CERL Publications
2025
Bolger, E., Nwobi, M., & Caballero, M. D. (2025). Characterizing Faculty Online Learning Community Interactions Using Social Network Analysis. Physical Review Physics Education Research. https://arxiv.org/abs/2407.00193
Byun, S., Brennan, L., Christensen, J., Ortiz, N., Reinholz, D., Shah, N., Stroupe, D., & Caballero, M. D. (2025). Equity-Focused Coaching: Negotiating Teachers’ Interpretations of Racialized and Gendered Participation Patterns. Journal of Teacher Education.
Sabo, H. C., Odden, T. O. B., & Caballero, M. D. (2025). How do we assess computation in physics? The Physics Teacher. https://arxiv.org/abs/2308.15983
Stroupe, D., Reinholz, D., Byun, S., Christensen, J., Willison, J., & Caballero, M. D. (2025). Supporting teachers to integrate computational practices and design opportunities for equitable participation in science classrooms. Cognition & Instruction.
2024
Caballero, M. D., & Odden, T. O. B. (2024). Computing in physics education. Nature Physics, 20(3), 339–341. https://doi.org/10.1038/s41567-023-02371-2
2023
Odden, T. O. B., & Caballero, M. D. (2023). Physics Computational Literacy: What, Why, and How? In The International Handbook of Physics Education Research: Learning Physics. AIP Publishing LLC. https://doi.org/10.1063/9780735425477_019
Odden, T. O. B., Silvia, D. W., & Malthe‐Sørenssen, A. (2023). Using computational essays to foster disciplinary epistemic agency in undergraduate science. Journal of Research in Science Teaching, 60(5), 937–977. https://doi.org/10.1002/tea.21821
Young, N. T., Tollefson, K., & Caballero, M. D. (2023). Making graduate admissions in physics more equitable. Physics Today, 76(7), 40–45. https://doi.org/10.1063/PT.3.5271
Young, N. T., Verboncoeur, N., Lam, D. C., & Caballero, M. D. (2023). Rubric-based holistic review represents a change from traditional graduate admissions approaches in physics. Phys. Rev. Phys. Educ. Res., 19(1), 010134. https://doi.org/10.1103/PhysRevPhysEducRes.19.010134
2022
Bott, T. E., Stump, T., Caballero, M. D., McPadden, D. R., & Irving, P. W. (2022). Examining how problem design relates to computational thinking practices. https://doi.org/10.1119/perc.2022.pr.Bott
Castle, S. (2022). If Creativity Return Computing: Exploring the Impact of Computing on Students’ Mathematical Creativity in Linear Algebra. Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 2, 24–25. https://doi.org/10.1145/3501709.3544274
Finzell, T., Caballero, M. D., & Silvia, D. W. (2022). Using Resource Theory to Understand How Students Think About Indexing. Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2, 1419–1419. https://doi.org/10.1145/3545947.3576363
Frisbie, R. L. S., & Caballero, M. D. (2022). Exploring Students’ Computational Problem-solving Approaches: Two Comparative Case Studies. Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2, 1337–1337. https://doi.org/10.1145/3545947.3576283
Frisbie, R. L., Grete, P., & Glines, F. W. (2022). An Inquiry Approach to Teaching Sustainable Software Development with Collaborative Version Control. https://escholarship.org/uc/item/6fv1s464
Hamerski, P. C., McPadden, D., Caballero, M. D., & Irving, P. W. (2022). Students’ perspectives on computational challenges in physics class. Physical Review Physics Education Research, 18(2), 020109. https://doi.org/10.1103/PhysRevPhysEducRes.18.020109
Hamerski, P. C., Silvia, D., & Caballero, M. D. (2022). Exploring Self-Efficacy in Data Science. Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2, 633–634. https://doi.org/10.1145/3502717.3532131
Kubsch, M., & Hamerski, P. C. (2022). Dynamic Energy Transfer Models. The Physics Teacher, 60(7), 583–585. https://doi.org/10.1119/5.0037727
Sand, O. P., Caballero, M. D., Mørken, K. M., & Lockwood, E. (2022). Three Cases That Demonstrate How Students Connect the Domains of Mathematics and Computing. Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2022.100955
Sand, O. P., Lockwood, E., Caballero, M. D., & Mørken, K. M. (2022). Students’ Development of a Logarithm Function in Python Using Taylor Expansions: A Teaching Design Case Study. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-022-00104-3
Silvia, D. W., Caballero, M. D., Finzell, T., Frisbie, R., Hamerski, P., Bolger, E., Castle, S., Roca, R., & Tourangeau, P. (2022). Computing in Support of Disciplinary Learning. Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2, 1247–1247. https://doi.org/10.1145/3545947.3573341
