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CHEPREO Research & Learning Community

Personnel with Primary E/O Focus: Physics Faculty: Laird Kramer, Jeff Saul CoE Faculty: Eric, Brewe, George O’Brien Coordinator: David Jones Graduate Students: Priscilla Pamelá , Vashti Sawtelle PhysTEC TIR: Leanne Wells 12 CHEPREO Research and Learning Fellows 8 PhysTEC LAs

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CHEPREO Research & Learning Community

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  1. Personnel with Primary E/O Focus: Physics Faculty: Laird Kramer, Jeff Saul CoE Faculty: Eric, Brewe, George O’Brien Coordinator: David Jones Graduate Students: Priscilla Pamelá, Vashti Sawtelle PhysTEC TIR: Leanne Wells 12 CHEPREO Research and Learning Fellows 8 PhysTEC LAs NSF Review March 2008 CHEPREOResearch & Learning Community

  2. Overview • History • Impact: Years 1-5 • High School Community • University Community • Student Q & A Session • CHEPREO as Foundation for Leveraged Projects • Years 6-10 Proposal • Goals • Objectives • Discussion • Grid Education Outreach

  3. CHEPREO’s Education Outreach Learning Community Embedded in Particle Physics Research CMS Experiment CERN (Geneva) • Higgs, Supersymmetry, • Strings, Dark Matter Grid Computing / Networking Opportunity to Enhance & Broaden Science Participation • Entice, Excite, & Retain Physics & Science Education Majors • Physicists & Educators Collaborating • Research and Learning Community • High School / University Stakeholders • Integrated Pipeline to Support Students • Focus on Underrepresented Groups Redefining Model for Education Outreach

  4. CHEPREO Years 6-10 Continue Reforming Education Outreach Model Embed Innovative E/O within Cutting-Edge Science • Objective Zero: Continue Core Activities • Support South Florida Community • Research Foundation for Dissemination • Objective One: Expand into Community Colleges • Fertile Ground for Education Reform • Conduit into Universities / Like HS / 39% of FIU Students from CC’s • Objective Two: Extend into Additional Universities • Implement E/O Model Elsewhere • Research Insight into CHEPREO • Objective Three: Establish HS Research & Learning Mini Communities • Can a hybrid HS model work? • Potential for wide spread impact

  5. CHEPREO’s E/O Approach • Ground all activities in research findings • Leverage methods / projects • Deeply engage students / teachers / faculty • Increase quality and quantity of physicists / physics teachers • Train students to be scientists • Provide both research and education experiences • Expand opportunities for underrepresented groups • High School / University Build Research and Learning Community

  6. High School Community • Begin Engagement at High School • HEP experience • Quality pedagogy • Teacher Professional Development • Physics Modeling Workshops / QuarkNet • Community Building: FizMo • Year Round Teacher Led Activities • Student Community • Open Houses / Competitions / Lab Access • Teachers at Foundation of Efforts: • Better student preparation • Better connections / pathways to FIU • Persistence

  7. What is Modeling? • Idea: Scientists build / validate / deploy models • If want them as scientists, bring models explicitly to classroom • Engage Students in building / validating / deploying models • Group work • Modeling cycle • Socratic interactions • First experience with new topic is in classroom • Addresses preconceptions • Incorporates Multiple representations • Students as self-learners • Students as scientists

  8. Diversity • National Need to Increase Diversity in Sciences / Education • Larger Pool of Scientists / Teachers • Diversity Increases Idea Pool • Morally Appropriate • Role Models: Positive Feedback Loop • South Florida Diverse: Future Makeup of US? • Appropriate Treatments Support All Students • Competitive Atmosphere / Curves / Minimal Mentoring Disenfranchised Women and Minorities • Need Atmosphere that Supports Everyone’s Reward / Belief System Student-Centric / Group Work / Mentoring for All Modeling / PLC Underlies CHEPREO Foundation

  9. Results from Underrepresented Groups • Gender Gap • Male vs female FCI Gains • T: standard lecture • IE: interactive lecture More low scoring females More high scoring males Lorenzo, Crouch, Mazur, AJP 74:2 (2006)

