Projects
Publications
Hazari, Z., & Cass, C. (in press). Towards Meaningful Physics Recognition: What does this recognition actually look like? The Physics Teacher, accepted April 2018.
Hazari, Z., Farhangi, S., & Potvin, G. (in press). Micro-Agency: Measuring the initiation of agency within science classes. Journal of College Science Teaching, accepted August 2018.
Dou, R., Brewe, E., Potvin, G., Zwolak, J. P., & Hazari, Z. (2018). Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses. International Journal of Science Education, 1-19.
Hazari, Z. (2018). STEP UP 4 WOMEN: Supporting Teachers to Encourage the Pursuit of Undergraduate Physics for Women. CSWP & COM Gazette, American Physical Society, 37(1), 1.
Sonnert, G., Hazari, Z., & Sadler, P. M. (2018). Evaluating the quality of middle school mathematics teachers, using videos rated by college students. Studies in Educational Evaluation, 58, 60-69.
Wang, J., Hazari, Z., Cass, C., & Lock, R. (2018). Episodic memories and the longitudinal impact of high school physics on female students’ physics identity. International Journal of Science Education, 1-24.
Hazari, Z., Potvin, G., Cribbs, J., Godwin, A., Scott, T., & Klotz, L. (2017). Interest in STEM is contagious for students in biology, chemistry, and physics classes. Science Advances, 3(8), e1700046.
Hazari, Z., Brewe, E., Goertzen, R. M., & Hodapp, T. (2017). The importance of high school physics teachers for female students’ physics identity and persistence. The Physics Teacher, 55(2), 96-99.
Shealy, T., Klotz, L., Godwin, A., Hazari, Z., Potvin, G., Barclay, N., & Cribbs, J. (2017). High school experiences and climate change beliefs of first year college students in the United States. Environmental Education Research, 1-11.
Wade, C., Sonnert, G., Sadler, P. M., & Hazari, Z. (2017). Instructional Experiences that Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus. American Secondary Education, 45(2), 4.
Cribbs, J., Cass, C., Hazari, Z., Sadler, P.M., and Sonnert, G. (2016). Mathematics Identity and Student Persistence in Engineering. International Journal of Engineering Education, 32(1A).
Godwin, A., Klotz, L., Hazari, Z., & Potvin, G. (2016). Sustainability Goals of Students Underrepresented in Engineering: An Intersectional Study. International Journal of Engineering Education, 32(4), 1742-1748.
Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2016). Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice. Journal of Engineering Education, 105(2), 312-340.
Lock, R., & Hazari, Z. (2016). Discussing underrepresentation as a means to facilitating female students’ physics identity development. Physical Review Physics Education Research, 12(2), 020101.
Potvin, G., & Hazari, Z. (2016). Student evaluations of physics teachers: On the stability and persistence of gender bias. Physical Review Physics Education Research, 12(2), 020107.
Shealy, T., Valdes-Vasquez, R., Klotz, L., Potvin, G., Godwin, A., Cribbs, J., & Hazari, Z. (2016). Half of Students Interested in Civil Engineering Do Not Believe in Anthropogenic Climate Change. Journal of Professional Issues in Engineering Education and Practice, 143(3), D4016003.
Shealy, T., Valdes-Vasquez, R., Klotz, L., Potvin, G., Godwin, A., Cribbs, J., & Hazari, Z. (2016). Career Outcome Expectations Related to Sustainability among Students Intending to Major in Civil Engineering. Journal of Professional Issues in Engineering Education and Practice, 142(1), 04015008.
Wade, C., Sonnert, G., Sadler, P., Hazari, Z., & Watson, C. (2016). A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus. Journal of Mathematics Education at Teachers College, 7(1), 7-16.
Blizzard, J., Klotz, L., Potvin, G., Hazari, Z., Cribbs, J., & Godwin, A. (2015). Using survey questions to identify and learn more about those who exhibit design thinking traits. Design Studies, 38, 92-110.
Cribbs, J., Hazari, Z., Sonnert, G., & Sadler, P.M. (2015). Establishing an Explanatory Model for Mathematics Identity. Child Development, 86(4), 1048-1062.
Hazari, Z., Cass, C., & Beattie, C. (2015). Obscuring Power Structures in the Physics Class: Linking Teacher Positioning, Student Engagement, and Physics Identity Development. Journal of Research in Science Teaching, 52, 735–762.
