Bulletin of the American Physical Society
86th Annual Meeting of the APS Southeastern Section
Volume 64, Number 19
Thursday–Saturday, November 7–9, 2019; Wrightsville Beach, North Carolina
Session E03: Physics Education |
Hide Abstracts |
Chair: Jerry Feldman, The George Washington University Room: Holiday Inn Resort Turtlewatch |
Friday, November 8, 2019 8:00AM - 8:30AM |
E03.00001: Matter Interacts and Interactions Matter Invited Speaker: Aaron Titus For more than twenty years, the textbook \emph{Matter and Interactions} by Ruth Chabay and Bruce Sherwood has represented the promise and potential of a contemporary introductory physics course. Designed to emphasize fundamental principles, unification of thermal physics and mechanics, physical atomic models to explain macroscopic phenomena, and the utility of computational modeling, \emph{Matter and Interactions} helps prepare early-career students to think like a physicist. Building on this foundation, the Department of Physics at High Point University introduces students to undergraduate research starting in the first year and incorporates computational modeling throughout the curriculum. This approach has a significant impact on recruitment, retention, and preparation of physics majors. I will describe \emph{Matter and Interactions} and the foundation it provides for students throughout their academic careers. [Preview Abstract] |
Friday, November 8, 2019 8:30AM - 9:00AM |
E03.00002: Pedagogical Reforms in Physics from Ground Zero Invited Speaker: Craig Wiegert The goal of this talk is to provide a practitioner-focused overview of several instructional reforms implemented at the University of Georgia over the past decade, informed by Physics Education Research. At the introductory physics level, we focus on the SCALE-UP model of ``flipped classroom'' instruction and the use of undergraduate Peer Learning Assistants (PLAs) in the classroom. In the upper-level majors courses, I'll discuss recent experiences with introducing standards-based grading and computational physics projects in quantum mechanics. Finally, I will describe how our department is partnering with other STEM disciplines at UGA to promote sustained and systemic shifts in undergraduate educational practices. [Preview Abstract] |
Friday, November 8, 2019 9:00AM - 9:30AM |
E03.00003: How physics education research can reveal subjectivities in physics: Implications for physicists Invited Speaker: Mary Chessey This talk will provide an introduction for physics audiences to the usefulness of physics education research as an approach to critically reflecting on the status quo of physics culture. Mathematicians and historians of science have forged well ahead of physicists regarding understanding the social and political nature of STEM education, and their scholarly leadership offers important guidance for our communities moving forward. Prominent research questions, theoretical frameworks, and methods for studying diversity, equity, and inclusion will be presented, as these offer important critiques of physics culture and bear significant implications for physicists at every stage in their careers. Discussion will draw on examples of studies that implement (1) quantitative and (2) qualitative research methods, and that (3) sit on the border between scholarly research and internal program evaluation. For example, research into a graduate physics qualifier shows how bias can be problematically infused into decision-making around this important programmatic benchmark. As a second example, research on the Living Physics Portal, a website designed to promote life sciences connections in introductory physics, reveals hidden values that differ by scientific disciplines and make visible opportunities to more deliberately attend to how race, ethnicity, gender, disability, or sexuality may shape faculty's participation within the Portal. Resources to support beginning or continuing critical reflection, action, and community building within physics education programs will be shared. [Preview Abstract] |
Friday, November 8, 2019 9:30AM - 10:00AM |
E03.00004: Active Learning and Introductory Physics Reformation Efforts at UNC Chapel Hill Invited Speaker: Daniel Young Physics Education Research has provided extensive evidence that active engagement in the classroom and topics designed toward the specific student audience allow for better student performance on standardized assessments (such as the FCI) and sustained student interest and efficacy during the learning process. In this talk we will discuss the model of active engagement, the reformation efforts at UNC-Chapel Hill as we transitioned our introductory courses from a standard lecture/lab format over to a SCALE-UP design, and how we decided what topics to retain and what to change. We will also present data that supports the success of the course transition from both the students and educators perspective. [Preview Abstract] |
Follow Us |
Engage
Become an APS Member |
My APS
Renew Membership |
Information for |
About APSThe American Physical Society (APS) is a non-profit membership organization working to advance the knowledge of physics. |
© 2024 American Physical Society
| All rights reserved | Terms of Use
| Contact Us
Headquarters
1 Physics Ellipse, College Park, MD 20740-3844
(301) 209-3200
Editorial Office
100 Motor Pkwy, Suite 110, Hauppauge, NY 11788
(631) 591-4000
Office of Public Affairs
529 14th St NW, Suite 1050, Washington, D.C. 20045-2001
(202) 662-8700