Facilitating Undergraduate Community at Florida International University

1. Facilitating Undergraduate Community at Florida International University Laird Kramer STEM Transformation Institute & Department of Physics Physics Education Research Group Florida International University AAPT Winter 2014 NSF AWARD 0802184 HHMI AWARD 52006924 NSF AWARD 0833300

2. Thank you Physics Education Research Group: Jessica Bartley, Eric Brewe, David Brookes, Remy Dou, Zahra Hazari, David Jones, HagitLashem, Seth Manthey, Daryl McPadden, BinodNainabasti, Geoff Potvin, Idaykis Rodriguez, Natan Samuels, Adrienne Traxler, Leanne Wells, Eric Williams 50+ Physics LAs FIU Students / Faculty / Administration Supporters: NSF AWARD 0802184 HHMI AWARD 52006924 NSF AWARD 0833300

3. 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

4. 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

5. Student System Schema Degree Programs Student Mentors Advisor(s) Teaching Experience Future Goals Research Experience Classroom Experience Peers

6. Classroom Change

7. Modeling Instruction • What 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

8. Modeling Instruction: Multiple measures of success • 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

9. How does community get built? • SNA Survey: Who do you work with to learn physics? • Modeling Classroom: Beginning / Middle / End • 30 students / 30 Respondents: isolates on left

10. How does community get built? • SNA Survey: Who do you work with to learn physics? • Modeling Classroom: Beginning / Middle / End • 30 students / 30 Respondents: Isolates on left • Traditional Post (39 of 79 responded)

11. 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.

12. Broaden Classroom Change

13. Pathway for Expanding Reform • How 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

14. 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

15. The Learning Assistant Experience Pedagogy: LAs from all departments take a weekly course in science education theory and practice – led by a faculty member and a K12 Teacher Practice: LAs lead weekly Learning Teams of 6 to 30 students Supports Course Reform Content: Weekly planning sessions with faculty leading the course Instruction is an Intellectual Endeavor

16. LA Growth Largest LA program in Nation 153 LAs in Fall 2013 (complimentary Biology PLTL pgm)

17. Change Outside Classroom

18. 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

19. Sustainable

20. Embed Sustainable Paradigm • Foundational 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

21. Faculty / Staff / Administration STEM Engaged Toes in (plain) / More than knee deep (underlined) Physics Richard Bone David Brookes Bernard Gerstman David Jones Laird Kramer HagitLeshem Pete Markowitz Rajamani Narayanan Geoff Potvin Brian Raue Joerg Reinhold Jorge Rodriguez Caroline Simpson Adrienne Traxler Leanne Wells Walter Van Hamme Biology LigiaCollado-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 UmaSwamy Earth & Environment Grenville Draper Rosemary Hickey-Vargas FlorentinMaurrasse Rodolfo Rego Mathematics /Statistics Julian Edward SnehGulati AbdelhamidMeziani AdaMonserrat Philippe Rukimbira Enrique Villamor Anna Wlodarczyk-Meziani Teaching & Learning Charles Bleiker Eric Brewe GunhamCaglayan Maria Fernandez Zahra Hazari George O’Brien Barbara King  Engineering & Computer Science Jean Adrian Wilmer Arrellano ShekharBhansali Claudius Carnegie Jiuhua Chen Faisal Kaleem MasoudMilani[ 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]

22. Evolution of classroom space Provost committed active learning classroom in Robert Stempel Building (opens in 2014) (more to come…) School of International and Public Affairs (2010)

23. 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

24. Early Pipeline / Student Recruitment STEM Teacher Professional Development STEM Career Pathways for Graduates Research-Centered STEM Education Transformation STEM Transformation Institute • P-20+ • Partnerships • K-12 Schools • Colleges • Industry • Local Communities • National Research Agencies

25. 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!)

26. Resources • Reports • SPIN-UP Report • Rising Above the Gathering Storm (NAS 2007, Revisited 2010) • PCAST Report (whitehouse.gov / 2012) • DBER Report (NAS / 2012) • James Zull: The Art of Changing the Brain • How People Learn (NAS / 2000) • Learning Assistant Alliance: learningassistantalliance.org • Regional Workshops! (Southeast @FIU Feb 9-11) • Faculty: Facilitate an informal DBER forum • Social + Academic • Students: The ultimate change agent?

27. 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