Facilitating Undergraduate Community at Florida International University

Laird KramerSTEM Transformation Institute &

Department of PhysicsPhysics Education Research Group

Florida International University

AAPT Winter 2014

HHMI AWARD 52006924NSF AWARD 0802184

NSF AWARD 0833300

Thank youPhysics Education Research Group:

Jessica Bartley, Eric Brewe, David Brookes, Remy Dou, Zahra Hazari, David Jones, Hagit Lashem,

Seth Manthey, Daryl McPadden, Binod Nainabasti, Geoff Potvin, Idaykis Rodriguez, Natan Samuels,

Adrienne Traxler, Leanne Wells, Eric Williams

50+ Physics LAs

FIU Students / Faculty / Administration

Supporters:

HHMI AWARD 52006924NSF AWARD 0802184

NSF AWARD 0833300

Impact: # of Physics Majors @ FIU

3 Year Averages:Up >2300% since

early 1990’s (158 Fa12)

(104% increase in Ugrad population)

Modeling: Only 1/6th of Intro Classes

Systems Approach

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The Institution Public, Urban, Research University in Miami

Founded in 1965 / First students Fall 1972

50,394 students Fall 2012 / going to 62,000 by ~2020 800 faculty hires planned for expansion

Diverse population

Physics: 27 faculty / ~35 grad (MA/PhD) / >158 ugrads / >2,500 intro S’s

Student System Schema

Student

ResearchExperience

Peers

Advisor(s)

Mentors

DegreePrograms

ClassroomExperience

TeachingExperience

FutureGoals

Classroom Change

Modeling InstructionWhat do Scientists do?

Build / Validate / Deploy Models Can Learning Follow that Path? What is value of students doing science to learn science?

Modeling Instruction Replicates Scientist’s Activities Opportunity to implement explicit Nature of Science theme

Studio Course: Lab + Lecture time combined / no lecture

Build, validate, deploy, and extend models through inquiry labs and activities: conceptual reasoning and problem solving

Opportunity to be immersed in physics community

Modeling Instruction: Multiple measures of success

FCI Scores Modeling and Lecture

61.9%31.5% 30.4%33.1% 47.9% 14.8%0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Pre Post Raw Gain

FC

I %

Modeling (N=258)

Lecture (N=758)

A (19 - 1)

B (25 - 1)

C (88 - 4)

D (79 - 4)

E (21 - 1)

F (20 - 1)

G (30 - 1)

0

5

10

15

20

25

CLASS Overall Favorability Shift by Instructor

Instructor (# of Students - # of classes)

Favora

bil

ity S

hif

t

Overall Female Male Maj UR

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Success Rates - Intro Physics (04-10)Lecture

Modeling

Improved Conceptual Understanding

Improved Attitudes

First reported in physics

Replicated by many courses/instructors

Improved Success

Across Ethnic/Gender Bounds

Facilitates Learning Community

94% of those committing further to teaching were in Modeling classes

Recruitment pathway: HS and Univ

How does community get built?SNA Survey: Who do you work with to learn

physics?Modeling Classroom: Beginning / Middle / End30 students / 30 Respondents: isolates on left

How does community get built?SNA Survey: Who do you work with to learn

physics?Modeling Classroom: Beginning / Middle / End30 students / 30 Respondents: Isolates on left

Traditional Post(39 of 79 responded)

Modeling Interview Data“Marta”, who had repeatedly dropped out of colleges in the past,

described her Modeling class:

[This class has] superintegrated me into FIU. I cannot imagine dropping out, literally cannot imagine not finishing school… That’s the biggest deal that’s ever happened to me.

“Anna”, a pre-med student who is considering switching to a physics major since completing two semesters of introductory Modeling classes, said:

I can actually tell you why an equation is the way that it is, and how it helps, how it works with things. I feel like I can really understand the concepts more.

Before [in other science courses] I would just look for what’s the right answer. How do I get there? I don’t care about the concepts…I just want the answer so I can get the grade.

It’s taught me that I can do this. I can do these hard problems with these smart kids.

Broaden Classroom Change

Pathway for Expanding ReformHow Provide Pathway for Broader Reform?

Modeling Instruction: Transformative / Commitment

Learning Assistant Model Reform Introductory Courses / Labs

Impacting >90 sections/yr, 2,500+ students Impact lecture sections through labs

Reformed Teacher Preparation Program RECRUIT top students / try out teaching / path to certification

Developed at University of Colorado Boulder

Measured Impact on Introductory Physics Improved conceptual learning in lectures Positive attitudinal results

The LA Program Institutional Change Model

Experiential Program for Undergraduates: Recruit for teaching careers / education advocacy for all / students flip

faculty

Embedded Faculty Development Program: Must reform to get LAs / Drives faculty change

Designed: University of Colorado Boulder / PhysTEC project brought to FIU

Implementation (start) Physics (2008)

Reformed all introductory labs / Modeling critical role

Mathematics (2009) Algebra and beyond: Supplemental / In-class / Varied

Chemistry (2009): Lecture and Lab

Earth Science (2010): helped new TUES project

Biology (2011): HHMI Project / PLTL integration…

Engineering & Computing (2011): ramping up

Content: Weekly planning sessions with faculty leading the course Pedagogy: LAs from

all departments take a weekly course in science education theory and practice – led by a faculty member and a K12 TeacherPractice: LAs lead

weekly Learning Teams of 6 to 30 students

Supports Course Reform

The Learning Assistant Experience

Instruction is an Intellectual Endeavor

LA Growth

Largest LA program in Nation153 LAs in Fall 2013

(complimentary Biology PLTL pgm)