  10. Results from Underrepresented Groups • Minority conceptual data scarce… • What is the origin of the difference? • Regardless of origin, we must support everyone • More scientists: easier to enlarge recruiting pool • Adds to diversity of people and ideas

  11. FIU Ethnic / Gender Makeup Unique Opportunity for Research

  12. South Florida • 4th Largest: Miami-Dade • 353k students • 378 schools (45 HS) • 3,000 teachers needed • 6th Largest: Broward • 259k students (73k HS) • 283 schools (32 HS) • Large Diverse Urban Pool

  13. Teacher Participation Modeling Workshops • Two 3 week summer workshops for 5 years • HS Teachers / Physics, Math, CoE Faculty / FIU Students • 91 HS Teachers • 77 Local • 29 more than once • Run in ‘student mode’ • POST > Newtonian Mastery • Avg. Normalized Gain: 57% • Centerpiece of community

  14. Training in Elementary Particle Physics National Program ~ 500 Teachers at 50 Centers QuarkNet.fnal.gov

  15. CHEPREO on Campus • Deep Reform / Match HS / Add Research • Modeling Classes • Integrated lab / lecture • Students as scientists • Socratic • Group work • CHEPREO Fellows • Physics Learning Center • Integrated Community • Research • Education • Like HEP Community?

  16. Classroom, Conference Room, Student Lounge Modeling Classes Open Labs for Classes Treisman Study Groups Undergraduate and Graduate students interacting The Physics Learning Center

  17. CHEPREO Fellows • Research and Learning Experience • Classroom Resource • Assist in modeling classes, open labs, study groups • Build skills / appreciate teaching • Must interact as scientist or teacher • Research Experience • HEP / CERN • Other research groups

  18. What are the Outcomes? • High School Data • Introductory Classes • Conceptual Gains • DFW Rates • Majors • Other Pieces

  19. HS Community Impact Four Years of Summer Modeling Workshops High School Classroom Reform Regular Teacher Meetings & Student Activities • Teachers Meet Every 3 Weeks • Regular Open Houses / Modern Lab Days / etc • Students / Parents / Physics Department / College of Education HS Students Working with Faculty @ FIU Established Conduit into FIU

  20. Results: Intro Physics Modeling Course @ FIU Impacting Students’ Understanding and Success REQUEST UPDATE ON DATA Demand for Modeling Classes ~4x Available Space 10-20% of Modeling Students Switch into Minors / Majors

  21. Introductory Physics DFW Rate • # of students receiving D’s / F’s / W’s in a course • Overall: • Lecture: 49.7% • Modeling 12.1% • Ratio: 4.1:1 Compare to Univ A: 43.8% (40% M / 30% F) Univ B: 22.5% (19% M / 23% F)

  22. Preliminary CLASS Results Colorado Learning Attitudes about Science Survey* - Examines student beliefs about physics and learning physics • Large Positive Gains Measured • Traditional Classes: < 0 • Some Reformed: ~ 0, slightly >0 *W.K. Adams, et al, Phys Rev - ST Phys Edu Res 2, 010101 (2006)

  23. UPPER LEVEL RESULTS

  24. 8-12 students per day regularly on weekdays 4-6 students per day regularly on weekends Student Usage of the PLC • 40-100 student-hours daily on weekdays • 20-40 student-hours daily on weekends Similar Results for Nov/Dec

  25. Undergraduate TA Case Study • Compared Ugrad TAs: 3 Fellows vs. 4 Non-fellows • Modeling Experience Deeply Influenced Views on Teaching • Socratic questioning / Evidence of student learning / Self-reflective • Influencing Each Other’s Views Through Community • All: Teaching Was Rewarding Experience • Where will it lead them? • How will they work with their students? • Better than high school teacher with several years experience

  26. Number of Physics Majors / Degrees Official declared and intended physics majors / Graduates • Majors 3-yr Average: • up 2.4x since early 90’s • Grads 3-yr Average: • Up 4.0x since early 90’s • All Fellow Graduates in Graduate School • Increased Participation by Underrepresented Groups Attributed to CHEPREO + Associated Departmental Reform

  27. University Community Impact • Modeling Classes: Switch Into Physics Minors / Majors • Physics Learning Center Crucial • Students ‘own’ Space • Recruitment Tool • Central to All Efforts • Fellows Amazing • Seed larger community • Teaching Views Transformed • All 4 Grads into Graduate School • Accepted into U Wash / Stonybrook / Duke • SPS Chapter Has Taken Off!

