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Employment (9)

Purdue University West Lafayette: West Lafayette, US

2022-08 to present | Assistant Professor (Engineering Education)
Employment
Source: Self-asserted source
Jason W. Morphew

Purdue University: West Lafayette, IN, US

2019-08 to 2022-08 | Visiting Assistant Professor (Engineering Education)
Employment
Source: Self-asserted source
Jason W. Morphew

University of Illinois Urbana-Champaign: Urbana, IL, US

2013-08 to 2019-05 | Graduate Research Assistant (Educational Psychology / Physics)
Employment
Source: Self-asserted source
Jason W. Morphew

University of Illinois at Urbana-Champaign: Urbana, IL, US

2014 to 2014 | Graduate Teaching Assistant (Educational Psychology)
Employment
Source: Self-asserted source
Jason W. Morphew

Wichita Area Technical College: Wichita, KS, US

2010-08 to 2012-05 | Algebra Instructor (Math)
Employment
Source: Self-asserted source
Jason W. Morphew

Wichita State University: Wichita, KS, US

2012 to 2012 | Graduate Teaching Assistant (Counseling, Educational Leadership, Educational and School Psychology)
Employment
Source: Self-asserted source
Jason W. Morphew

Wichita Area Technical College: Wichita, KS, US

2011 to 2012 | Chemistry Instructor (Chemistry)
Employment
Source: Self-asserted source
Jason W. Morphew

Arlington Public Schools: Arlington, NE, US

2005-08 to 2009-05 | High School Math / Science Teacher
Employment
Source: Self-asserted source
Jason W. Morphew

Highland High School : Ault, Colorado, US

2002-08 to 2005-05 | High School Math Teacher
Employment
Source: Self-asserted source
Jason W. Morphew

Education and qualifications (3)

University of Illinois Urbana-Champaign: Urbana, IL, US

2013-08 to 2019-05 | Ph.D. student in Educational Psychology (Education)
Education
Source: Self-asserted source
Jason W. Morphew

Wichita State University: Wichita, KS, US

2009-08 to 2012-12 | M.A in Educational Psychology (Education)
Education
Source: Self-asserted source
Jason W. Morphew

University of Nebraska-Lincoln: Lincoln, NE, US

1995-08 to 2001-05 | B.S in Natural Science Education (Education)
Education
Source: Self-asserted source
Jason W. Morphew

Professional activities (15)

Purdue University West Lafayette: West Lafayette, US

Magoon Awards Committee (Engineering Education)
Service
Source: Self-asserted source
Jason W. Morphew

Purdue University West Lafayette: West Lafayette, US

2022 to present | First Year Education Curriculum Committee Member (College of Engineering)
Service
Source: Self-asserted source
Jason W. Morphew

Purdue University West Lafayette: West Lafayette, US

2021 to present | Course Curator - Ideas to Innovations I (Engineering Education)
Service
Source: Self-asserted source
Jason W. Morphew

AAAS: Washington, D.C., US

2021 to present
Membership
Source: Self-asserted source
Jason W. Morphew

American Society For Engineering Education: Washington, D.C., US

2019 to present
Membership
Source: Self-asserted source
Jason W. Morphew

American Educational Research Association: Washington, D.C., US

2011 to present
Membership
Source: Self-asserted source
Jason W. Morphew

Purdue University West Lafayette: West Lafayette, US

2024 | Outstanding Teaching in Engineering Recognition (College of Engineering)
Distinction
Source: Self-asserted source
Jason W. Morphew

Purdue University West Lafayette: West Lafayette, US

2024 | College of Engineering Faculty Excellence Award in Early Career Teaching (College of Engineering)
Distinction
Source: Self-asserted source
Jason W. Morphew

Purdue University West Lafayette: West Lafayette, US

2023 | Outstanding Teaching in Engineering Recognition (College of Engineering)
Distinction
Source: Self-asserted source
Jason W. Morphew

Purdue University West Lafayette: West Lafayette, US

2023 | ENE Award for Excellence in Undergraduate Teaching (Engineering Education)
Distinction
Source: Self-asserted source
Jason W. Morphew

American Society For Engineering Education: Washington, D.C., US

2023 | Best Research Paper Award (Professional Interest Council III)
Distinction
Source: Self-asserted source
Jason W. Morphew

Cross Discipline Based Education Research Conference: Lincoln, NE, US

2023 to 2023 | Organizing Committee for Cross Discipline-Based Education Research Conference
Service
Source: Self-asserted source
Jason W. Morphew

American Association of Physics Teachers: College Park, US

2023 to 2023 | Organizing Committee for Physics Education Research Conference
Service
Source: Self-asserted source
Jason W. Morphew

Purdue University West Lafayette: West Lafayette, US

2022 | Outstanding Teaching in Engineering Recognition (College of Engineering)
Distinction
Source: Self-asserted source
Jason W. Morphew

