United States

In this presentation, we will discuss the trajectories of undergraduate physics transfer students into a bachelor’s granting university. Students in the study attend a large, public bachelor’s granting university in which a significant fraction of undergraduate physics majors are transfer students. In one-on-one interviews, students discussed their academic and personal experiences before, during, and after their transition from community college(s) to a bachelor’s granting university. During the interviews, we adapted the life grid methodology to track student’s career and skill development over time. In this talk, we will discuss how their career and skill development evolves through their higher education path. We then consider how these paths complicate common narratives about the time students spend in a community college and bachelor’s granting university.

AAPT SM 22

Trajectories of Transfer Students Toward a Bachelor&#39;s Granting University

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.



Trajectories of Transfer Students Toward a Bachelor's Granting University

technical paper

Traditionally, measurement of quantitative changes in students’ motivational characteristics over an academic semester have been measured using pre- and post-test surveys. However, with the complexity of such constructs, a pre-post design may limit deeply understanding the impacts that curricular and co-curricular activities have on students. In this research, we have designed and implemented a mixed methods approach to investigate one such complex construct, students’ self-efficacy -- or the confidence in one’s own ability to perform a task. We employ the Experience Sampling Method (ESM) with in-the-moment survey measurements to quantify a shift in their self-efficacy followed by a qualitative daily reflection to further investigate the threats and/or supports that may have influenced that change. In this talk, I will present our research design and discuss our efforts toward validating our methodology. Generally, we are hopeful that this research design has possible versatility within STEM education research more broadly.

Using a Mixed Methods Approach to Study Complex Motivational Constructs

Force symbols in University Modeling Instruction explicitly represent forces as detailed descriptions of interactions to facilitate (i) coordinating force with the system schema and (ii) learning force. For example, represents the gravitational force by Earth on ball, where “g” represents gravitational (i.e. the type of interaction), “E” represents Earth, represents “by” and “on”, and “B” represents ball. Although students are taught to say as “gravitational force”, audio data from student-led whole-class discussions shows that more than 40% percent of the time was referred to as “force gravity” instead. Analogous results were obtained for contact force symbols as well. Because language plays such a crucial role in learning physics, several years ago, as an experiment, the notation was changed from to to make it more closely match how it is to be read. Student use of “force gravity” and “force contact” dropped to less than 5% with this notation switch. Energy.

Changing Notation That Represents Force Changes How Students Say It

This mixed methods research case study addresses the design of introductory physics lab courses at a university from the perspective of the physics teaching faculty and students. The data from this research is being used for the development of a theoretical framework to strengthen the global need for integrated STEM education. The AAPT Physics Education recommendations for the Undergraduate Physics Laboratory Curriculum (2014) identified six focus areas: constructing knowledge, modeling, designing experiments, developing technical and practical laboratory skills, analyzing, and visualizing data, and communicating physics. Participants responded to a four-point Likert scale on each of the AAPT six focus areas with open-ended questions to further articulate their experiences with physics lab courses. Students were administered a pre-and post-survey as well as five Likert scale questions on their STEM self-efficacy. The results, as well as the development of the integrated STEM theoretical framework, will be discussed.

Effectiveness of introductory physics laboratory courses in supporting learning goals

We draw on data from interviews with physics instructors and research mentors, interviews with physics students, and surveys of the physics community to model how physics gatekeepers respond to the access and inclusion needs of disabled undergraduate and graduate students. While we continue to develop this model, we will discuss a priori and emergent model features. We compare the differential pathways to access through two common mechanisms: institutional accommodations and inclusive practices. Then, we discuss an emergent mechanism from our data: gatekeepers provide access to “students who need it”. We argue that gatekeepers who provide access to “students who need it” likely have good intentions, such as demonstrating care and treating disability as a facet of diversity. However, we describe several challenges with this mechanism, such as the role of power in which students share their access needs and which students are evaluated by gatekeepers as “needing” alternative access.

Modeling Pathways to Access in Physics Learning and Research Environments

How might we use breaks in physics classes to provide a meaningful experience, heighten cooperation and concentration, and provide more safety for kids on the way to school? We developed a Tactile Reaction Training TRT that can be embedded in physics classes without compromises to lab safety. The training was about ten minutes for each of them and focused on getting a better body feeling to react more appropriately in danger situations. Aspects of Germany‘s core curriculum in Physics, e.g. conservation of Momentum, Force and Motion is connected to the training.

Tactile Reaction Training in Physics Classes

Curt Hieggelke was one of the largest contributors into making me the instructor I am today. His influence on me shaped my PER research goals, my career goals and my desire to make an impact in TYC Physics teaching. This talk will share my personal experiences with Curt, his influences on me and how he made me a better instructor and colleague.

How Curt Shaped My Entire Career and PER

This presentation will describe the desirable characteristics of HTML5 astronomy simulations targeted at smartphones and show several examples illustrating these characteristics. We will summarize current thinking regarding “best practices” for smartphone simulation usage in the classroom, covering what we have learned from our experiences and detailing a wish list of what we hope to learn in the future. Publicly available simulations will be described as well as possible avenues for building upon the classroom experience with student simulation work outside of the classroom.

Teaching with Astronomy Smartphone Simulations

Bridgewater State University has successfully been using a resubmission process for formative assessment quizzes and summative assessment tests in certain lecture sections of our algebra based physics course. Each section contains 32 students and there are no teaching assistants or recitation sections. Students can earn points back on formative assessment quizzes through the use of a ‘points recovery application’. Students can earn points back on summative assessments tests through a process that involves correcting the original test problem, teaching the material to the instructor or a Peer Learning Assistant, and then taking a new test under original testing conditions to replace the original grade. Through this process, students report increased satisfaction with the course, increased learning, and enhanced well-being.

Resubmission Processes in University Lecture Classrooms

As educators, we know that remediation is a fundamental part of the learning process, but how do we actively motivate students to engage in self-reflection and develop epistemic knowledge? During the last few years, I have focused on creating and implementing a remediation-based assessment model in my high school physics classes. This model sets out to eliminate fear of failure and encourage academic risk-taking through rewarding metacognition. Students were given standards-based feedback and the opportunity to participate in a universal reflection-and-retake policy to demonstrate their progress toward achieving targeting learning goals. Through this process, students were prompted to self-reflect and identify root conceptual difficulties, revise work and show evidence of understanding, and then take a reassessment. In this talk we will discuss the model specifics, strategies for implementation and modification for different classroom settings, as well as student outcomes and feedback regarding this learning process.

Modeling A Remediation Policy Focused on Developing Epistemic Knowledge

One expected outcome of physics instruction is that students develop quantitative reasoning skills, including strategies for evaluating solutions to problems. Examples of evaluation strategies include special case analysis, unit analysis, and checking for reasonable numbers. To investigate students’ use of evaluation strategies, we developed and administered tasks prompting students to evaluate symbolic expressions, including the electric field due to three point charges, the velocity of a block at the bottom of an incline with friction, and the final velocities of two masses involved in an elastic collision. