form a network of skilled individuals committed to the Center’s mission of advancing STEM teaching, learning and evaluation. Members work together on research and programs engaged in scholarship of pedagogy, facilitating dialog, encouraging collaborative opportunities in evidence-based practices, conducting discipline-based education research and establishing methods of assessment and evaluation.

Research

Dina Newman and Leslie Kate Wright standing with 6 students.

Research Groups

Several faculty members gathered around a table, having a discussion.

Journal Club

A large group of people sitting in a lecture hall for a presentation.

Seminar Speaker Series

A group of students posing for a photo with Dina Newman and Leslie Kate Wright.

Research Experience for Undergraduates

News

More News

Bulletin Board

Realising the Educational Potential of Mass Higher Education

This book (Co-Author: Ashish Agrawal), based on a longitudinal international project, argues that the educational potential of higher education lies, not in graduate salaries or employability, but in the ways in which engaging with structured bodies of knowledge changes students' understanding of the world and what they can do in it.

RIT PER researchers, Sachmpazidi and Verostek, publish new article!

RIT PER researchers, Sachmpazidi and Verostek, publish new article in the Physical Review Physics Education Research Journal on the psychometric evaluation of the culture around systemic change survey: A tool for assessing facets of departmental culture in physics.

Dr. Sachmpazidi delivered a Physics Colloquium at Cornell University

Dr. Sachmpazidi delivered a Physics Colloquium at Cornell University about Data-Informed Departmental Change in Physics Education. She discussed findings from two of her projects on 1) physics graduate education and 2) effective team-based approaches for departmental change.

Publication on building advanced computational literacy in physics

Karl Henrik Fredly, a graduate student at the University of Oslo, was co-supervised by Ben Zwickl and Tor Ole Odden on a project on how graduate students develop advanced computational literacy, published in Physical Review PER.