Papers:

Roberts P; Scott SV; Cranney J; Cumming TM; Angstmann E; Nehme M; Watson K, 2022, 'Design principles for dual mode readiness in an uncertain future', Innovations in Education and Teaching International, http://dx.doi.org/10.1080/14703297.2022.2147094, ROS ID: 

The changes I make to my courses are always evidence based. I either gather evidence from the literature about what works or I consult with students and request their feedback. In most of my courses I measure the learning gains of students using concept inventory tests. When I implement a change I look for changes in the learning gains of students where appropriate as well as considering

I am an active member of the physics education community. I am the immediate past chair of the Australian Institute of Physics (AIP) Physics Education Group (PEG). In 2014 I was on the organizing committee for the Australian Conference on Science and Mathematics Education (ACSME), in 2019 I was on the programming committee for ACSME. In 2017 I co-chaired the PEG stream of the AIP meeting and I

I value student feedback and try to implement changes that address their concerns. Each term myself and other members of the school of physics teaching committee meet with course representatives elected from each of the courses. The course representatives talk to their peers and sometimes survey them to bring us feedback. We meet half way through the course and at the end. I find this method

In 2023 I chaired the IUPAP physics education conference. We published a "Lessons learnt" page on our conference website. I have reproduced this below.

Our aim with this conference was to be as inclusive as possible. We wanted a conference that was accessible to as many people as possible, which meant that we needed to keep costs low  and have scholarships available