• K. Gray and R. E. Scherr, “Values reflected in energy-related physics concepts,” Phys. Teach. 63 (2024) * Editor’s Pick
• S. Chasteen, E. Prather, and R. E. Scherr, “Embracing interactive teaching methods,” Physics Today 77 (4) 30-36 (2024)
• R. E. Scherr and N. G. Holmes, “Quantifying uncertainty and distinguishing data sets in introductory physics,” CourseSource 10 (2023)
• M. Sundstrom, R. Fussell, A. M. Phillips, M. Akubo, R. E. Scherr, and N. G. Holmes, “Instructing nontraditional physics labs: Toward responsiveness in student epistemic framing,” Phys. Rev. PER 19, 020140 (2023)
• R. E. Scherr, L. Seeley, and K. Gray, “Energy learning in its material and social context: Power plants,” 足彩app哪个是正规的 Physics Teacher 61(6), (2023) * Featured Article
• J. Hernandez, R. E. Scherr, M. German, and R. Horowitz, “Place-based education in high school science: Situating energy and climate change in students’ communities,” Sustainability and Climate Change 15(1) (2022)
• L. M. Goodhew, A. D. Robertson, P. R. L. Heron, and R. E. Scherr, “足彩app哪个是正规的 conceptual resources for understanding mechanical wave propagation,” Phys. Rev. PER 15, 020127 (2019) * Editor’s Suggestion
• L. Conlin and R. E. Scherr, “Making space to sensemake: Epistemic distancing in small group physics discussions,” Cog. and Instr. 36(4), 401-428 (2018)
• R. E. Scherr, M. Plisch, K. Gray, G. Potvin, and T. Hodapp, “Fixed and growth mindsets in physics graduate admissions,” Phys. Rev. PER 13 020133 1-12 (2017) * Editor’s Suggestion
• R. E. Scherr, B. W. Harrer, A. R. Daane, H. G. Close, A. R. Robertson. L. Seeley, and S. Vokos, “Energy Tracking Diagrams,” Phys. Teach. 54, 96-102 (2015)
• R. E. Scherr and A. D. Robertson, “Productivity of ‘collisions generate heat’ for reconciling an energy model with mechanistic reasoning: A case study,” Phys. Rev. – Spec. Topics: PER 11, 010111 1-16 (2015)
• A. R. Daane, L. Wells, and R. E. Scherr, “Energy 足彩app哪个是正规的ater,” Phys. Teach. 52, 291-294 (2014)
• R. E. Scherr, H. G. Close, E. W. Close et al., “Negotiating energy dynamics through embodied action in a materially structured environment,” Phys. Rev. – Spec. Topics: PER 9, 020105 1-18 (2013) * Editor’s Suggestion
• R. E. Scherr, H. G. Close, S. B. McKagan, and S. Vokos, “Representing energy. I. Representing a substance ontology for energy,” Phys. Rev. – Spec. Topics: PER 8(2), 020114 1-11 (2012)
• R. E. Scherr, H. G. Close, E. W. Close, and S. Vokos, “Representing energy. II. Energy tracking representations,” Phys. Rev. – Spec. Topics: PER 8(2), 020115 1-11 (2012)
• R. E. Scherr, “Video analysis for insight and coding: Examples from tutorials in introductory physics,” Phys. Rev. – Spec. Topics: PER 5(020106), 1-10 (2009)
• R. E. Scherr and D. Hammer, “足彩app哪个是正规的 behavior and epistemological framing: Examples from collaborative active-learning activities in physics,” Cog. & Instr. 27(2), 147–174 (2009)
• R. S. Russ, R. E. Scherr, D. Hammer, and J. Mikeska, “Recognizing mechanistic reasoning in scientific inquiry: A framework for discourse analysis developed from philosophy of science,” Sci. Educ. 92(3), 499-425 (2008)
• R. E. Scherr, “Gesture analysis for physics education researchers,” Phys. Rev. – Spec. Topics: PER 4(010101), 1-9 (2008)
• R. E. Scherr, “Modeling student thinking: An example from special relativity,” Am. J. Phys. 70(3), 272-280 (2007)
• R. E. Scherr and E. F. Redish, “Newton’s zeroth law: Learning from listening to our students,” Phys. Teach. 43, 41-45 (2005)
• Hammer, A. Elby, R. E. Scherr, and E. F. Redish, “Resources, framing, and transfer,” in J. P. Mestre (Ed.), Transfer of learning: Research and perspectives (IAP, Greenwich, CT) (2005)
• R. E. Scherr, P. S. Shaffer, and S. Vokos, “足彩app哪个是正规的 challenge of changing deeply-held student beliefs about the relativity of simultaneity,” Am. J. Phys. 70(12), 1238-1248 (2002)
• R. E. Scherr, P. S. Shaffer, and S. Vokos, “足彩app哪个是正规的 understanding of time in special relativity: Simultaneity and reference frames,” Phys. Educ. Res., Am. J. Phys. Suppl. 69, S24-S35 (2001)