Purdue University West Lafayette: West Lafayette, US

2020 | Outstanding Teaching in Engineering Recognition (College of Engineering)
Distinction
Source: Self-asserted source
Jason W. Morphew

Funding (6)

LASSO Math Assessment Analysis & Development of Calculus Cognitive Diagnostic

2024-11 to 2026-03 | Grant
Bill & Melinda Gates Foundation (Seattle, US)
Source: Self-asserted source
Jason W. Morphew

Collaborative Research: Understanding Cueing Gestures within Video Learning Environments for Statistics Education

2024-09 to 2027-08 | Grant
National Science Foundation (Alexandria, US)
GRANT_NUMBER:

2400568
Source: Self-asserted source
Jason W. Morphew

Promoting Equity and Research Using Adaptive Testing to Support Individualized Instruction at Scale: An Incubator Project

2023-10-01 to 2025-09-30 | Grant
Directorate for STEM Education (Alexandria, US)
URL: https://app.dimensions.ai/details/grant/grant.13608990
GRANT_NUMBER: 2322015
Source: Self-asserted source
Jason W. Morphew via DimensionsWizard

Collaborative Research: Individualizing Instruction and Improving Research Using Adaptive Testing

2022-10-01 to 2025-09-30 | Grant
Directorate for STEM Education (Alexandria, US)
URL: https://app.dimensions.ai/details/grant/grant.12948863
GRANT_NUMBER: 2142317
Source: Self-asserted source
Jason W. Morphew via DimensionsWizard

Improving the Problem Solving Skills of Engineering Undergraduate Students by Infusing Engineering Design in Introductory Physics

2020-10-01 to 2023-09-30 | Grant
Directorate for Education & Human Resources (Arlington, US)
URL: https://app.dimensions.ai/details/grant/grant.9382814
GRANT_NUMBER: 2021389
Source: Self-asserted source
Jason W. Morphew via DimensionsWizard

Collaborative Research: Improving the Effectiveness of Practice Exams in Large Introductory Physics Courses

2020-09-01 to 2023-08-31 | Grant
Directorate for Education & Human Resources (Arlington, US)
URL: https://app.dimensions.ai/details/grant/grant.9398264
GRANT_NUMBER: 2021190
Source: Self-asserted source
Jason W. Morphew via DimensionsWizard

Works (48)

Applying cognitive diagnostic models to mechanics concept inventories

Physical Review Physics Education Research
2025-01-21 | Journal article
DOI: 10.1103/PhysRevPhysEducRes.21.010103
Contributors: Vy Le; Jayson M. Nissen; Xiuxiu Tang; Yuxiao Zhang; Amirreza Mehrabi; Jason W. Morphew; Hua Hua Chang; Ben Van Dusen
Source: check_circle
Crossref

The advantage of regression and covariate utilisation over ANOVA in engineering education research

European Journal of Engineering Education
2024-12-28 | Journal article
DOI: 10.1080/03043797.2024.2445277
Contributors: Li Tan; Siqing Wei; Xingchen Xu; Jason Morphew
Source: check_circle
Crossref

AI-Enhanced Decision-Making for Course Modality Preferences in Higher Engineering Education during the Post-COVID-19 Era

Information
2024-09-27 | Journal article
DOI: 10.3390/info15100590
Contributors: Amirreza Mehrabi; Jason Wade Morphew; Babak Nadjar Araabi; Negar Memarian; Hossein Memarian
Source: check_circle
Crossref

Characterising STEM Ways of Thinking in Engineering Design (ED)-based tasks

2024-09-12 | Conference paper
DOI: 10.1119/perc.2024.pr.Chatta_Subramaniam
Contributors: Ravishankar Chatta Subramaniam; Caden LaFontaine; Amir Bralin; Jason W. Morphew; Carina M. Rebello; N. Sanjay Rebello
Source: check_circle
Crossref

Mechanics Cognitive Diagnostic: Mathematics skills tested in introductory physics courses

2024-09-12 | Conference paper
DOI: 10.1119/perc.2024.pr.Le
Contributors: Vy Le; Ben Van Dusen; Jayson M. Nissen; Xiuxiu Tang; Yuxiao Zhang; Hua Hua Chang; Jason W. Morphew
Source: check_circle
Crossref

AI-Based Concept Inventories: Using Cognitive Diagnostic Computer Adaptive Testing in LASSO for Classroom Assessment

2024-06 | Conference paper
DOI: 10.18260/1-2--46534
Contributors: Jason Morphew; Amirreza Mehrabi; Ben Van Dusen; Jayson Nissen
Source: check_circle
Crossref

Board 415: Understanding Magnetism Concepts Through Augmented Reality: A Qualitative Analysis

