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Case Study: Oregon State University

Case Study: Oregon State University. http://www.physics.oregonstate.edu/portfolioswiki. Corinne Manogue. Support. National Science Foundation DUE-9653250, 0231194, 0618877 DUE-0088901, 0231032, 0837829 Oregon State University

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Case Study: Oregon State University

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  1. Case Study:Oregon State University http://www.physics.oregonstate.edu/portfolioswiki Corinne Manogue Spin-Up 2010, San Luis Obispo

  2. Support • National Science Foundation • DUE-9653250, 0231194, 0618877 • DUE-0088901, 0231032, 0837829 • Oregon State University • Oregon Collaborative for Excellence in the Preparation of Teachers • Grinnell College • Mount Holyoke College • Utah State University Spin-Up 2010, San Luis Obispo

  3. Outline • The Oregon State Model • Department Culture • Classroom Culture • Spaces • Content & the Hidden Curriculum • Classroom Practice Spin-Up 2010, San Luis Obispo

  4. Genetics • Learning is nonlinear. • People are not interchangeable. • Storytelling. • Connect with your students. • No powerpoint/No fade-ins. • Multiple messages. • Challenge for bright students. Spin-Up 2010, San Luis Obispo

  5. Four Curriculum Projects • Paradigms in Physics: complete reform of upper-division major. • The Bridge Project: to bridge the vector calculus gap between mathematics and physics. • Computational Physics for Undergraduates: • Second-generation, large-enrollment, lower-division course reform. Spin-Up 2010, San Luis Obispo

  6. The Paradigms Project—The Old Curriculum • Long Sequences • Traditional Subdisciplines • Rigid Scheduling • Choices Difficult • Junior Level ~ Senior Level • Can’t Revisit Topic • Interrelationships Difficult Spin-Up 2010, San Luis Obispo

  7. The Paradigms Project—Characteristics of Paradigms • Reorder topics as professionals think. • Case-study method. • Collaborative planning. • Active engagement. • Many sources of information. • Explicit attention to professional development. Spin-Up 2010, San Luis Obispo

  8. The Paradigms Project—Our Program • Junior Year—9 Paradigms • 3 week courses (one-at-a-time) • 7 hrs/week (MWF 1 hr, TR 2 hrs) • Senior Year—6 Capstones • 1 quarter courses (two-at-a-time) • 3 hrs/week • Also Electronics, Optics, Thesis, Electives Spin-Up 2010, San Luis Obispo

  9. Fall Symmetries & Idealizations Static Vector Fields Oscillations Winter 1-D Waves Spin & Quantum Measurements Central Forces The Paradigms Project —Paradigms (Junior Year) • Spring • Energy & Entropy • Periodic Systems • Rigid Bodies • Reference Frames Spin-Up 2010, San Luis Obispo

  10. Curriculum Design • Chop content into small pieces. • Make each piece a separate course. • Use evocative names. • Organize on multiple levels. • Use existing spaces and times. • “Throw away” textbooks. Spin-Up 2010, San Luis Obispo

  11. The Hidden Curriculum—Content • Expectation values & Probability • Energy • Resonance • Symmetry • Normal Modes • Discrete & Continuous Spin-Up 2010, San Luis Obispo

  12. Lower-division Reform • Old: • 3 hrs lecture (250) • 3 hrs lab (30) • New: • 2 hrs lecture (200) • 2 hrs active-engagement (70) • 2 hrs lab (30) Spin-Up 2010, San Luis Obispo

  13. Spaces • Pay attention to every remodeling opportunity. • Do not buy more tablet-arm chairs. • Consider donors—mid-level commitment. • Do not forget air, lights, sound/acoustics • Aisles! Spin-Up 2010, San Luis Obispo

  14. Speaking Writing Modern Topics Professional Identification Career Development Non-academic careers Future teachers The Hidden Curriculum—Professional Development Spin-Up 2010, San Luis Obispo

  15. Moving away from templates Using advanced notation Breaking-up complicated problems The Hidden Curriculum—Problem-Solving • Developing harmonic reasoning • Novice Expert • Developing problem-solving confidence • Using Reflective Judgment Spin-Up 2010, San Luis Obispo

  16. The Hidden Curriculum —Integrate or Separate? • Math & physics • Experiment, Theory, Computation Spin-Up 2010, San Luis Obispo

  17. Department Culture • Collaborative Solitaire • Set aside time to discuss curriculum. • Discuss curriculum details. • Refine rather than reinvent. • Be consumers of PER • AAPT • NSDL/ComPADRE • physics.oregonstate.edu/portfolioswiki Spin-Up 2010, San Luis Obispo

