Hello! I'm Matt.
A lot of things happened, and then I was born. I had a childhood. After a while, that ended. I have big plans to do very good things. This will take time. I have friends and a family, they are all doing well. Right now I am working hard on something or sleeping. I feel hopeful about discovering a lot of good things to show to other people, also other things too.
Matt Guthrie, Ph.D.
Scientist. Physics Education Researcher. Person.
University of Connecticut unit 3046
196 Auditorium Road, Storrs, CT 06269
Date of Birth:
March 8th, 1989
Assistant Professor in Residence
UNIVERSITY OF CONNECTICUT
Teaching introductory physics classes. Courses taught include physical science for non-science majors, introductory electricity and magnetism, and introductory mechanics for engineering students.
UNIVERSITY OF CONNECTICUT/
UNIVERSITY OF CENTRAL FLORIDA/
THREE RIVERS COLLEGE
Teaching introductory physics classes.
UNIVERSITY OF CENTRAL FLORIDA
Working to understand the relationship between student performance in online homework systems and their overall course grades.
Co-founder and Treasurer
We help nonprofits analyze data, synthesize knowledge, and visualize information. Our mission is to advance public data literacy, encourage civic engagement, and promote informed decision-making.
UNIVERSITY OF TEXAS
Analyzed large educational data sets in order to inform policy, promote equitable resource allocation, and because it was a lot of fun. Data sets included the Texas Assessment of Knowledge and Skills, The State of Texas Assessments of Academic Readiness, and student demographic information.
Lab tech, hardware design, and testing.
UNIVERSITY OF TEXAS
Austin, Texas. Doctoral degree in physics.
Completed coursework in theoretical physics, focusing on nonlinear dynamics, chaos, and biological physics.
Dissertation investigated how to create equitable comparison groups of schools in Texas using the makeup of students who attend those schools, and the relationship between Texas high school demographic information and aggregate standardized test scores.
MICHIGAN TECHNOLOGICAL UNIVERSITY
Houghton, Michigan. Bachelor of Science in physics.
Minors in astrophysics and mathematical sciences.
Thesis focused on the absorption and emission spectra of cesium in a strong nonuniform magnetic field.
High School Diploma
GRAND HAVEN HIGH SCHOOL
Grand Haven, Michigan. High school diploma.
I had lots of very good teachers. Never really had a bad teacher. Sometimes I had friends. Sometimes I didn’t. I was on the chess team and a hockey team, but never at the same time.
Xian Wu, Matthew W Guthrie, Erin M. Scanlon, and Yaoguang Li. Analyzing the dimensionality of the Energy and Momentum Conceptual Survey using Item Response Theory
Xian Wu, Matthew W Guthrie, Mona M. Peyravi, and Erin M. Scanlon. They're not buying what we're selling: comparing student-requested supports with instructional practice during group work
Kyle M Whitcomb, Matthew W Guthrie, Chandralekha Singh, and Zhongzhou Chen. Improving accuracy in measuring the impact of online instruction on students’ ability to transfer physics problem-solving skills
Matthew W Guthrie, Tom Zhang, and Zhongzhou Chen.
Zhongzhou Chen, Mengyu Xu, Geoffrey Garrido, and Matthew W Guthrie. Relationship between students’ online learning behavior and course performance: What contextual information matters?
Gerd Wagner and Matthew W Guthrie. Demystifying the Lagrangian of classical mechanics.
Matthew W Guthrie and Zhongzhou Chen. Comparing student behavior in mastery and conventional style online physics homework.
Zhongzhou Chen, Kyle M. Whitcomb, Matthew W Guthrie, and Chandralekha Singh. Evaluating the effectiveness of two methods to improve students’ problem solving performance after studying an online tutorial.
Geoffrey Garrido, Matthew W Guthrie, and Zhongzhou Chen. How is students’ online learning behavior related to their course outcomes in an introductory physics course?
Matthew W Guthrie and Zhongzhou Chen. Adding duration-based quality labels to learning events for improved description of students’ online learning behavior.