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There is currently little physics education literature examining thinking and learning in graduate education and even less literature characterizing problem solving among physics graduate students despite this being an essential professional skill for physicists. Given reports of discrepancies between physics problem solving in the undergraduate classroom and “real-world” problem solving, we sought to investigate whether this discrepancy exists at the graduate level. We first investigate the problem-solving skills present in first-year graduate physics assignments. A recent framework that characterizes problem solving as decisions-to-be-made was used. Assignments were taken from the four core courses of one academic year at one research-intensive university and coded by two researchers. We found that only 4 of the 29 decisions in the framework were present in most of the assignments. We then interviewed 11 instructors from 3 universities and asked which decisions they expected of first-year graduate students. Eleven decisions were expected by eight or more of the participants, but only four of these decisions were commonly practiced on assignments. Therefore, there seems to be a mismatch between instructor expectations and practice of problem solving on assignments. This suggests that graduate physics courses may not be aligned with the problem-solving skills that physics graduate students will need in their research or future careers. Published by the American Physical Society2025 

People who are blind share their images and videos with companies that provide visual assistance technologies (VATs) to gain access to information about their surroundings. A challenge is that people who are blind cannot independently validate the content of the images and videos before they share them, and their visual data commonly contains private content. We examine privacy concerns for blind people who share personal visual data with VAT companies that provide descriptions authored by humans or artifcial intelligence (AI) . We frst interviewed 18 people who are blind about their perceptions of privacy when using both types of VATs. Then we asked the participants to rate 21 types of image content according to their level of privacy concern if the information was shared knowingly versus unknowingly with human- or AI-powered VATs. Finally, we analyzed what information VAT companies communicate to users about their collection and processing of users’ personal visual data through their privacy policies. Our fndings have implications for the development of VATs that safeguard blind users’ visual privacy, and our methods may be useful for other camera-based technology companies and their users.