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   https://doi.org/10.1119/10.0009715  

   May, Jason M. ; De Grandi, Claudia ; Gerton, Jordan M. ; Barth-Cohen, Lauren ; Beehler, Adam ; Montoya, Brianna ( June 2022 , American Journal of Physics)

   Three-dimensional learning (3DL) is an approach to science instruction that was developed for K-12 science education and that can provide guidance for improving undergraduate physics laboratories. In this paper, we describe efforts to comprehensively integrate 3DL into a sequence of undergraduate introductory physics for life sciences (IPLS) laboratory courses. This paper is tailored for introductory physics faculty interested in advancing their course's learning goals by simultaneously engaging students in experimental practices, scientific reasoning, and conceptual knowledge. We first review how several well-known laboratory curricula are already implicitly aligned with 3DL. We then describe our IPLS course sequence and show how each 3DL dimension—science and engineering practices, disciplinary core ideas, and crosscutting concepts—is integrated throughout the curriculum. To support implementation, we provide samples of our course documentation, a detailed account of our 3DL integration efforts, a guide to training and supporting teaching and learning assistants in a 3DL course, and a sample set of activities to guide students in participating in 3DL instruction in the supplementary material. 

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2. Whistler waves with angular momentum in space and laboratory plasmas and their counterparts in free space

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   Stenzel, R. L. ( September 2016 , Advances in Physics: X)
3. Investigating the landscape of physics laboratory instruction across North America

   https://doi.org/10.1103/physrevphyseducres.16.020162  

   Holmes, N. G. ; Lewandowski, H. J. ( December 2020 , Physical Review Physics Education Research)

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4. Introductory physics laboratory practical exam development: Investigation design, explanation, and argument

   https://doi.org/10.1119/perc.2019.pr.Wolf  

   Wolf, Steven F. ; Sprague, Mark W. ; Li, Feng ; Smith-Joyner, Annalisa ; Walker, Joi P. ( July 2019 , Physics Education Research Conference)

   This study reports the development, validation, and implementation of a practical exam to assess science practices in an introductory physics laboratory. The exam asks students to design and conduct an investigation, perform data analysis, and write an argument. The exam was validated with advanced physics undergraduate students and undergraduate students in introductory physics lecture courses. Face validity has been established by administering the practical in 65 laboratory sections over the course of three semesters. We found that the greatest source of variability in this exam was due to instructor grading issues and discuss the implications of this result for our ongoing assessment efforts. 

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5. Students’ dynamic engagement with experimental data in a physics laboratory setting

   https://doi.org/10.1119/perc.2020.pr.May  

   May, Jason M. ; Barth-Cohen, Lauren A. ; Gerton, Jordan M. ; De Grandi, Claudia ( January 2020 , Physics Education Research Conference 2020)

   Wolf, S ; Bennett, M. B. ; and Frank, B. W. (Ed.)