2024-06 | Conference paper
DOI: 10.18260/1-2--47004
Contributors: Michele McColgan; Jason Morphew; George Hassel; Junior Bennett; Megan Kelly
Source: check_circle
Crossref

Board 73: AI Skills-based Assessment Tool for Identifying Partial and Full-Mastery within Large Engineering Classrooms

2024-06 | Conference paper
DOI: 10.18260/1-2--48372
Contributors: Amirreza Mehrabi; Jason Morphew
Source: check_circle
Crossref

Embodied Learning with Gesture Representation in an Immersive Technology Environment in STEM Education

2024-06 | Conference paper
DOI: 10.18260/1-2--47233
Contributors: Junior Bennett; Jason Morphew; Michele McColgan
Source: check_circle
Crossref

Investigating and predicting the Cognitive Fatigue Threshold as a Factor of Performance Reduction in Assessment

2024-06 | Conference paper
DOI: 10.18260/1-2--47688
Contributors: Amirreza Mehrabi; Jason Morphew
Source: check_circle
Crossref

Investigating the Impact of Team Composition, Self-Efficacy, and Test Anxiety on Student Performance and Perception of Collaborative Learning: A Hierarchical Linear Modeling Approach

2024-06 | Conference paper
DOI: 10.18260/1-2--47699
Contributors: Tridib Saha; Jason Morphew
Source: check_circle
Crossref

Visuospatial and Embodied Cognition in STEM Education: A Systematic Literature Review

2024-06 | Conference paper
DOI: 10.18260/1-2--48261
Contributors: Fadhla Junus; Junior Bennett; Theresa Green; Jason Morphew; Ruth Wertz
Source: check_circle
Crossref

Impact of more realistic and earlier practice exams on student metacognition, study behaviors, and exam performance

Physical Review Physics Education Research
2023-04-27 | Journal article
DOI: 10.1103/PhysRevPhysEducRes.19.010130
Contributors: Muxin Zhang; Jason Morphew; Tim Stelzer
Source: check_circle
Crossref

Learning and transfer effects of embodied simulations targeting crosscutting concepts in science.

Journal of Educational Psychology
2022-04 | Journal article
DOI: 10.1037/edu0000697
Contributors: Robb Lindgren; Jason W. Morphew; Jina Kang; James Planey; José P. Mestre
Source: check_circle
Crossref

Seeing and doing are not believing: Investigating when and how conceptual knowledge impinges on observation and recall of physical motion.

Journal of Experimental Psychology: Applied
2021-06-25 | Journal article
DOI: 10.1037/xap0000338
Contributors: Jason W. Morphew; Eric Kuo; Quentin King-Shepard; Ryan Lin; Patrick Kwon; Timothy J. Nokes-Malach; Jose P. Mestre
Source: check_circle
Crossref

Changes in metacognitive monitoring accuracy in an introductory physics course

Metacognition and Learning
2021-04-01 | Journal article
DOI: 10.1007/s11409-020-09239-3
Contributors: Jason W. Morphew
Source: check_circle
Crossref

Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering

Applied Cognitive Psychology
2020-01 | Journal article
DOI: 10.1002/acp.3605
Part of ISSN: 0888-4080
Part of ISSN: 1099-0720
Source: Self-asserted source
Jason W. Morphew
grade
Preferred source (of 2)‎

Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos

Physical Review Physics Education Research
2020-01-24 | Journal article
DOI: 10.1103/physrevphyseducres.16.010104
Part of ISSN: 2469-9896
Source: Self-asserted source
Jason W. Morphew
grade
Preferred source (of 2)‎

An embodied cyberlearning platform for gestural interaction with cross-cutting science concepts

Mind, Brain, and Education
2019 | Journal article
Source: Self-asserted source
Jason W. Morphew

Evidence that communities of practice are associated with active learning in large STEM lectures

International Journal of STEM Education
2019-12 | Journal article
DOI: 10.1186/s40594-018-0154-z
Part of ISSN: 2196-7822
Source: Self-asserted source
Jason W. Morphew

Using computer adaptive testing to assess physics proficiency and improve exam performance in an introductory physics course

Physical Review Physics Education Research
2018-09-20 | Journal article
DOI: 10.1103/physrevphyseducres.14.020110
Part of ISSN: 2469-9896
Source: Self-asserted source
Jason W. Morphew

Enhancing multimodal learning through personalized gesture recognition

Journal of Computer Assisted Learning
2018-08 | Journal article
DOI: 10.1111/jcal.12262
Part of ISSN: 0266-4909
Part of ISSN: 1365-2729
Source: Self-asserted source
Jason W. Morphew

Using a Computer-based Testing Facility to Improve Student Learning in a Programming Languages and Compilers Course

