- B.S. in Physics, University of Maine, 2004
- M.S. in Teaching, University of Maine, 2006
- Ph.D. in Applied Mathematics & Statistics, University of California Santa Cruz, 2011
- PHY 2400: General Physics I
- PHY 3710/5710: Analytical Mechanics
- PHY 4700: Introduction to Astrophysics
My primary research interests are network analysis and diversity and equity issues in physics education. My network projects are usually (but not exclusively) social network analyses of student interactions in physics courses. On the diversity and equity side, my focus is gender in physics, and other facets of identity that intersect with those issues. I have done past work in student attitudes and problem-solving.
- Editor, Physics Education Research Conference proceedings (2016-)
- Vice President for Four-Year Colleges and Universities, Southern Ohio Section of the American Association of Physics Teachers (2017-)
- Chair, Committee on Women in Physics (AAPT, Winter 2016-Winter 2017)
- Raym Alzahrani, MS (Fall 2015 – Fall 2016)
- Sarah Hierath, MS (Fall 2014 – Summer 2016)
- Emily Sandt, MS (Fall 2014 – Summer 2016)
A. Traxler, A. Gavrin, and R. Lindell, “Networks identify productive forum discussions,” Phys. Rev. Phys. Educ. Res. 14, 020107 (2018).
R. Henderson, P. Miller, J. Stewart, A. Traxler, and R. Lindell, “Item-level gender fairness in the Force and Motion Conceptual Evaluation and the Conceptual Survey of Electricity and Magnetism,” Phys. Rev. Phys. Educ. Res. 14, 020103 (2018).
J. Blue, A. L. Traxler, and X. C. Cid, “Gender matters,” Physics Today 71, 40–46 (2018).
A. Traxler, R. Henderson, J. Stewart, G. Stewart, A. Papak, and R. Lindell, “Gender fairness within the Force Concept Inventory,” Phys. Rev. Phys. Educ. Res. 14, 010103 (2018).
R. Henderson, G. Stewart, J. Stewart, L. Michaluk, and A. Traxler, “Exploring the gender gap in the conceptual survey of electricity and magnetism,” Phys. Rev. Phys. Educ. Res. 13, 020114 (2017).
N. L. Schroeder and A. L. Traxler, “Humanizing instructional videos in physics: When less is more,” J Sci Educ Technol 26, 269–278 (2017).
A. L. Traxler, X. C. Cid, J. Blue, and R. Barthelemy, “Enriching gender in physics education research: A binary past and a complex future,” Physical Review Physics Education Research 12, 020114 (2016).
A. Traxler and E. Brewe, “Equity investigation of attitudinal shifts in introductory physics,” Phys. Rev. ST Phys. Educ. Res. 11, 020132 (2015).
I. Artze-Vega, L. Richardson, and A. Traxler, “Stereotype threat-based diversity programming: Helping students while empowering and respecting faculty,” To Improve the Academy 33, 74–93 (2014).
E. Brewe, A. Traxler, J. de la Garza, and L. H. Kramer, “Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction,” Phys. Rev. ST Phys. Educ. Res. 9, 020116 (2013).
G. M. Mirouh, P. Garaud, S. Stellmach, A. L. Traxler, and T. S. Wood, “A new model for mixing by double-diffusive convection (semi-convection): I. The conditions for layer formation.” Astrophysical Journal 750, 61 (2012).
A. Traxler, P. Garaud, and S. Stellmach, “Numerically determined transport laws for fingering (“thermohaline”) convection in astrophysics.” Astrophysical Journal Letters 728, L29 (2011).
E. Rosenblum, P. Garaud, A. Traxler, S. Stellmach, “Turbulent mixing and layer formation in double-diffusive convection: 3D numerical simulations and theory.” Astrophysical Journal 731, 66 (2011).
A. Traxler, S. Stellmach, P. Garaud, T. Radko, and N. Brummell, “Dynamics of fingering convection I: Small-scale fluxes and large-scale instabilities.” Journal of Fluid Mechanics 677, 530 (2011).
S. Stellmach, A. Traxler, P. Garaud, N. Brummell, and T. Radko, “Dynamics of fingering convection II: The formation of thermohaline staircases.” Journal of Fluid Mechanics 677, 554 (2011).
Peer-reviewed conference proceedings
A. Traxler, A. Gavrin, and R. Lindell, “CourseNetworking and community: Linking online discussion networks and course success,” in 2016 Physics Education Research Conference, edited by D. L. Jones, L. Ding, and A. Traxler (Sacramento, CA, 2016), pp. 352–355.
E. Sandt* and A. Traxler, “Non-traditional students’ conceptual scores and network centrality in SCALE-UP classrooms,” in 2016 Physics Education Research Conference proceedings, edited by D. L. Jones, L. Ding, and A. Traxler (Sacramento, CA, 2016), pp. 296-299.
A. L. Traxler, “Community structure in introductory physics course networks,” in 2015 Physics Education Research Conference proceedings, edited by A. D. Churukian, D. L. Jones, and L. Ding (College Park, MD, 2015), pp. 331-334.
A. L. Traxler, J. V. Mahadeo*, D. McPadden, and E. Brewe, “Multiple representations and epistemic games in introductory physics exam solutions,” in 2014 Physics Education Research Conference proceedings, edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones (Minneapolis, MN, 2014), pp. 247-250.
J. Mahadeo*, A. L. Traxler, E. Brewe, “Epistemic games analysis of common exam questions across course formats,” in 2013 Physics Education Research Conference proceedings, edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones (Portland, OR, 2014), pp. 241-244.
A. L. Traxler, K. A. Kretke, and P. Garaud, “A Fluid Dynamics Activity for Prospective Graduate Students,” in Learning from Inquiry in Practice, edited by L. Hunter and A. Metevier (Astronomical Society of the Pacific, Santa Cruz, CA, 2010), pp. 258-263.
A. L. Traxler, K. E. Black, and J. R. Thompson, “Students’ use of symmetry with Gauss’s law,” in 2006 Physics Education Research Conference, edited by L. McCullough, L. Hsu, and P. Heron (American Institute of Physics, Syracuse, NY, 2006), pp. 173–176.
* Supervised student
- American Physical Society
- American Association of Physics Teachers