Replicating Reforms in a Large-scale Lecture Environment

Details Replicating Reforms in a Large-scale Lecture Environment Replicating Reforms in a Large-scale Lecture Environment

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20920502f&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #205.02; Bulletin of the American Astronomical Society,

Computer Science

Learning

Scientific paper

We present a longitudinal study of the implementation of a series of reforms in the large-scale, calculus based introductory physics sequence at University of Colorado. As part of the Colorado Physics Teacher Education Coalition and an NSF CCLI grant, we have implemented Tutorials in Introductory Physics, Peer Instruction, personalized computerized homework sets, and in-class personal response systems[1]. While we have demonstrated that these combined efforts result in significant improvement in student learning gains [1], we turn our attention to what it means to hand off these course transformation to faculty who have historically focussed on more traditional methods (e.g. those who are not members of AAPT). We present empirical data on the success and fidelity of implementation of the reforms, and identify two key factors in the overall program success: 1) Colorado's Learning Assistant program [2] which enables these course transformation, while simultaneously increasing the pool of talented physics teachers and explicitly valuing teaching and education within physics, and 2) explicit efforts to support faculty change as they adopt new educational tools and practices.
[1] N.D. Finkelstein and S.J. Pollock, (2005). Replicating and Understanding Successful Innovations: Implementing Tutorials in Introductory Physics. Physical Review, Special Topics: Physics Education Research.1,1, 010101.
[2] V. Otero, N.D. Finkelstein, S.J. Pollock and R. McCray, (2006). Who is Responsible for Preparing Science Teachers, Science, 313, 445.

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