Change Outside Classroom

Beyond the Classroom Physics Undergraduate Learning Community

Intellectual (study) plus Social (SPS / game night) Nucleus Pathways

Modeling classes / Open Labs

Undergraduate students / majors

High school teacher connections

PLC (space): Modeling classroom, lounge, etc: 24 x 7 access

Programmatic Reform New BA / BA Tracks / Physics teaching program

First Year Physics Seminar What is Physics? / careers / graduate school / REU’s Connect to the department

Advising Several faculty advise / track / advocate

Sustainable

Embed Sustainable ParadigmFoundational Components• Faculty Practices• Student Advocacy• Research Evidence

Administration Critical Role• Administration looks to PERG for STEM Leadership• SMTI: Science and Mathematics Teacher Imperative

• Dean of Arts & Science + President serve key roles• President Rosenberg:

• Driving STEM Education• PCAST Presentation November 2012• National Research Council Study Committee

Faculty / Staff / Administration STEM Engaged

Physics Richard Bone David Brookes Bernard Gerstman David Jones Laird Kramer Hagit Leshem Pete Markowitz Rajamani Narayanan Geoff Potvin Brian Raue Joerg Reinhold Jorge Rodriguez Caroline Simpson Adrienne Traxler Leanne Wells Walter Van Hamme

Biology Ligia Collado-Vides Tim Collins Suzanne Koptur Marcy Lowenstein John Makemson Thomas Pitzer Gene Rosenberg

Ophelia Weeks Eric von Wettberg

Chemistry David Chatfield Milagros Delgado Palmer Graves Konstantinos

Kavallieratos Joseph Lichter Martin Quirke Kelly Rein Uma Swamy

Earth & Environment Grenville Draper Rosemary Hickey-Vargas Florentin Maurrasse Rodolfo Rego

Mathematics /Statistics Julian Edward Sneh Gulati Abdelhamid Meziani Ada Monserrat Philippe Rukimbira

Enrique Villamor Anna Wlodarczyk-

Meziani

Teaching & Learning Charles Bleiker Eric Brewe Gunham Caglayan Maria Fernandez Zahra Hazari George O’Brien Barbara King 

Engineering & Computer Science

Jean Adrian Wilmer Arrellano Shekhar Bhansali Claudius Carnegie Jiuhua Chen Faisal Kaleem Masoud Milani[ Gus Roig Ju Sun Herman Watson Nansong Wu

Administration Mark Rosenberg Isis Artze Carlos Becerra Irma Becerra-Fernandez Elizabeth Bejar Ken Furton Delia Garcia Andres Gil Nicole Kaufman

Glasgow Michael Heithaus Howard Lipman Amir Mirmiran Norman Munroe Leslie Richardson Doug Robertson Suzanna Rose Steve Sauls Doug Wartzok

[Graduate Students]

[External Partners]

[partial list]

Toes in (plain) / More than knee deep (underlined)

Evolution of classroom spaceSchool of International and Public Affairs (2010)

Provost committed active learning classroom in Robert Stempel Building (opens in 2014)(more to come…)

Long-term Sustained Commitment

STEM Transformation Institute• Launched September 2012• Initiative Driven By President• Institution as research laboratory

• Implement research-driven practices • Education research on those practices

• 3 Colleges:• Arts & Sciences / Education / Engineering & Computing

• Partnerships:• K-12 Systems / Colleges / Universities• Funders / Foundations / Industry• Professional Organizations

• Active Learning Classroom• Institution adding active learning classroom to next building to

“discourage faculty from lecturing”• More active learning room in the works

Early Pipeline / Student Recruitment

Research-Centered STEM Education Transformation

STEM Teacher Professional Development

STEM Career Pathways for Graduates

P-20+Partnerships

K-12 Schools Colleges Industry Local

Communities National Research

Agencies

STEM Transformation Institute

Undergraduate Physics Approach Long-term strategic commitment to transform undergraduate

program

Courses (esp introductory) (Modeling Instruction, ISLE, OST’s, LA, … )

First Year Physics Seminar (1 credit / hook to department)

Programs (BS / BA / BA tracks including education)

Advising / Mentoring

Classroom and Informal Space!!

Physics Education Research Group

~$10M External E/O Funding

Publications / Presentations / etc

Rolled into Institutional Initiatives

Deans / President / Provost / VPs

New STEM Transformation Institute (hires!)

ResourcesReports

SPIN-UP ReportRising Above the Gathering Storm (NAS 2007,

Revisited 2010) PCAST Report (whitehouse.gov / 2012)DBER Report (NAS / 2012) James Zull: The Art of Changing the BrainHow People Learn (NAS / 2000)

Learning Assistant Alliance: learningassistantalliance.orgRegional Workshops! (Southeast @FIU Feb 9-11)

Faculty: Facilitate an informal DBER forumSocial + Academic

Students: The ultimate change agent?

Champion(s)

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” Margaret Mead