  28. CHEPREO’s Impact • Redefined an Education Outreach Model for Physics • Established Vibrant Research and Learning Community • Seamless High School / University Experience • Centered in Diverse South Florida • High School Partnership • Provide Leadership for Teachers and District • Sparked Physics / College / University Reform • Cross-College / Project Collaboration • Must Expand Model • Greater Impact • Provide Insight into Model

  29. Student Q & A Session • Students @ FIU • Introductory Modeling Course / PhysTEC LAs • Angela Henao / Sheidyn Ng • Physics Majors, Seniors • Jonathan Diaz / Ramona Valenzuela • PER Graduate Student • Vashti Sawtelle

  30. Leveraged projects CHEPREO Serves as Foundation of Many Synergistic Projects Maximizing Impact Across Disciplines

  31. FIU PhysTEC Project • New PhysTEC PPI in 2007 • Increasing Quality and Quantity of Physics Teachers • 8 PhysTEC Sites Produced 7% of Physics-Trained Physics Teachers in 2006 • On average, Doubled Physics Teacher Production (up to 5x) • Recruiting / Early Field Experiences / Induction • Teacher In Residence (TIR) + 8 Learning Assts (LA’s) • Leading Reform of Undergraduate Labs • Encourage reform of traditional courses • FIU: Modeling / Under-Represented Groups to PhysTEC • Noyce Proposal will be submitted in April 2008 • Synergy: Preservice / Modeling / Community / Influence

  32. College of Education Projects • SF-STEMS (NSF) • Supported Preservice Teachers • SEAMS (Department of Education) • Supports Lower Division Physics and Math Students • Spiral Modeling Project CCLI-EMD Submitted • Curriculum Development for University Modeling • Shared Personnel / Recruiting / Philosophy

  33. Public Schools • Miami-Dade County Public Schools • MDCPS Provided Equipment / Support for Teachers in CHEPREO Summer Workshops • Fall 2007 Mini-Workshops for Physical Science (FCAT) • Continue Building Stronger Connections • Broward County Public Schools • Building Bridges since Spring 2007

  34. Campus Reform • Physics Program Changes • Added BA plus BA with Concentrations • New First-Year Physics Seminar • New Physics Education Seminar • Focal Point of “Broader Impacts” on Several Physics Projects • Resource for Faculty • Highlight of Department Review • Bridges to Science / Math Departments

  35. Arts & Science and Education Strategic Initiative • Asked to Lead New Science / Math Strategic Initiative • Integrated / Multidisciplinary Based on CHEPREO • Follow National Models: Colorado / UTEACH • Aligned with FIU @ Fifty / University Goals / National Goals • New CoE / A&S Deans Strongly Supportive • Planning Phase

  36. Leveraged Projects • CHEPREO Foundation for Many Projects • Funding Magnet • National Model

  37. CHEPREO Years 6-10 Continue Reforming Education Outreach Model Embed Innovative E/O within Cutting-Edge Science Expand into Three New Synergistic Communities • Objective Zero: Continue Core Activities • Support South Florida Community • Research Foundation for Dissemination • Objective One: Expand into Community Colleges • Fertile Ground for Education Reform • Conduit into Universities / Like HS / 39% of FIU Students from CC’s • Objective Two: Extend into Additional Universities • Implement E/O Model Elsewhere • Research Insight into CHEPREO • Objective Three: Establish HS Research & Learning Mini Communities • Can a hybrid HS model work? • Potential for wide spread impact

  38. Objective Zero • Support Existing South Florida Learning Community • Cornerstone of All Objectives / Leveraged Projects • HS & Univ Modeling / Fellows / PLC / Support for All • Research Foundation for Dissemination • Peer-Reviewed Research Necessary for Dissemination • Must Reach Wider Physics / Science Community • Motivation • Research as Outreach Vehicle / Recruiting Tool • Impact of Educational Reform to Wider Community • Cement Status of FIU PER Group as PER Leader

