univ. of colorado research-validated approach(es) to transforming upper-division e&m steven...
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Univ. of Colorado
Research-validated approach(es) to transforming upper-division E&M
Steven Pollock
Physics Dept. University of Colorado at Boulder
Course TransformationCorvallis ‘14
Univ. of ColoradoCourse Transformation
Outline
1) Curriculum (re)design and course transformation
2) Assessment and research
3) Sustainability and “cultural change”
• Role(s) of data• Outcomes and research questions
Univ. of Colorado
Funded by: National Science FoundationWilliam and Flora Hewlett FoundationAmerican Association of Physics TeachersPhysics Teacher Education CoalitionAmerican Institute of PhysicsAmerican Physical SocietyNational Math & Science InitiativeHoward Hughes Medical Institute
Grad Students:Ian Her Many HorsesGeorge OrtizMike RossBen SpikeEnrique SuarezBen Van DusenBethany WilcoxRosemary Wulf
Teachers / Partners / Staff:Shelly Belleau, John BlancoKathy Dessau, Jackie Elser Molly Giuliano, Kate KidderTrish Loeblein, Chris MalleySusan M. Nicholson-DykstraOliver Nix, Jon OlsonEmily Quinty, Sam ReidSara Severance
Faculty:Melissa DancyMichael DubsonNoah FinkelsteinHeather LewandowskiValerie OteroRobert ParsonKathy PerkinsSteven PollockCarl Wieman (on leave)
Postdocs/ Scientists: Charles Baily*Danny Caballero*Stephanie ChasteenJulia ChamberlainKarina HensberryKatie HinkoEmily Moore*Ariel PaulNoah PodolefskyBenjamin Zwickl*
Physics Education Research at CU Boulder
Univ. of Colorado
Guiding questions
Do we know how to develop and support faculty buy-in?
Course Transformation
Do we know what constitutes evidence-based course transformation?
Univ. of Colorado
Upper-division E&M specific research
Singh ‘06: Symmetry and Gauss’ law
Manogue et al ‘06: Ampere’s law
Bing/Redish ‘09: Epistemological framing
Pepper et al ‘10/’12: Gauss/math in E&M
Wallace/Chasteen ‘10 Ampere
Course Transformation
Examples:
Univ. of ColoradoUpper-Level Course Transformation
Upper division
Can our upper-division majors learn better from interactive techniques adapted from introductory physics?
In what ways is upper-division similar to/different than lower division?
In what ways can/should we take the same approaches to course transformation?
Univ. of Colorado
Establish learning
goals
Apply research-based teaching techniques &
measure progress
Faculty & Staff
Using Research & Assessment
Model of Course Transformation
Chasteen, Perkins, Beale, Pollock, & Wieman, JCST 40 (4), 70, 2011Chasteen et al., AJP 80, 923, 2012, PRSTPER 8 020108, 2012
• E&M 1 & II• QM I• Class
Mech/Math Methods
• Labs
Univ. of ColoradoUpper-Level Course Transformation
Learning Goals• From faculty working group• Framed course transformations• Made explicit to students
Students should… be able to achieve physical insight through the mathematics of a problem
… be able to choose and apply the appropriate problem-solving technique
… demonstrate intellectual maturity
Pepper et al, PERC 2011
Univ. of ColoradoUpper-Level Course Transformation
Basis for Course transformation
Research-based Research-validated
• valid/reliable instruments• interviews and class
observations• pre/post assessments
(intermediate or course scale)
• Tutorials• Clicker Questions• Class activities• Homeworks
reflective development
• Consensus learning goals
Evidence-based course transformation?
Univ. of ColoradoUpper-Level Course Transformation
Changes in Curricula – CU model
• Faculty collaboration• Explicit learning goals• Collect student data
Students debate a concept test
• Interactive classroom techniques
• Homework Help Sessions• Tutorials
Pepper et al, Chasteen et al, Pollock et al. PERC 2010
• Concept Tests • Modified Homework
Univ. of Colorado
Topical Pre-post shifts (effect size)
Course Transformation
Delta Function math
Delta function interp
Vector potential fully correct
Vector Potential direction only
Bound Current location
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1Early term
Early term
Eff
ec
t s
ize
Univ. of Colorado
Topical Pre-post shifts (effect size)
Course Transformation
Delta Function math
Delta function interp
Vector potential fully correct
Vector Potential direction only
Bound Current location
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Early term
Modified
Eff
ec
t s
ize
Univ. of ColoradoCourse Transformation
Course scale assessments
• Compared Traditional (9 courses) & Transformed (10 courses) at CU and elsewhere (N=540).
