Jeffery M. Saul
Department of Physics
University of Maryland
College Park, MD 20742-4111
(301) 405-7276

University of Maryland at College Park (UMCP). 
1991 M.S., Physics. 
1991 Ph.D. Candidacy, Physics.  
Ph.D, Physics, degree expected August 1997 

University of California at Irvine (UCI). 
1986 B.S. Physics, Concentration in Applied Physics. 

United States Coast Guard Academy 
1979-1981, Physics major, transferred without degree. 

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Teaching/Research Assistant, UMD          Fall 1993-present 
        Founding member and 1st graduate student of the Physics Education Research Group at UMCP.  
Research projects include: 

Maryland Physics Expectations (MPEX) Project 
        Studies have shown that students' epistemological beliefs and attitudes (expectations) can have a profound effect of what and how students learn in classes.  The goal of this project is two fold.  One goal is to determine what role expectations play in studentlearning in introductory physics classes.   The second goal is to develop a survey to assess students' expectations to see what the students are like coming into the class and also how their expectations change by the end of the class.  This study uses survey data taken from introductory courses for non-majors at 15 institutions with different course formats,interviews with students at 5 of the institutions to verify the survey data, and careful examination of written students work here at UMCP.  This project is part of my Ph.D. dissertation. 

 Math Use in Introductory Physics Project 
        Many physics instructors have observed that students often fail to apply their prior mathematics knowledge the way instructors would like them to.  The goal of this project is to study these mathematics difficulties in introductory physics classes to document, understand, and eventually correct them.  My part of this project concentrates on three issues: 

    1. What do students think it means to prove or show something is true. 
    2. Why do students have difficulty connecting equations to physical situations? 
    3. Do students have a physicist's view of time? 
This study involves examination of written student work, interviews with students, and student case studies from introductory physics classes at UMCP. This project is part of my Ph.D. dissertation. 

Implementing and Evaluating Tutorials 
In Fall 1993 Professor Redish returned to UMCP from sabbatical at the University of Washington and began implementing University of Washington style tutorials (see Physics 121, 161, 262, & 263 below) that were developed there to replace discussion sections. My responsibilities included teaching tutorial sections, being head TA running tutorial sections for two lecture courses simultaneously, analyzing students' pretests (conceptual quizzes) for student misconceptions, and writing four tutorials (2 each) using MBL and group problem solving ideas from the literature. To evaluate the tutorials, I used both multiple choice conceptual tests such as the FCI and specially written exam questions. Pre & post FCI results from matched data were analyzed from both tutorial & non-tutorial classes. This project is part of my Ph.D. dissertation. 

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Teaching Assistant, UMD           Fall 1994-Fall 1996, Fall 1986-Spring 1989  
UMCP Physics and Astronomy Department introductory courses including: 

    Physics 121, one semester algebra/trig-based general physics course for non-majors. Responsibilities included teaching University of Washington style tutorials & laboratory sections and grading assigned problems & lab reports as well as facilitating group problem solving in lecture. University of Washington style tutorials involve groups of three or four students working on a guided conceptual worksheet to enhance conceptual understanding. Some tutorials use MBL tools. This experimental section tries to emphasize conceptual understanding, problem solving, and linking physics to the real world. (1 semester) 

    Physics 117 (Co-Instructor), one semester course for pre-service elementary school teachers. Responsibilities include planning classes, leading class discussions, Socratic questioning, and grading. All responsibilities are shared with a Co-Instructor. All laboratory class where students learn from hands-on laboratory activities and class discussions with no textbook. Instructors question students both in groups and as a class to help build and extend student understanding. Laboratory exercises use MBL experiments and simple table top experiments. (1 semester) 

    Physics 161, 262, & 263, three semester calculus-based introductory physics course for engineering students. Responsibilities include teaching University of Washington style tutorials, grading homework , and grading exams. University of Washington style tutorials involve groups of three or four students working on a guided conceptual worksheet to enhance conceptual understanding. Some tutorials use MBL tools, computer simulations, or group problem solving. The Course tries to emphasize conceptual understanding and linking physics to the real world. (6 semesters) 

    Physics 121-122, algebra-based general physics course for non-majors. Responsibilities included teaching discussion and laboratory sections & grading assigned problems, lab reports, and exams. Emphasized having the students write coherent conclusions in lab reports which summarized what the students were trying to do, the results they determined, and why this result was reasonable. (3 semesters) 

    Astronomy 110, non-major astronomy laboratory class using computer simulations and direct observations in addition to bench top experiments. Responsibilities included teaching and grading all aspects of laboratory course. (2 semesters) 

    Physics 263A, third semester laboratory course for engineering majors with emphasis on electricity and magnetism. Responsibilities included teaching and grading all aspects of the laboratory course. (1 semester)

Adjunct Faculty, PGCC & Montgomery College       Fall 1993 - Spring 1997 
Sole instructor for five algebra/trig based introductory physics courses for non-majors at both Prince Georges Community College & Montgomery College. Responsibilities included teaching lectures, discussion sections and laboratories for all five classes. Current second semester course is field testing University of Washington tutorials.  

