First Name
Katie
Last Name
Foote
Position
Science Education Specialist
Office Room
Hennings 334
Tel (Office)
(604) 822-5527
Email
kfoote@phas.ubc.ca
Students Wanted
N/A


Bachelor's Degree
Providence College, Providence, RI, 2010, B.S. in Applied Physics & B.A in Physics Secondary Education

Master's Degree
North Carolina State University, Raleigh, NC, 2013, M.S. in Physics

Doctoral Degree
North Carolina State University, Raleigh, NC, 2015, Ph.D. in Physics Education Research

Selected Publications

 Foote, K., Knaub, A., Henderson, C., Dancy, M. & Beichner, R.. Persistence + Opportunity = Reform, Change Magazine, submitted March 2018.

 Foote, K., Knaub, A (2017). Sustaining Resource-Intensive Reforms: The Case of PhysTEC, International Journal of STEM Education, submitted April 2018.

 Foote, K., Martino S. (2017). Implementing Investigative Labs and Writing Intensive Reports in Large University Physics Courses, The Physics Teacher, accepted January 2018.

 Foote, K. (2016). Curriculum development in studio-style university physics and implications for dissemination of research-based reforms, Physical Review Special Topics- Physics Education Research, 12(1), 010127.

 Foote, K., Knaub, A., Henderson, C., Dancy, M. & Beichner, R. (2016). Enabling and Challenging Factors in Institutional Reform: The Case of SCALE-UP, Physical Review Physics Education Research, 12(1), 010103.

Knaub, A.,  Foote, K., Henderson, C., Dancy, M. & Beichner, R. (2016). Get a Room: The Role of Classroom Space in Sustained Implementation of Studio Style Instruction, International Journal of STEM Education 3(8).

 Foote, K., Nuemeyer, X., Henderson, C., Dancy, M. & Beichner, R. (2014). Diusion of Research-Based Instructional Strategies: The Case of SCALE-UP, International Journal of STEM Education, 1(1), 1-18.

 Foote, K.. (2014). Factors Underlying the Adoption and Adaption of a University Physics Reform over Three Generations of Implementation, The Electronic Journal of Science Education, 18, (3).