Below, you'll find some selected work in four areas: Design of educational spaces toward student voice and ownership in college STEM; Research on students' beliefs about their ability in college physics; Research on the process of crafting definitions; and Leadership and Service.

Design of educational spaces toward student voice and ownership in college STEM. I'm interested in how students and educators can partner together to improve education. I have a focus on early college project experiences and the critical role of feedback, iterative improvement, and shareable creations in making such projects particularly meaningful for students.

Little, A. Brimhall, A. Turpen, C. Quan, G. Johnson, K. (2016) The Access Network: Working Towards More Equitable and Inclusive STEM. American Association of Physics Teachers Conference.

Proudness: What is it? Why is it Important? And How Do We Design for it in College Physics and Astronomy Education? (page 7) Article written for the 2015 AAS Status: A Report on Women in Astronomy.

Creating Together in Compass: Strategies to Support Participation. Article written in 2013 for The Berkeley Compass Project's Blog series. 

Students as Colleagues: An Examination of Teacher-Student Collaboration in Improving Educational Environments. Session organized at the 2012 APS April Meeting.  

Design Principles To Support STEM Students in Being Proud of Their Work. Workshop given at the 2014 Chicago Symposium Series - Excellence in Teaching Mathematics and Science: Research and Practice and the 2015 APS Conference for Undergraduate Women in Physics at Purdue.

Research on students' beliefs about their ability in college physics. Collaborator Dr. Vashti Sawtelle at Michigan State University and I examine self-belief constructs from the psychology literature (e.g. self-efficacy, growth mindset) and develop new methodologies to study them qualitatively in college physics classrooms. We examine the interactions between students and their peers, instructors, and family in how students make sense of their abilities and develop over time.

Little, A. Sawtelle, V. Humphrey, B. (2016). Context Dependent Mindset: Building New Frameworks and Measurement Methodologies. Physics Education Research Conference.

Sawtelle, V., Little, A. (2015). Understanding the Nuance in Disciplinary Self-Efficacy. PERC 2015 Proceedings, 295-298.

Research on the process of crafting definitions. The process of crafting definitions is an understudied area of the STEM education literature, particularly in college STEM. My work involves the design of educational spaces where students' skills can shine through and the development of new qualitative methodologies to study the process by which students craft definitions.

Atkins, L. Little, A. (2016). Reducing the "Real World"/Classroom Divide. Physics Education Research Conference.

Little, A. (2015). Developing Definitional Ownership: Theory, Methods, and a Promising Activity. Physics Education Research Conference.

Little, A. J. (2013). An empirical study of the process of crafting and using definitions (Doctoral dissertation, University of California, Berkeley).

Leadership and Service

American Physical Society, Committee on Minorities (2015-present)

Access Network, Core Organizer (2015-present)

Chinook Nation, Alvina Frisbie Scholarship Board (2004-present)

Physics Education Research and Physics Communities, Co-developer and Co-facilitator of conversations and workshops on racial equity. (2015-present)

American Physical Society, Forum on Education (2011-2014)