Bulletin of the American Physical Society
APS March Meeting 2015
Volume 60, Number 1
Monday–Friday, March 2–6, 2015; San Antonio, Texas
Session S4: Physics Education Research: Course Transformation and Outreach |
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Sponsoring Units: FEd Chair: Randall Knight, California Polytechnic State University Room: Mayor Cockrell Room 004 |
Thursday, March 5, 2015 8:00AM - 8:12AM |
S4.00001: Assessing the Impacts of a Hybrid ``Flipped'' Approach to University Physics. Chris Hughes, Scott Paulson Over the course of several years, the physics faculty at James Madison University has been gradually reforming the introductory calculus-based physics sequence to a hybrid model using a ``flipped classroom'' approach. The content traditionally delivered during lecture was divided into approximately 150 short (5-10 minute) videos. For homework, students are assigned 3-5 videos to watch before each class session. These assignments are combined with in-class activities including gouger problem solving and the tutorials developed by the University of Washington group to provide the students with focused guidance on concepts and skills that students traditionally have left our classes not having mastered. For the fall semester course on mechanics, the Force Concept Inventory (FCI) was used to evaluate student outcomes. For the spring semester course on E{\&}M and optics, the Conceptual Survey of Electricity and Magnetism (CSEM) was used. Student reaction to the course structure was generally positive though there were some complaints in the student evaluations at the end of each semester. However, a positive impact on student outcomes was observed based on the Hake gains on the FCI. [Preview Abstract] |
Thursday, March 5, 2015 8:12AM - 8:24AM |
S4.00002: Lecture capturing assisted teaching and learning experience Li Chen When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies. [Preview Abstract] |
Thursday, March 5, 2015 8:24AM - 8:36AM |
S4.00003: Methods to Improve Performance of Students with Weaker Math Skills in an Algebra-based Physics Course Leigh Smith I will describe methods used at the University of Cincinnati to enhance student success in an algebra-based physics course. The first method is to use ALEKS, an adaptive online mathematics tutorial engine, before the term begins. Approximately three to four weeks before the beginning of the term, the professor in the course emails all of the students in the course informing them of the possibility of improving their math proficiency by using ALEKS. Using only a minimal reward on homework, we have achieved a 70\% response rate with students spending an average of 8 hours working on their math skills before classes start. The second method is to use a flipped classroom approach. The class of 135 meets in a tiered classroom twice per week for two hours. Over the previous weekend students spend approximately 2 hours reading the book, taking short multiple choice conceptual quizzes, and viewing videos covering the material. In class, students use Learning Catalytics to work through homework problems in groups, guided by the instructor and one learning assistant. Using these interventions, we have reduced the student DWF rate (the fraction of students receiving a D or lower in the class) from an historical average of 35 to 40\% to less than 20\%. [Preview Abstract] |
Thursday, March 5, 2015 8:36AM - 8:48AM |
S4.00004: Developing a Standard Based Advanced Lab Course that Fulfills COM3 Requirements Rudi Michalak An advanced physics lab has been developed into a course that fulfills the requirements for a university studies program `COM3' course using Standard Teaching (ST) methods. The COM3 course is a capstone course under the new USP2015 study requirements for all majors. It replaces the WC writing requirement, typically filled in the English Dept., and adds the teaching of oral and digital communication skills. ST is a method that replaces typical assessments (homework / exam grades) with new assessments that measure certain specified learning outcomes. In combination with oral assessments and an oral final exam, the ST proves an efficient tool to implement the USP Learning Outcomes into a physics course. COM3 requires an unprecedented seven learning outcomes in a single course. Variety of learning outcomes: interdisciplinary goals, levels of writing (with drafting steps), organizational structure, standard language metrics, research and presentation deliverance skills, appropriate addressing of a variety of audiences, etc. With other assessment approaches than ST this variety would be difficult to meet in a physics course. An extended ST rubric has been developed for this course and will be presented and discussed in some detail. [Preview Abstract] |
Thursday, March 5, 2015 8:48AM - 9:00AM |
S4.00005: Enhancing Faculty Engagement and Student Learning in Foundational STEM Courses at a Large Public University Howard Jackson, Kathleen Koenig Enhancing student learning requires both the strong involvement of the faculty member and the student. We present preliminary efforts of an NSF-supported multi-disciplinary program to enhance learning in foundational STEM courses. A central theme, supported by evidenced-based research across the STEM disciplines, is that active leaning engages students in ways that enhance student learning. A secondary theme is that sustained use of active learning techniques by faculty needs a supportive local culture. We describe our initial efforts with the use of Teaching and Learning Liaisons, faculty members trained in research-based instructional strategies in order to lower the barriers for faculty to try new (to them) active learning strategies, and to increase the probability that these faculty carry out the strategies with fidelity. We have assembled a collection of faculty across the STEM disciplines of Biology, Chemistry, and Physics to participate and will compare initial activities by these departments. Efforts to create a supportive culture for these faculty was also provided by tangible department head efforts [Preview Abstract] |