Physics Instructor, University of Washington at Seattle            Summer 1995  
Team taught intensive six-week "Physics by Inquiry" course for in-service high school science and math teachers with Lillian McDermott’s Physics Education Group at the University of Washington, Seattle under Greg Francis. Course emphasizes having students build understanding from firsthand experience with classroom activities.  

Physics is Phun Volunteer, UMD                                           Fall 1986-present 
This is a demonstration lecture program opened to community by the physics department. High school physics students are particularly encouraged to attend the four shows Professor Richard Berg and the UMCP lecture demonstration facility put on each year. Volunteers run hands-on demonstrations for the crowd before the main lecture. 

Physics Instructor, Montgomery College                                   Summer 1994 
Sole physics instructor for Science Alive Program at Montgomery College. This is a two week program in chemistry and physics for 7-8 year olds sponsored by the Office of Continuing Education. Designed and taught two sections of a hands-on physics laboratory course around a theme of energy including guest speakers and field trips. 

Physics Instructor, UMD                                                           Summer 1991 
Academic Champions of Excellence (ACE) summer program, UMCP. Human Resources Department, College of Education, UMCP. Physics Program Coordinator: Prof. Richard Berg. 

  • Head Instructor (supervised 5 assistant instructors) of 10th grade section for 5 week program. 
  • Developed hands-on laboratory curriculum to teach basic physics through resonance and wave experiments including use of oscilloscopes and synthesizers. 

Faculty Physics Tutor, PGCC                                         Spring 1994 - present 
Individual and group physics tutor for all physics classes at Prince George Community College tutoring service. Charles Hansborough, Director. 

Private Physics Tutor, UMD                    September 1989 - September 1994 
Private tutoring for lower division physics and related classes for non-majors. Mainly one year algebra-based physics course at UMCP. 

Tutor, UCI                                                                Fall 1981 - Spring 1983 
Group tutor for UC Irvine Tutorial Assistance Program. Tutored groups of 5 students in lower division Physics and first year calculus. 

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Graduate Research Assistantship, University of Maryland Laboratory for Plasma Research with Prof. Fred Skiff. Bench testing of microwave plasma diagnostic and integrating digital data acquisition system using GPIB interface to connect PC to CAMAC transient recorders. January 1993 - July 1993. 

Graduate Research Assistantship, University of Maryland Condensed Matter Group with Prof. Bhagat. Research into DC magnetic properties of High Temperature Superconductors using a Faraday balance. January 1991 - October 1992. 

Graduate Research Assistantship, NASA Goddard Spaceflight Center Laboratory for High Energy Astrophysics. Instrument development including calibration of radiation detectors, developing coincidence trigger, signal analysis, and electronics trouble shooting.  
July 1989 - December 1990. 

Laboratory Assistant, University of California, Irvine Beam Physics Group with Dr. Hiroshima Ishizuka. Experimental development and computer modeling of Stellatron Accelerator to obtain 1 Kamp 10 MeV electron beam. May 1985 - June 1986.



Preconceptions in Mechanics: Lessons Dealing with Student's Conceptual Difficulties given by John Clement and Charles Camp at the Winter Meeting of the AAPT (January 1995). 

Research in Problem Solving: Issues and Alternative Approaches given by Patricia Heller, David Maloney, and Alan Van Heuvelen at the Winter Meeting of the AAPT (January 1995). 

1994 Summer Seminar at Dickinson College: Teaching Introductory Physics Using Interactive Methods and Computers given by Priscilla Laws, Ronald Thornton, and Patrick Cooney (June 1994). 

1996 Summer Seminar at Dickinson College: Teaching Introductory Physics Using Interactive Methods and Computers given by Patrick Cooney, John Garrett, Priscilla Laws, David Sokoloff, Ronald Thornton, and Maxine Willis (June 1996). 

Integrating Video Analysis, MBL, and Spreadsheet Modeling by Priscilla Laws, Patrick Cooney, Curtis Hieggelke, Mark Luetzelschwab at the Summer Meeting of the AAPT (August 1995). 

Electrostatics given by Robert Morse and Jeff Saul at the Summer Meeting of the AAPT (August 1995). 

Beginning Spreadsheet Modeling given by Patrick Cooney and Edward F. Redish at the Winter Meeting of the AAPT (January 1994) 


Summer Orientation Counselor, Student Services, UC Irvine. Live-in counselor for weekend and week long orientation programs for incoming students and their parents. 1982 - 1984. 

Peer Academic Advisor, Undergraduate Studies Office, UC Irvine. Advised students without a declared major on developing their academic program. Summer 1982. 