Proceedings of the 49th ACM Technical Symposium on Computer Science Education
2018-02-21 | Journal article
DOI: 10.1145/3159450.3159500
ISBN: 9781450351034
Source: Self-asserted source
Jason W. Morphew

Maximizing undergraduate STEM learning: Promoting research at the intersection of cognitive psychology and discipline-based education research

National Science Foundation
2017 | Report
Source: Self-asserted source
Jason W. Morphew

New Wine in Old Bottles: “Repurposed” Methodologies for Studying Expertise in Physics

The Psychology of Learning and Motivation
2017 | Book chapter
Source: Self-asserted source
Jason W. Morphew

St. Elmo Brady STEM Academy

American Society for Engineering Education annual conference
2017 | Conference paper
Source: Self-asserted source
Jason W. Morphew

When two equals ten times one: Facilitating reasoning about exponential growth with an embodied simulation

annual meeting of the American Education Research Association
2017-04-30 | Conference paper
Source: Self-asserted source
Jason W. Morphew

Student understanding about exponential growth and the Richter scale following an embodied digital simulation

National Association for Research in Science Teaching
2017-04-23 | Conference paper
Source: Self-asserted source
Jason W. Morphew

Exploring the relationship between gesture and student reasoning regarding linear and exponential growth

Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2
2016 | Conference paper
Source: Self-asserted source
Jason W. Morphew

An observational and diagnostic assessment of the effectiveness of recipe-based instruction in an introductory fluid mechanics laboratory

Proceedings of the 2016 American Society for Engineering Education Annual Conference and Exposition
2016-06 | Conference paper
Source: Self-asserted source
Jason W. Morphew

Campus integrated project-based learning course in civil and environmental engineering

Proceedings of the Forty-fifth ASEE/IEEE Frontiers in Education Conference
2015 | Conference paper
Source: Self-asserted source
Jason W. Morphew

Effects of a science content course on elementary pre-service teachers’ self-efficacy of teaching science

Journal of College Science Teaching
2015 | Journal article
Source: Self-asserted source
Jason W. Morphew

Epistemological belief congruency in mathematics between vocational technology students and their instructors

Journal of Education and Training Studies
2015 | Journal article
Source: Self-asserted source
Jason W. Morphew

Epistemological belief congruency in mathematics between vocational technology students and their instructors

Journal of Education and Training Studies
2015 | Journal article
Source: Self-asserted source
Jason W. Morphew

Judgments of physics problem difficulty among experts and novices

Physical Review Special Topics-Physics Education Research
2015 | Journal article
Source: Self-asserted source
Jason W. Morphew

Campus integrated project-based learning course in civil and environmental engineering

2015-10-24 | Conference paper
Source: Self-asserted source
Jason W. Morphew

Do experts and novices direct attention differently in examining physics diagrams? A study of change detection using the flicker technique

Physical Review Special Topics - Physics Education Research
2015-08-12 | Journal article
DOI: 10.1103/physrevstper.11.020104
Part of ISSN: 1554-9178
Source: Self-asserted source
Jason W. Morphew

Do experts and novices direct attention differently in examining physics diagrams? A study of change detection using the flicker technique

Physical Review Special Topics-Physics Education Research
2015-08-12 | Journal article
Source: Self-asserted source
Jason W. Morphew

Judgments of physics problem difficulty by experts.

2015-07-30 | Conference poster
Source: Self-asserted source
Jason W. Morphew

Attention differences in viewing physics diagrams among experts and novices

2015-07-29 | Conference poster
Source: Self-asserted source
Jason W. Morphew

Learning from Different Styles of Animated Solutions Among Low-Performing Students.

2015-07-29 | Conference poster
Source: Self-asserted source
Jason W. Morphew

Expert – novice differences in attention when viewing physics diagrams using the “flicker” technique.

2015-07-27 | Conference paper
Source: Self-asserted source
Jason W. Morphew

Nature of science beliefs of graduate students in research apprenticeships

2015-04-19 | Conference poster
Source: Self-asserted source
Jason W. Morphew

Using Computer-Adaptive Testing to Improve STEM Learning, Test Performance and Retention. Illinois Learning Sciences

2015-02-27 | Dataset
Source: Self-asserted source
Jason W. Morphew

Comparing classroom interactive behaviors of science and non-science pre-service teachers.

Journal of Classroom Interaction
2014 | Journal article
Source: Self-asserted source
Jason W. Morphew

Effect of authentic research experiences on nature of science beliefs

2013-05 | Conference poster
Source: Self-asserted source
Jason W. Morphew

Comparing the classroom interactive behaviors of science and non-science pre-service teachers

2012-01-04 | Conference paper
Source: Self-asserted source
Jason W. Morphew

). Learning and transfer effects of embodied simulations targeting cross-cutting concepts in science

Journal of Educational Psychology
Journal article
Source: Self-asserted source
Jason W. Morphew
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