Weller, D. P., Bott, T. E., Caballero, M. D., & Irving, P. W. (2022). Development and illustration of a framework for computational thinking practices in introductory physics. Physical Review Physics Education Research, 18(2), 020106. https://doi.org/10.1103/PhysRevPhysEducRes.18.020106
Wilson, J., Pollard, B., Aiken, J. M., Caballero, M. D., & H. J. Lewandowski. (2022). Classification of open-ended responses to a research-based assessment using natural language processing. Physical Review Physics Education Research. https://doi.org/10.1103/PhysRevPhysEducRes.18.010141
Young, N. T., Tollefson, K., Zegers, R. G. T., & Caballero, M. D. (2022). Rubric-based holistic review: A promising route to equitable graduate admissions in physics. Phys. Rev. Phys. Educ. Res., 18(2),
2021
Aiken, J. M., De Bin, R., Lewandowski, H. J., & Caballero, M. D. (2021). Framework for evaluating statistical models in physics education research. Physical Review Physics Education Research, 17(2), 020104. https://doi.org/10.1103/PhysRevPhysEducRes.17.020104
Mikkelsen, N. J., Young, N. T., & Caballero, M. D. (2021). Investigating institutional influence on graduate program admissions by modeling physics Graduate Record Examination cutoff scores. Physical Review Physics Education Research, 17(1), 010109. https://doi.org/10.1103/PhysRevPhysEducRes.17.010109
Young, N. T., & Caballero, M. D. (2021a). Physics Graduate Record Exam does not help applicants “stand out.” Physical Review Physics Education Research, 17(1), 010144. https://doi.org/10.1103/PhysRevPhysEducRes.17.010144
Young, N. T., & Caballero, M. D. (2021b). Predictive and Explanatory Models Might Miss Informative Features in Educational Data. Journal of Educational Data Mining, 13(4), 31–86. https://doi.org/10.5281/zenodo.5806830
2020
Aiken, J. M., De Bin, R., Hjorth-Jensen, M., & Caballero, M. D. (2020). Predicting time to graduation at a large enrollment American university. PLOS ONE, 15(11). https://doi.org/10.1371/journal.pone.0242334
Bott, T. E., Weller, D. P., Caballero, M., & Irving, P. W. (2020). Student-identified themes around computation in high school physics. https://doi.org/10.1119/perc.2019.pr.Bott
Bumler, J. N., Hamerski, P. C., Caballero, M., & Irving, P. W. (2020). How do previous coding experiences influence undergraduate physics students? https://doi.org/10.1119/perc.2019.pr.Bumler
Irving, P. W., McPadden, D., & Caballero, M. D. (2020). Communities of practice as a curriculum design theory in an introductory physics class for engineers. Physical Review Physics Education Research, 16(2),
Odden, T. O. B., Marin, A., & Caballero, M. D. (2020). Thematic analysis of 18 years of physics education research conference proceedings using natural language processing. Physical Review Physics Education Research, 16(1), 010142. https://doi.org/10.1103/PhysRevPhysEducRes.16.010142
Pawlak, A., Irving, P. W., & Caballero, M. D. (2020). Learning assistant approaches to teaching computational physics problems in a problem-based learning course. Physical Review Physics Education Research, 16(1),
Weller, D. P., Caballero, M., & Irving, P. W. (2020). Teachers’ intended learning outcomes around computation in high school physics. https://doi.org/10.1119/perc.2019.pr.Weller
2019
Aiken, J. M., Henderson, R., & Caballero, M. D. (2019). Modeling student pathways in a physics bachelor’s degree program. Physical Review Physics Education Research, 15(1), 010128. https://doi.org/10.1103/PhysRevPhysEducRes.15.010128
Odden, T. O. B., Lockwood, E., & Caballero, M. D. (2019). Physics computational literacy: An exploratory case study using computational essays. Physical Review Physics Education Research, 15(2), 020152. https://doi.org/10.1103/PhysRevPhysEducRes.15.020152
Silvia, D., O’Shea, B., & Danielak, B. (2019). A Learner-Centered Approach to Teaching Computational Modeling, Data Analysis, and Programming. In Lecture Notes in Computer Science (pp. 374–388). Springer International Publishing. https://doi.org/10.1007/978-3-030-22750-0_30
Young, N. T., Allen, G., Aiken, J. M., Henderson, R., & Caballero, M. D. (2019). Identifying features predictive of faculty integrating computation into physics courses. Physical Review Physics Education Research, 15(1), 010114. https://doi.org/10.1103/PhysRevPhysEducRes.15.010114
2018
Caballero, M. D., & Merner, L. (2018). Prevalence and nature of computational instruction in undergraduate physics programs across the United States. Physical Review Physics Education Research, 14(2),