Rate My Professor Geoffrey Potvin

Geoffrey Potvin is Professor of Physics and Director of the STEM Transformation Institute in the Department of Physics at Florida International University, College of Arts, Sciences & Education. He earned his doctorate in theoretical physics from the University of Toronto and completed a postdoctoral fellowship in science education at the Curry School of Education, University of Virginia. Before joining FIU, Potvin served five years as faculty in the Department of Engineering & Science Education at Clemson University. At FIU, he represents Physics Education Research on the Physics Graduate Committee. His research centers on Physics Education Research and Engineering Education Research, examining diversity issues in physical sciences and engineering at undergraduate and graduate levels. Employing an identity lens, he explores how educational practices and experiences influence students' attitudes, career intentions, and success, particularly for those traditionally marginalized in STEM. He collaborates with the APS Bridge Program to analyze departmental admissions and retention practices aimed at increasing diversity among future physicists.

Potvin has led and co-led numerous funded projects demonstrating his impact on STEM education. As Principal Investigator, he has received grants such as Working Across Boundaries through promoting collaboration and interdisciplinarity in future STEM education scholars (NSF, 2023-2026), Departmental Admissions Practices that Maintain Excellence and Diversity in the Face of COVID-19 (APS, 2020-2023), and APS Bridge Program Postdoctoral Researcher (NSF, 2016-2018). Notable Co-Principal Investigator roles include HSI-CCC: UNIDOS HSI Program Network Resource Center (NSF, 2023-2029), IMPACT STEM Transfer (HHMI, 2022-2028), and Mobilizing Physics Teachers to Promote Inclusive and Communal Classroom Cultures (NSF, 2023-2027). His scholarly contributions include key publications like "Eventually, It Became My Source of Motivation": Black STEM Transfer Students' Agentic Responses to Negative Campus Ethos at an HSI (2025, Journal of College Student Retention), The supportive role of active learning in a calculus course on low precalculus proficiency students (2025, International Journal of Mathematical Education in Science and Technology), Frequent small group interactions improve student learning gains in physics (2021, Physical Review Physics Education Research), and Impact of out-of-class science and engineering activities on physics identity and career intentions (2019, Physical Review Physics Education Research). These works advance evidence-based reforms, faculty development, and inclusive practices in STEM.