  18. Classroom Culture • Research shows that active engagement works better. • What is active-engagement? • Lecture strategies/ template problem-solving • The Teaching Gap • Problems with clickers • Listen to students! • Action Research Spin-Up 2010, San Luis Obispo

  19. Curriculum Reform • Content Matters • Pedagogy Matters • (Metacognition Matters) • (Transitions Matter) Spin-Up 2010, San Luis Obispo

  20. Content Matters • What we teach? • What do we leave out? • Do we teach concepts, facts, problem-solving, …? • What order do we teach it in? • How do the pieces contribute to our overall goals? Spin-Up 2010, San Luis Obispo

  21. Early Mathematics Content • What is the role of the number 2? Spin-Up 2010, San Luis Obispo

  22. Physics Application • Dependence on two variables • Minus sign • Parameters rather than constants • Funny Greek letter • Physics content Spin-Up 2010, San Luis Obispo

  23. Tutorials Black-box Computer Simulations Projects Research Small White Boards Groups Activities Compare & Contrast Summaries Multiple Representations Kinesthetic Activities Reflection Activities Visualization Activities Pedagogy Matters Spin-Up 2010, San Luis Obispo

  24. Dot Product • Record on your small white board something that you know about the dot product. Spin-Up 2010, San Luis Obispo

  25. Small White Board Questions • Allow the instructor to set a context. • Allow the instructor to see if everyone is on the same page. • “Quiet” members of the class are encouraged to participate. • Students vie to have their answers chosen. • Keep everyone engaged and awake. Spin-Up 2010, San Luis Obispo

  26. k h h b d W i i i t t t o r n g w a p a r n e r o n y o u r w e o a r , ~ d d f d d k i i i t t r a w a g r o o s a n o r g n a n a v e c o r , , . b l h f h d L i i t t a e e a c o e p o n s o n y o u r g r ~ ~ ~ h h l f k h h i i i i t t t t ¢ w e v a u e o r w e r e r s e p o s o n , f h h i i i t t t t t t v e c o r r o m e o r g n o a p o n . ~ ~ h l l f k C i i t t t ¢ o n n e c p o n s w e q u a v a u e s o r . Plane Wave Activity Spin-Up 2010, San Luis Obispo

  27. Plane Wave Activity Students connect points with equal value of What is Spin-Up 2010, San Luis Obispo

  28. Plane Wave Activity Students connect points with equal value of What is Spin-Up 2010, San Luis Obispo

  29. Large Whiteboards • Provide the opportunity: • to practice calculations, • to innovate, • to discuss problem-solving strategies, synthesis, evaluation, decision-making, etc. • to practice communication: how can they make their own reasoning understood, how can they ask effective questions about someone else’s reasoning. Spin-Up 2010, San Luis Obispo

  30. Compare & Contrast Activities • Allow students to compare the results of many similar calculations without having to do many cases, • Allow students to discuss how can a particular problem-solving schema can be modified for other cases, • Engage a reflective mode of thinking, • Encourage students to look for patterns and rules. Spin-Up 2010, San Luis Obispo

  31. Effective Activities • Are short, containing approximately 3 questions. • Ask different groups to apply the same technique to different examples. • Involve periodic lecture/discussion with the instructor. Spin-Up 2010, San Luis Obispo

  32. Charge & Current Density Spin-Up 2010, San Luis Obispo

  33. Kinesthetic Activities • Tap into to embodied cognition • Ask for students to use geometric reasoning, • Concretize idealizations, • Allow students to think conceptually about how you would measure things, • Keep everyone engaged and awake. Spin-Up 2010, San Luis Obispo

  34. The Instructor: Paints big picture. Inspires. Covers lots fast. Models speaking. Models problem-solving. Controls questions. Makes connections. The Students: Focus on subtleties. Experience delight. Slow, but in depth. Practice speaking. Practice problem-solving. Control questions. Make connections. The Hidden Curriculum—Lecture vs. Activities Spin-Up 2010, San Luis Obispo

  35. Resources http:physics.oregonstate.edu/portfolioswiki Spin-Up 2010, San Luis Obispo

  36. Resources • http://physics.oregonstate.edu/portfolioswiki • http://www.math.oregonstate.edu/bridge • http://physics.oregonstate.edu/BridgeBook • Activities • Instructors’ guides • Pedagogical strategies • Courses • How students learn • Publications • Textbooks Spin-Up 2010, San Luis Obispo

  37. Socratic vs. Groups How does it feel to teach in these ways? vs. Everyone knows everything vs. No one knows anything Spin-Up 2010, San Luis Obispo

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