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Abstract Title: Reform expansion beyond a single classroom
Abstract: This session will focus around implementations and adaptations of reformed classroom environments, including technology-enabled pedagogy, beyond the original inception.
Abstract Type: Poster Symposium

Author/Organizer Information

Primary Contact: H. Vincent Kuo
Colorado School of Mines
1523 Illinois Street
Golden, CO 80401
Phone: 3032733764
Fax: 3032733919

Symposium Specific Information

Moderator: H. Vincent Kuo
Presentation 1 Title: Research-based Reform: Faculty as Change Agents in Multiple Departments
Presentation 1 Authors: Adrienne Traxler
Presentation 1 Abstract: The FIU Science Collaborative is a four-year project to reform undergraduate science education at Florida International University, driving institutional change through community building and faculty development across multiple departments. Each year, a cohort of faculty scholars undertakes transformation of their courses to incorporate and assess active learning. Scholars engage with reform in a variety of ways, from adoption of published research-based materials to creation of their own. We discuss examples and the bridges between faculty developers, faculty, and science education researchers that foster successful change.
Presentation 2 Title: LEAP: A Learner-centered Environment for Algebra-based Physics
Presentation 2 Authors: Paula Engelhardt
Presentation 2 Abstract: This presentation will focus on the curriculum development work that we have been doing with our algebra-based course sequence. LEAP* is guided by research on student learning of physics and builds on the work of the NSF supported project, Physics and Everyday Thinking (PET). Students work in groups to develop their understanding of various physics phenomena including forces, energy, electricity and magnetism, light and optics. Students utilize hands-on experiments and computer simulations to provide evidence to support their conceptual understanding. Traditional problem solving is scaffolded by using the S.E.N.S.E. problem solving strategy. An overview of the curriculum and assessment results will be presented.
Presentation 3 Title: Studio at CSM: Intro Physics and Beyond
Presentation 3 Authors: Patrick Kohl
Presentation 3 Abstract: Studio and SCALE-UP (developed at RPI and NCSU respectively) have a long history in PER and at the Colorado School of Mines. CSM has been using Studio methods continuously since 1997, when the physics department implemented pilot sections of introductory calculus-based mechanics. Since then, Studio at CSM has expanded steadily. As of 2014, all of Physics I & II and Biology I are taught via Studio, along with pilot sections of Probability & Statistics. There are discussions in place to spread Studio to several other courses in the near term, including upper-division physics. In this talk, we'll briefly review the overall structure of Studio and some relevant performance data. The remainder will focus on the actual spread of Studio at CSM, highlighting a number of problems and how they were overcome, and reporting on the personal experiences of many of the instructors involved.
Presentation 4 Title: Studying the Spread of Research-based Instructional Strategies: Rich Case Study of SCALE-UP
Presentation 4 Authors: Kathleen Foote
Presentation 4 Abstract: Much time, money, and effort has been spent developing innovative teaching pedagogies. But, the majority of college instruction in physics fields is inconsistent with research-based recommendations. This project investigates the dissemination and implementation of research-based instruction by using a web survey to understand the spread of SCALE-UP (Student-Centered Active Learning Environment with Upside-down Pedagogies). Responses from 659 people indicate that SCALE-UP is used at over 250 institutions worldwide and has also spread to disciplines beyond physics. Information about SCALE-UP has traveled through both formal and informal channels. Secondary sites frequently modify the original SCALE-UP model, which may impact the success of the implementation. According to the Diffusion of Innovations theory, the developer may need to change the message to continue increasing the number of sites beyond early adopters.
Presentation 5 Title: Transitioning Introductory Physics at UNC Chapel Hill
Presentation 5 Authors: Alice Churukian
Presentation 5 Abstract: At the University of North Carolina at Chapel Hill we have been teaching one reformed section of calculus-based introductory physics using the SCALE-UP (Student Centered Active Learning Environment for Upside-down Pedagogies) methodology since fall 2010. While the pilot study proved successful, we were unable to take the next step of "scaling up" to use this approach for all students. Beginning fall 2013 we adopted a Lecture/Studio methodology -- a hybrid of traditional and interactive engagement -- for all students. In this approach, students have one hour of lecture and two hours of studio twice per week. In this fashion we were able to offer large lecture sections for efficiency, but retain smaller, more intimate studios for hands-on, minds-on problem-solving and laboratory activities. How we got to where we are today, and the lessons learned along the way, will be discussed.
Presentation 6 Title: A Widely Disseminated, Discipline Crossing, Radical Reform: The SCALE-UP Story
Presentation 6 Authors: Melissa Dancy
Presentation 6 Abstract: Scale-Up is a radical reform geared toward high levels of student engagement utilizing integrated lab-lecture in a redesigned room. The first Scale-Up course was taught in 1997. Since then Scale-Up as spread widely across many institutions and disciplines. A recent survey identified 314 departments at 189 institutions in 21 countries that report being influenced by or using some version of SCALE-UP style instruction. Departments represented many distinct disciplines. We are in the process of studying the dissemination of SCALE-UP though a social network analysis, surveys, interviews, and site visits. Research questions include: How has knowledge about SCALE-UP spread? What leads a department to consider, adopt, modify or abandon SCALE-UP? How does the method of learning about SCALE-UP and departmental factors impact how SCALE-UP is implemented? In this talk we report on findings to date from this project.