Thursday, March 5, 2015 9:00AM - 9:12AM |
S4.00006: Understanding the Spread of Research-Based Instructional Strategies: A Case Study of SCALE-UP Alexis Knaub, Charles Henderson, Robert Beichner, Melissa Dancy, Kathleen Foote Secondary implementations of research-based instructional strategies are often non-trivial and can be met with challenges. This talk will focus on lessons learned from a case study of the secondary implementations of Student-Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP). SCALE-UP, which started in the physics department of North Carolina State University, is now used across disciplines and at institutes throughout the world. We have examined how SCALE-UP has spread within departments, between departments, and across universities. Both qualitative and quantitative data provide explanation on what has helped and hindered the spread of SCALE-UP at these various levels. We will focus on implications for faculty interested in introducing new instructional strategies at their institution. [Preview Abstract] |
Thursday, March 5, 2015 9:12AM - 9:24AM |
S4.00007: Lessons from Girl Scout Physics Outreach Day at the University of Michigan J.T. Bourg, J.C. Walrath, C.A. Aidala The University of Michigan Society of Women in Physics (SWIP) has been actively collaborating in and coordinating community outreach activities since its founding in 2004. These events range from public demonstration days to high school Physics Olympiad competitions. In 2012, SWIP started an interactive demonstration day for local Girl Scout troops to specifically target an elementary and middle-school aged audience. Girl Scout Day became an annual event, and SWIP interacted with the same set of girls as they matured from 4th-6th graders to 6th-8th graders. At each event, SWIP conducted informal verbal and written surveys on their perceptions of Physics. While in all events girls of all ages asked questions regarding the experience of being a physicist and physics careers, the first event received a significant number of gendered questions. For example, ``What percentage of women are physicists?'' or ``Are there lots of cool girls studying physics?'' In following events, these questions were replaced with more technical questions about experiments from the day and questions like ``Do you like your choice in jobs?'' In this talk we will share our experiences from this outreach project and propose ideas on how to shape events for these age groups in the future. [Preview Abstract] |
Thursday, March 5, 2015 9:24AM - 9:36AM |
S4.00008: Rare Isotopes At Your Fingertips: a game for introducing students to nuclear science Zachary Constan, Brian Winn, Andrew Dennis, Chris Wrede, Remco Zegers, Hendrik Schatz, Alex Brown, Nicholas Thurston, Christopher Benoit, Sahil Tandon, William Jeffery, Tyler Summers, Andrew Bagdady, Peter Burroughs, Joseph Dykstra, Joshua Shadik, Amanda Krueger, Michael Bowry, Charles Loelius, Michael Bennett Two units at Michigan State University, the Games for Entertainment and Learning (GEL) Lab and National Superconducting Cyclotron Laboratory (NSCL), are developing a touch-based digital game for physics outreach. Players will be able to explore the chart of the nuclides, accelerate stable nuclei, fragment them on a target, and handcraft rare isotopes from the excited protons and neutrons. Gameplay will lead them to the discovery of new isotopes, highlighting stability/instability, nucleosynthesis, radioactive decay, etc. The goal of this game is to bring an awareness and appreciation of nuclear science to a broader audience. Future funding sources will be used to further develop the game into a tool for the classroom, where students will learn about potential career paths in nuclear research. [Preview Abstract] |
Thursday, March 5, 2015 9:36AM - 9:48AM |
S4.00009: Mitchell Institute Physics Enhancement Program for High School Teachers (MIPEP) Tatiana Erukhimova, Alexey Belyanin, Bhaskar Dutta The MIPEP is a two-week summer boarding school for physics teachers who had limited training in physics: usually 0-2 credit hours of college-level courses. The school was organized by the Mitchell Institute and Texas A{\&}M Department of Physics and Astronomy during summers 2012-2014. Two weeks of intense training included lectures, physics labs, hands-on demos, tours of various campus research facilities, telescope observations, discussions and meetings with top researchers, and many other physics-related activities. Detailed assessment of the program was performed each year. We will review the results of the first three years of the school and plans for the future. [Preview Abstract] |
Thursday, March 5, 2015 9:48AM - 10:00AM |
S4.00010: Engaging undergraduates in interdisciplinary science during a pre-orientation camp Jennifer Heath, Catherine Reinke, Michael Crosser, Anne Kruchten The Interdisciplinary First-Year Orientation Camp for Undergraduate Sciences (iFOCUS) was created three years ago at Linfield College. Foremost, we looked to create a supportive community to enhance the recruitment, retention, and success of science students--all students, and especially students from non-traditional backgrounds. We saw the close knit community of athletes that came together during pre-orientation practices. Could a community of science students come together with similar enthusiasm and energy? And, we were also looking for a way to expose first year students to a scientific way of thinking, embracing open-ended, research oriented, interdisciplinary problems. After the camp is over, iFOCUS students frequently join faculty research laboratories, they draw in additional students to ongoing learning communities, and a seminar series brings in outside speakers. I will discuss the program initiatives and outcomes, which have been especially useful to physics--where building an enthusiastic peer network and addressing misconceptions about science in general, and physics in particular, seem to be especially useful. [Preview Abstract] |
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