• “Community and resources for effective experimentation-focused introductory physics labs” (NSF DUE 2438920, $1M), 2025-2029
• “International collaboration to design and study a pluralist pedagogy for quantum mechanics” (UWB SRCP Seed Grant, $30K), 2025-2026
• “Training to elicit and leverage ideas about science (TRELLIS): A learning assistant program to make physics teaching more effective, equitable, and engaging” (NSF DUE 2235744, $300K), 2024-2028
• “Changing physics and astronomy education culture: A reflective practice model of faculty development to support diversity, equity, inclusion, and excellence” (NSF DUE 2141769, $2.8M), 2022-2027
• “Video lessons to support equity education for university instructional assistants in STEM” (UWB SRCP Seed Grant, $20K), 2021-2022
• “Investigating how to better prepare undergraduate students for physics labs that focus on experimental science” (NSF DUE 7990619, $500K), 2020-2023
• “Professional development for teaching and learning about energy and equity in high school physics” (NSF DRL 1936601, $3M), 2019-2025
• “Research and curriculum development to leverage university student conceptual resources for understanding physics” (NSF DUE 1914572, $2M), 2019-2023
• “A bridge to physics & astronomy doctorates for students with financial need” (NSF DUE 1741863, $4M), 2018-2023
• “Understanding centrality and marginalization in undergraduate physics teaching and learning to enhance student persistence and success” (NSF DUE 1760761, $500K), 2018-2021
• “Identifying best practices for inclusive physics learning environments” (NSF DUE 1611318, $300K), 2016-2019
• “University student conceptual resources for understanding physics” (NSF DUE 1608510, $155K), 2016-2019

• University of Washington Bothell Distinguished Research, Scholarship, and Creative Activities Award, 2021: Recognizing “considerable influence on UW Bothell research communities, distinction in their scholarly field, and significant impact on local, national, and/or global communities.”
• Fellow of the American Physical Society Physics Teacher Education Coalition, 2019-2020: Cited to recognize and support efforts to enhance high school physics teacher education programs.
• Outstanding Referee for the Journals of the American Physical Society, 2019: Lifetime award for exceptional work in the assessment of manuscripts published in the Physical Review journals.
• Fellow of the American Physical Society, 2017: Lifetime award by the Topical Group in Physics Education Research “for foundational research into energy learning and representations, application of video analysis methods to study physics classrooms, and physics education research community leadership.”

Postdoctoral scholars

• Heena Lakhani, PhD, University of Washington Bothell, 2023-2024; currently Assistant Professor of Education at Florida Gulf Coast University
• Jessica Hernandez, PhD, University of Washington Bothell, 2020-2022; currently directing Pi?a Soul Artisans for Conservation SPC
• Clausell Mathis, PhD, University of Washington Bothell, 2020-2022; currently Assistant Professor in the College of Education at Michigan State University
• Trà Huynh, PhD, University of Washington Bothell, 2021-2022; currently Assistant Professor of Physics at Western Washington University

Doctoral students

• Abigail R. Daane, PhD, Seattle Pacific University School of Education, 2015. Professor of Physics at South Seattle College, Seattle, WA.
• Benedikt W. Harrer, PhD, University of Maine Department of Physics, 2013. Clinical Associate Professor of Physics at the University of Buffalo, Buffalo, NY.
• Renee Michelle Goertzen, PhD, University of Maryland Department of Physics, 2010. Retired; formerly Assistant Director of Programs, American Physical Society, College Park, MD.
• Brian W. Frank, PhD, University of Maryland Department of Physics, 2009. Formerly Associate Professor of Physics, Middle Tennessee State University, Murfreesboro, TN; currently faculty at Roland Park Country School, Baltimore, MD.
• Rosemary S. Russ, PhD, University of Maryland Department of Physics, 2006. Associate Professor of Science Education, Department of Curriculum and Instruction, University of Wisconsin, Madison, WI.