Erin Meredith Scanlon
Assistant Professor In Residence/Physics

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Scholarly Contributions

67 Scholarly Contributions

36
Poster/Presentations
15
Conference Proceedings
9
Journal Articles
3
Digital and Electronic Media, Social Media, Blog, Podcast, Magazine/Trade Publications
2
Other Scholarly Works
2
Book Chapters
Amplifying disabled voices in physics: Experiences from the C2C design team
2025
Matthew Guthrie, Xian Wu, Erin Scanlon
Research Type: Journal Article

Planning for Participants’ Varying Needs and Abilities in Qualitative Research
2024
Erin Scanlon
Research Type: Journal Article

Supporting students with ADHD in introductory physics courses: Four steps for instructors
2021
Erin Scanlon, Jacquelyn J Chini, Caroline Bustamante
Research Type: Journal Article

Physics webpages create barriers to participation for people with disabilities: five common web accessibility errors and possible solutions
2021
John Raible, Jacob Bates, Zachary W Taylor, Jacquelyn J Chini, Erin Scanlon
Research Type: Journal Article

Resources for Supporting Students With and Without Disabilities in Your Physics Courses
2021
Jacquelyn J Chini, Amanda Lannan, Erin Scanlon
Research Type: Journal Article

Disabling barriers experienced by students with ADHD in postsecondary introductory physics
2020
Westley James, Jacquelyn J Chini, Erin Scanlon, Caroline Bustamante, Kamryn Lamons
Research Type: Journal Article

They choose to attend academic summer camps? A mixed methods study exploring the impact of a NASA academic summer pre-engineering camp on middle school students in a latino community
2018
Erin Scanlon, Hiroko Warshauer, Laura Amaya, Sara Torres, Araceli Ortiz
Research Type: Journal Article

https://dx.doi.org/10.7771/2157-9288.1196
Postsecondary physics curricula and Universal Design for Learning: Planning for diverse learners
2018
Eleazar Vasquez, Westley James, Erin Scanlon, Jillian Schreffler, Jacquelyn Chini
Research Type: Journal Article

https://dx.doi.org/10.1103/PhysRevPhysEducRes.14.020101
Integrating numerical computation into the modeling instruction curriculum
2014
John Burk, Michael Schatz, John Aiken, Marcos Caballero, Erin Scanlon, Brian Thoms, Scott Douglas
Research Type: Journal Article

https://dx.doi.org/10.1119/1.4849153