Publications
Rivera, A.T., Nardo, J.E., Ewell, S. Ballen, C., Salehi, S. (2023, April 4). Understanding the Challenges of Historically Marginalized Undergraduate Students Pursuing STEM Degrees. [Poster Presentation] DBER X Virtual Conference.
Schwartz Poehlmann, J., Nardo, J.E., Rojas, M., Sundrani, S., Chapman, N.C., Salehi, S. (2023, April 4). Introducing the Problem-Solving Template as a Tool for Equity: Addressing Mathematics Incoming Preparation [Poster Presentation] DBER X Virtual Conference.
Rojas, M., Price, A., Salehi, S. (2023, April 4). Knowledge is not power: The evolution of problem-solving practices and decisions involved in clinical reasoning. [Presentation] DBER X Virtual Conference.
Nardo, J.E., Salehi, S. (2023, April 13) Social Justice work in Chemical Education Designing Equitable Active Learning Environments for Introductory Chemistry. [Invited talk] at Indiana University
Nardo, J.E., Salehi, S. (2023, April 14) Understanding the Experiences of Historically Marginalized Students pursuing STEM degrees. [Invited talk] at Indiana University
Nardo, J.E., Salehi, S. (2023, April 15) Using a Problem-Solving Template. [Invited talk] at Indiana University
Burkholder, E., Salehi, S., Sackeyfio, S., Mohamed-Hinds, N., & Wieman, C.E. (2022). Equitable approach to introductory calculus-based physics courses focused on problem solving. Phys. Rev. Phys. Educ. Res., 18(2), 020124. https://doi.org/10.1103/PhysRevPhysEducRes.18.020124
Price, A., Salehi, S., Burkholder, E., Kim, C., Isava, V., Flynn, M., & Wieman C.E. (2022). An accurate and practical method for assessing science and engineering problem-solving expertise. International Journal of Science Education. https://doi.org/10.1080/09500693.2022.2111668
Burkholder, E. & Salehi, S. (2022). Exploring the pre-instruction gender gap in physics. PLOS ONE, 17(7): e0271184. https://doi.org/10.1371/journal.pone.0271184
Krynen, F.C., Wieman, C.E., & Salehi S.(2022, August). Enhancing effectiveness and inclusivity of introductory ME courses: A cognitive psychology approach. Proceedings of 2022 American Society of Engineering Education, Annual Conference and Exposition – ASEE 2022. https://peer.asee.org/41481
Nguyen, J., Phuong, A.E., Salehi, S., Mejia, F.D., & Hagstrom, S. The Zone of Proximal Self Model to Improve Equity in Higher Ed. In Proceedings of the 16th International Society of the Learning Sciences – ISLS 2022.
DeLeima, D., Goeke, M., Hussein, B., Valerie, J., Anderson C., Varma, K., Chen, B., Salehi, S., & Bernacki, M. Playful Learning Following Deviations: A Mixture of Tinkering, Casual Explanations, and Revision Rationales. In Proceedings of the 16th International Society of the Learning Sciences – ISLS 2022.
Roscoe, R. D., Salehi, S., Dowell, N., Worsley, M., Piech, C., & Luckin, R. (forthcoming bookchapter). Inclusion and Equity as a Paradigm Shift for Artificial Intelligence in Education.
Nardo, J. E., Chapman, N. C., Shi, E. Y., Wieman, C., & Salehi, S. (2022). Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation. Journal of Chemical Education, 99(4), 1691-1699. https://doi.org/10.1021/acs.jchemed.1c01233
Wang, K. D., Salehi, S., Arseneault, M., Nair, K., & Wieman, C. (2021, June). Automating the assessment of problem-solving practices using log data and data mining techniques. Proceedings of the Eighth ACM Conference on Learning@ Scale, 69-76. https://doi.org/10.1145/3430895.3460127
Burkholder, E., Salehi, S., & (2021). Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics. PloS one, 16(4), e0249086. https://doi.org/10.1371/journal.pone.0249086
Salehi, S., Berk, S. A., Brunelli, R., Cotner, S., Creech, C., Drake, A. G., ... & Ballen, C. J. (2021). Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions. CBE—Life Sciences Education, 20(4), ar68. https://doi.org/10.1187/cbe.21-01-0012
Salehi, S., Ballen, C. J., Trujillo, G., & Wieman, C. (2021). Inclusive Instructional Practices: Course Design, Implementation, and Discourse. Frontiers in Education, 6:602639. https://doi.org/10.3389/feduc.2021.602639
Ballen, C., & Salehi, S. (2021). Mediation analysis with structural equation modeling in discipline-based education research: Beyond “what works” to understand how it works, and for whom. Journal of Microbiology and Biology Education, 22(2), e00108-21. https://doi.org/10.1128/jmbe.00108-21
Burkholder, E., Salehi, S., & Wieman, C. E. (2021). Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics. PloS one, 16(4), e0249086. https://doi.org/10.1371/journal.pone.0249086
Salehi, S., Cotner, S., & Ballen, C. (2020). Variation in incoming academic preparation: consequences for minority and first-generation students. Frontiers in Education, 5, 552364. https://doi.org/10.3389/feduc.2020.552364
Salehi, S., Wang, K. D., Toorawa, R., & Wieman, C. (2020). Can majoring in computer science improve general problem-solving skills?. Proceedings of the 51st ACM Technical Symposium on Computer Science Education,156-161. https://doi.org/10.1145/3328778.3366808
Salehi, S., Cotner, S., Azarin, S. M., Carlson, E. E., Driessen, M., Ferry, V. E., ... & Ballen, C. J. (2019). Gender performance gaps across different assessment methods and the underlying mechanisms: The case of incoming preparation and test anxiety. Frontiers in Education, 4, 107. https://doi.org/10.3389/feduc.2019.00107
Salehi, S., Burkholder, E., LePage, G. P., Pollock, S., & Wieman, C.E. (2019). Demographic gaps or preparation gaps?: The large impact of incoming preparation on performance of students in introductory physics. Phys. Rev. Phys. Educ. Res. 15(2), 020114. https://doi.org/10.1103/PhysRevPhysEducRes.15.020114
Salehi, S., Holmes, N.G., Wieman, C.E. (2019). Exploring bias in mechanical engineering students' perceptions of classmates. PloS one, 14(3), e0212477. https://doi.org/10.1371/journal.pone.0212477
Bumbacher, E., Salehi, S., Wieman, C.E., & Blikstein, P. (2018). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding. Journal of Science Education and Technology, 27(3), 215-235. https://doi.org/10.1007/s10956-017-9719-8
Hawkins, R. X., Smith, E. N., Au, C., Arias, J. M., Catapano, R., Hermann, E., ... & Salehi, S. (2018). Improving the Replicability of Psychological Science Through Pedagogy. Advances in Methods and Practices in Psychological Science, 1(1), 7-18. https://doi.org/10.1177/251524591774042
Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. (2017). Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning. CBE-Life Sciences Education, 16(4), ar56. https://doi.org/10.1187/cbe.16-12-0344
Ballen, C. J., Salehi, S., & Cotner, S. (2017). Exams disadvantage women in introductory biology. PloS one, 12(10), e0186419. https://doi.org/10.1371/journal.pone.0186419