Rate My Professor McLean Phillips

Her research interests encompass student experiences in physics learning environments, the practices of professional and student physicists, computational practices in physics and student engagement with them, the role of agency in learning physics, and mixed-method longitudinal studies on retention factors in the physics major, including for marginalized and neurodiverse groups. Key publications include "Physicality, modeling, and agency in a computational physics class" (Physical Review Physics Education Research, 2023), "Not engaging with problems in the lab: Students’ navigation of conflicting data and models" (Physical Review Physics Education Research, 2021), "Positioning as not-understanding: The value of showing uncertainty for engaging in science" (2018), "Beyond 'asking questions': Problematizing as a disciplinary activity" (2018), "Problematizing as a scientific endeavor" (2017), "Problematizing in inquiry-based labs: how students respond to unexpected results" (2020), and "So Unfair it's Fair: Equipment handling in remote versus in-person introductory physics labs" (2022). Recent outputs address neurodiverse students' experiences in large introductory physics classes (2024) and social belonging effects on Australian STEM academic outcomes (2024). She authored an editorial for the International Journal of Innovation in Science and Mathematics Education (2024) and served on the programme committee for the Australian Institute of Physics Congress 2024.