• Common traditional exam questions (5)
• Developed Colorado Upper-Division Electrostatics Assessment (CUE)
Chasteen et al, JCST 40 (2011) , Phys Rev STPER STPER 8 020108 (2012)
Univ. of ColoradoCourse Transformation
S1 S2 S3 S4 S5 S6 S7 S8 S9 R1 R2 R3 R4 R5 R6 R7 R8 R9 0
10
20
30
40
50
60
70
80
CUE Total Post-test Score
Co
mm
on
CU
E S
co
re (
%)
Standard Lecture-Based Courses
Post: Standard Average (Across Courses)
Non-CUCU
CUE results: Trad courses
Chasteen et al , Phys Rev STPER 8 (2012)
Univ. of ColoradoCourse Transformation
STND 1
STND 2
STND 3
STND 4
STND 5
STND 6
STND 7
STND 8
STND 9
PER 1
PER 2
PER 3
PER 4
PER 5
PER 6
PER 7
PER 8
PER 9
PER 10
Gradu
ates
0
10
20
30
40
50
60
70
80CUE Total Post-test Score
Co
mm
on
CU
E S
co
re (
%)
Physics Education Research-Based Courses (PER)Standard Lecture-Based Courses (STND)
Post-test: Standard
Post-test: Research-based
Average (Across Courses)
Non-CU CU Non-CU
Univ. of ColoradoCourse Transformation
STND 1
STND 2
STND 3
STND 4
STND 5
STND 6
STND 7
STND 8
STND 9
PER 1
PER 2
PER 3
PER 4
PER 5
PER 6
PER 7
PER 8
PER 9
PER 10
Gradu
ates
0
10
20
30
40
50
60
70
80CUE Total Post-test Score
Co
mm
on
CU
E S
co
re (
%)
Physics Education Research-Based Courses (PER)Standard Lecture-Based Courses (STND)
Post-test: StandardPost-test: Research-basedPost-test: Graduate Students
Average (Across Courses)
Non-CU CU Non-CU Gra
ds
Univ. of Colorado
CUE score distribution
Course Transformation
Updated Sp’14: Ntot=632
traditional lectureinteractive engagement(with CU materials)
5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 950
0.1
0.2
0.3
0.4
0.5
0.6
Univ. of Colorado
Traditional exam questions
Upper-Level Course Transformation
Chasteen et al, PERC 2011, AJP 80 (#10) 2012
5 exam questions
Univ. of Colorado
Research on Student difficulties:
Univ. of Colorado
Research on Student difficulties:
correct - com-plete; 18% correct -
where no charges;
8%
inside; 31%outside;
8%
infinity; 6%
origin; 8%
other; 22%
Midterm exam, N = 59
Where in space (if anywhere) does the divergence of E vanish?
R. Pepper et al, PR-STPER 8 010111 (2012)
Modified version in Sp ‘13, N=64: 79% correct, with 49% “correct-complete”
Univ. of ColoradoFFPER ‘13 Upper-Level Course Transformation
Summary
- What is the nature of UD student difficulties?
Course transformation (and broader questions) focusing on upper-div are still at an early stage
Univ. of ColoradoFFPER ‘13 Upper-Level Course Transformation
Summary
- What is the nature of UD student difficulties?
- Do the means to address these differ in substantial ways from lower division?
Course transformation (and broader questions) focusing on upper-div are still at an early stage
Univ. of ColoradoFFPER ‘13 Upper-Level Course Transformation
Summary
- What is the nature of UD student difficulties?
- Do the means to address these differ in substantial ways from lower division?
- Assessment and research bases are available (but limited/early stage)
Course transformation (and broader questions) focusing on upper-div are still at an early stage
Univ. of ColoradoFFPER ‘13 Upper-Level Course Transformation
Summary
- What is the nature of UD student difficulties?
- Do the means to address these differ in substantial ways from lower division?
- Assessment and research bases are available (but limited/early stage)
- What forms of data support faculty buy-in, & how far and how fast can/should we push?
Course transformation (and broader questions) focusing on upper-div are still at an early stage
Univ. of ColoradoUpper-Level Course Transformation
Questions! Lower division: per.colorado.edu/cts
Upper division: per.colorado.edu/sei
Univ. of ColoradoCourse Transformation ‘13