  39. Objective Zero: Peer-Reviewed Research Efforts Underway: • Educational Outreach Model For Wider Audience • Science Article in Preparation – Target Submission: April • Outline Submitted to Physics Today • Learning Gains and Impact of Educational Reform on Minority Community • Unique Data Set: Results from a MSI • Data collection and comparison across all FIU introductory physics classes underway – manuscript development targeted: Summer 08 • Longitudinal Study of grades and persistance in Modeling Students

  40. Objective Zero: Peer-Reviewed Research Efforts Underway: • Document Dynamics of FIU Learning Community • Pamelá thesis addresses student perspective, work with External Evaluator toward broad scale • Impact on High School Teachers and Students • Using FCI for comparative data collection, ongoing interview study with Modeling Workshop Participants

  41. Objective One: Target Community Colleges • Bring Community College Faculty and Students into Learning Community Partnership • Major Impact in Quantity / Diversity • 39% of FIU Students transfer from CC • 44% of students nationally get science / math at TYC • 25% of Physics enrollment is at TYC • TYC population is more diverse than standard Large State University • CC structure encourages student-centered instruction • Small Classes / Focus on Instruction • CC’s Oft Forgotten / Maximize Benefits

  42. Objective One: Approach • Engage Faculty: Professional Development • Summer Workshops • Mentoring • Curricular Materials • Assessment Support • Research Opportunities • Engage Students: CC Fellowships • Support Reformed CC Classes / Summer Workshops • Summer Research Experiences with CHEPREO • Recruitment Path into Universities

  43. Objective One: Timeline • Year 6: Select / Train 2 CC Partners • One local / one non-local • Year 7: Start 2 CC Partners / Select 2 Additional • Year 8: Start 2 New CC Partners • Year 9: Operate 4 Sites • Year 10: Operate 4 Sites • Research Mission Throughout • Budget Impact Minimal: CC’s bear partial load

  44. Objective Two: Target Universities • Motivation: • National Need for More and Better Prepared Scientists • Disseminate CHEPREO Educational Outreach Model • Student Recruitment and Retention • Help Research Projects Achieve Broad Impacts • Enhance Existing Models and Methods of Education Outreach • Provides Research Insight Into CHEPREO Model • Extend Educational Reform Benefits to Other Student Populations • Ideal for Traditionally Under-Represented Groups • Established Programs Need to Increase Diversity

  45. Objective Two: Approach • Convince Faculty E/O Model Valid • Research Base • Impact on Their Program • Student Population • Research Projects: Broader Impact • Recruit Partner Universities for Adoption • Engage Faculty in Educational Reform • Modeling Workshop Training • Support Site Visits / Assessment Support

  46. Objective Two: Timeline • Requires Objective Zero Research • Year 7: Select/Train Prototype Site • Year 8: Start Prototype / Select 2 Additional Sites • Year 9: Start 2 Additional Sites / Operate Prototype • Year 10: Operate 3 Sites • Continual Research Throughout • Budget Impact Minimal: Sites Bear Most Costs

  47. Objective Three: Target High Schools • Hybrid CHEPREO Model for High Schools • Motivation: • Strengthen High School to College Collaboration • Capitalize on Opportunities of First Five Years • Create Research and Learning Community in High Schools • Empower Teachers to Show Physics Research Excitement • QuarkNet Model / CHEPREO Model / PhysTEC Model • Many High Schools / Major Impact / Challenge • Too Many Students Loose Scientific Eagerness in HS

  48. Objective Three: Approach • Prepare Teachers: Modeling + EPP + Community • HS Fellows • Learning Assistant in Modeling Classroom • EPP Researcher • CMS Data Feed / Cosmic Ray Detector • Student Role Model • PLC-like Community Space • Collaborating HS Research Teams • Connections to University / CC Communities

  49. Objective Three: Timeline • Year 6: Begin 1 Prototype Site / Select & Train 2 Additional • Year 7: Start 2 New Sites / Operate Prototype • Year 8: Select & Train 2 Additional / Operate 3 Sites • Year 9: Start 2 New Sites / Operate 3 Sites • Year 10: Operate 5 Sites • Ongoing Research Mission Underlying All Activites • Budget Impact: New Outlays Minimal: Teacher / Student stipends

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