Hodapp, T., & Hazari, Z. (2015). Women in Physics: Why so few? American Physical Society News, The Back Page, November 2015.
Klotz, L., Potvin, G., Godwin, A., Cribbs, J., Hazari, Z., & Barclay, N. (2014). Sustainability as a Route to Broadening Participation in Engineering. Journal of Engineering Education, 103(1), 137-153.
Sadler, P.M., Sonnert, G., Hazari, Z., & Tai, R.H. (2014). The Role of Advanced High School Coursework in Increasing STEM Career. Science Educator, 23(1), 1-13.
Valdes-Vasquez, R., Klotz, L., Shealy, T., Cribbs, J., Godwin, A., Lock, R., Potvin, G., and Hazari, Z. (2014). Just like all the rest? College students who exhibit pro-sustainability attitudes and behaviors. Journal of College Admission, 225, 17-25.
Hazari, Z., Potvin, G., Lock, R., Lung, F., Sonnert, G., & Sadler, P.M. (2013). Factors that affect the physical science career interest of female students: Testing five common hypotheses. Physical Review Special Topics – Physics Education Research, 9, 020115, 1-8.
Hazari, Z., Sadler, P.M., & Sonnert, G. (2013). The Science Identity of College Students: A Gender and Race/Ethnicity Comparison. Journal of College Science Teaching, 42(5), 82-91.
Barrett, S. A., Hazari, Z., Fatholahzadeh, B., & Harrison, D. M. (2012). Electromagnetism Unit of an Introductory University Physics Course: The Influence of a Reform-Based Tutorial. Journal of College Science Teaching, 41(6), 40-46.
Dabney, K., Almarode, J., Tai, R.H., Sadler, P.M., Sonnert, G., Miller, J., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, 2(1), 63-79.
Hazari, Z., Potvin, G., Tai, R. H., & Almarode, J. (2012). Motivation towards a Graduate Career in the Physical Sciences: Gender Differences and the Impact on Science Career Productivity. Journal of College Science Teaching, 41(4), 90-98.
Sadler, P.M., Sonnert, G., Hazari, Z., & Tai, R.H. (2012). Stability and Volatility of STEM Career Choice in High School: A Gender Study. Science Education, 96(3), 411-427.
Shanahan, M.C., & Hazari, Z. (2011). Can we declare victory in the participation of women in science? Not yet. The Back Page, American Physical Society News, June 2011.
Hazari, Z., Potvin, G., Tai, R., & Almarode, J. (2010). For the love of learning science: Connecting learning orientation and career productivity in physics and chemistry. Physical Review Special Topics – Physics Education Research, 6(1), 010107.
Hazari, Z., Sonnert, G., Sadler, P., & Shanahan, M.C. (2010). Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. Journal of Research in Science Teaching, 47(8), 978-1003.
Potvin, G., Hazari, Z., Tai, R., & Sadler, P. (2009). Unraveling Bias from Student Evaluations of their Science Teachers. Science Education, 93(5), 827-845.
Hazari, Z., Sadler, P., & Tai, R. (2008). Gender Differences in the High School and Affective Experiences of Introductory College Physics Students. The Physics Teacher, 46, 423-427.
Schwartz, M., Hazari, Z., & Sadler, P. (2008). Divergent Voices: Views from teachers and professors on pre-college factors that influence college science success. Science Educator, 17(1), 18-35.
Hazari, Z., Tai, R., & Sadler, P. (2007). Gender Differences in Introductory University Physics Performance: The Influence of H.S. Physics Preparation and Affective Factors. Science Education, 91(6), 847-876.
Hazari, Z. & Key, T. (2006). Student Evaluations of Teaching Assistants in a First Year Physics Laboratory: Is there a Grade Dependence? Physics in Canada: Physics and Education Issue, 62(1), 1-4.
Hazari, Z., & Potvin, G. (2005). Views on Female Under-Representation in Physics: Retraining Women or Reinventing Physics? Electronic Journal of Science Education, 10(1). Retrieve from http://wolfweb.unr.edu/homepage/crowther/ejse/ejsev10n1.html.
Hazari, Z., Key, T., & Pitre, J. (2003). Interactive and affective behaviors of teaching assistants in a first year physics laboratory. Electronic Journal of Science Education, 7(3). Retrieve from http://unr.edu/homepage/crowther/ejse/ejsev7n3.html.