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&amp;nbsp; Due to the rapidity of the transition to remote learning, instructors had to significantly — if not completely — change their instructional style on very short notice. In this presentation, we report on student experiences and reactions to the switch to emergency remote learning at two large, land-grant, research intensive universities. We aimed to explore how students have received and dealt with the shift to remote learning that began in March 2020, specifically in introductory physics and astronomy courses. To explore how students responded to these changes, we developed and administered a questionnaire gauging the impacts on students&#39; motivation and interactions with their courses, peers, and instructors during the Summer 2020 semester. We also examined how student responses depended on various demographic factors.

AAPT WM 21

Student Responses to Emergency Remote Learning in Introductory Physics

introductory

remote learning

covid-19

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AAPT SM 21

&nbsp; Due to the rapidity of the transition to remote learning, instructors had to significantly — if not completely — change their instructional style on very short notice. In this presentation, we report on student experiences and reactions to the switch to emergency remote learning at two large, land-grant, research intensive universities. We aimed to explore how students have received and dealt with the shift to remote learning that began in March 2020, specifically in introductory physics and astronomy courses. To explore how students responded to these changes, we developed and administered a questionnaire gauging the impacts on students' motivation and interactions with their courses, peers, and instructors during the Summer 2020 semester. We also examined how student responses depended on various demographic factors.

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The ability to engage in evidence-based decision making is an important outcome of modern education. Over the past decade, we have developed and evaluated a lab curriculum, Inquiry for Student Thinking, Analytics, and Reasoning (iSTAR), which explicitly promotes essential reasoning abilities for scientific inquiry and critical thinking. All activities are grounded in a curricular framework based on operationally defined reasoning sub-skills; including controlling variables in multi-variable contexts, data analytics, and causal reasoning. Due to the pandemic, we have redeveloped the curriculum for synchronous online delivery, whereby students complete lab activities working in lab groups via Zoom breakout rooms. This talk will briefly showcase the curriculum, lessons learned for online delivery of labs, and impact on student outcomes with a comparison to data previously gathered in face-to-face settings.

Teaching Scientific Reasoning through Synchronous Online Physics Labs

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Quantum Information for STEM Majors and Advanced High School Students

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Teaching Quantum Information Science to Undergraduate Science and Nonscience Students

There’s a lot of potential for quantum computers to solve problems in ways that classical computers cannot. At the heart of this potential is quantum information and the way that quantum computers manipulate data. In this session, I’ll introduce some basic concepts in quantum computing, such as quantum bits and quantum gates. I’ll demonstrate how I make these concepts concrete to the audiences I teach, through the use of small programming-based exercises. By the end of this session, you’ll be equipped with the knowledge, learning resources and software tools to help your students explore applications of quantum computing. About the Speaker: Frances Tibble is a Software Engineer at Microsoft Quantum and has a degree in Computing. She enjoys making quantum computing accessible to audiences of varying backgrounds.

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