Bio

Dr. Charles Henderson is a Professor of Physics and Director of Interdisciplinary STEM Education at North Carolina State University (NCSU). Prior to joining NCSU in 2025 he was a Distinguished University Professor at Western Michigan University (WMU), with a joint appointment between the Physics Department and the WMU Mallinson Institute for Science Education. While at WMU, Dr. Henderson was Director of the Mallinson Institute and co-Founder and co-Director of the WMU Center for Research on Instructional Change in Postsecondary Education (CRICPE).

Dr. Henderson’s research program focuses on understanding and promoting instructional change in higher education, with an emphasis on improving undergraduate STEM instruction. His work has been supported by nearly $12M in external grants and has resulted in many publications (see https://sites.google.com/view/chenderson).  He is a Fulbright Scholar and a Fellow of the American Physical Society. Dr. Henderson was the Chief Editor for the journal Physical Review Physics Education Research from 2012 to 2024, and has served on three National Academy of Sciences Committees: Undergraduate Physics Education Research and Implementation, Developing Indicators for Undergraduate STEM Education, and Workshop on Status of field of Discipline-Based Education Research (DBER).

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Publications

• ECR: Creating transformational STEM education: A metasynthesis mapping a decade of systemic change research , (2026)
• Snapshots of team functioning: development and validation of the team member perceptions of instructional change collaborations (TM-PICC) survey , International Journal of STEM Education (2026)
• Unique support from identity-based groups: Professional networks of women and LGBTQ+ physicists analyzed and compared by career sector , Physical Review Physics Education Research (2026)
• BOARD # 226: ASEE Faculty Teaching Excellent Task Force: IUSE ICT Capacity Building grant results and Level 1 Registered Engineering Educator Pilot Rollout , (2025)
• BOARD # 358: ECR: Facilitating change in undergraduate STEM: A multidisciplinary, multimethod metasynthesis mapping a decade of growth , (2025)
• Egocentric mixed-methods social network analysis: Analyzing interviews with women and/or queer Ph.D. physicists , Physical Review Physics Education Research (2025)
• Inclusive teaching strategies are not widely used by male physics instructors , Physical Review Physics Education Research (2025)
• Role of departmental support structures and self-efficacy on physics student persistence: An examination of students’ experience from 19 physics graduate programs , Physical Review Physics Education Research (2025)
• A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices , Journal of Chemical Education (2024)
• Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation , International Journal of STEM Education (2024)

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