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Extensive Experience with: 
DOS/Windows & Windows95 Operating Systems 
Word Processors (Word for Windows & Word Perfect) 
Spreadsheets (Quattro Pro, Excel, & 1-2-3) 
SPSS statistical software 
M.U.P.P.E.T. physics simulation software 
EM Fields physics simulation software 
Calculator Based Laboratory (CBL) with motion detectors and TI-82 calculators 
Universal Laboratory Interfaces (ULI) with motion detectors, force probes, and temperature probes  

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American Association of Physics Teachers 
American Physical Society 
National Association of Research in Science Teaching 
National Council of Teachers of Mathematics 
Vice President, Physics Graduate Student Association, UMCP, 1989-1990. 
Graduate Student Advisor, Society of Physics Students, UMCP, 1986-1990. 
Physics Representative to Graduate Student Assembly, 1986-1988. 
Co-President, Society of Physic Students, UC Irvine, 1984-1985. 
Outstanding Chapter Award from national SPS 
Best Academic Club at UCI  

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I am currently finishing my Ph.D Dissertation.  No other papers are in preparation at this time. 


J.M. Saul and E.F.Redish, "Are reform physics curricula worth the effort?  An evaluation of pre/post FCI and expectation survey results," presented to the Chesapeake Section of the AAPT, November 8, 1997. 

J.M. Saul, R.N. Steinberg, and E.F. Redish, "Student expectations, Workshop Physics, and the MPEX survey,"  AAPT Announcer 27 (2), (1997).  (Presented by E.F. Redish) 

J.M. Saul, R.N. Steinberg, and E.F. Redish, "A comparison of student 
expectations in introductory calculus-based physics courses," 
AAPT Announcer 26 (2), 98 (1996).

E.F. Redish, R.N. Steinberg, and J.M. Saul, "Student Difficulties with Math 
in Physics: Giving Meaning to Symbols,"  AAPT Announcer 26 (2), 70 (1996).

J.M. Saul,  R.N. Steinberg, and M.C. Wittmann, "Student difficulties with math 
in physics: Why can't students apply what they learn in math class?," 
AAPT Announcer 26 (2), 70 (1996). (Presented by R.N. Steinberg)

E.F. Redish and J. Saul, "How much MBL do you need to get good results?," 
AAPT Announcer 25 (2), 71 (1995).  (Presented by J. Saul)

J. Saul and E.F Redish, "Evaluation of student expectations in introductory 
university physics and development of the expectation survey," AAPT Announcer 25 (2), 59 (1995).

J. Saul, "The distribution of student expectations and attitudes in 
introductory university physics," AAPT Announcer 25 (2), 126 (1995). 
(presented at the Chesapeake section meeting of the AAPT April 8, 1995)

E.F. Redish and J. Saul,  "The distribution of student expectations and 
attitudes in introductory university physics," AAPT Announcer 24 (4), 77 (1994).  (Presented by J. Saul)

J. Saul and E.F. Redish,  "Student misconceptions about waves on strings," 
AAPT Announcer 24 (4),  85 (1994).  (Presented by E.F. Redish)

J. Saul and S.M. Bhagat, "Temperature Dependencies of Field Induced 
Magnetization in a Concentrated Spin Glass and Thermoremnant Magnetization of Micron sized powders of Cuprate Superconductors," Bulletin of the APS 37 (1), 119 (1992).

Means, S. Katal, J. Saul, H. Ishizuka, A. Fisher, and N. Rostoker, 
Characteristics of high current electron beams in the UCI stellatron," Bulletin 
of the APS 30 (9), 1582 (1985). 


J.M. Saul, "Teaching Assistant Preparation: The Graduate Student Perspective," AAPT Announcer 26 (4), 68 (1996). 

E.F. Redish, R.N. Steinberg, and J.M. Saul, "The Distribution and Change of Student Expectations in Introductory Physics," Invited poster presented at The International Conference on Undergraduate Physics Education (ICUPE), College Park, Maryland July 31-August 3, 1996. Proceedings to be published by the American Institute of Physics, E. Redish and J. Rigden, Eds 


"Student Expectations in Introductory Physics," to the physics education group at University of Washington, July 26, 1995. 

"The Distribution of Student Expectations and Attitudes in Introductory University Physics," to the physics education group at Ohio State University, March 6, 1995. 


E.F. Redish, J.M. Saul, and R.N. Steinberg, and J.M. Saul, "Student Expectations in Introductory Physics,"  accepted for publication by AJP, July 1997.  

E.F. Redish, J.M. Saul, & R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," AJP 65 (1), 45-54 (1997). 

J. Saul, M.X. Huang, and S.M. Bhagat, " Evaporation of trapped fluxons from micron sized powders of Bi-2223 CuO superconductors," Solid State Communications 92 (7), 553-557 (1994). 

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Professor Edward F. Redish 
Department of Physics 
University of Maryland 
College Park, MD 20742-4111
Voice: (301) 405-6120
Fax:: (301) 314-9525
Professor Priscilla Laws 
Department of Physics & Astronomy 
Dickinson College 
Carlisle, PA 17013
Voice: (717) 245-1242
Fax: (717) 245-1642
Professor Scott Sinex 
Chair, Physical Science Department 
Prince Georges Community College
Largo, MD 20772-2199
Voice: (301) 336-2851

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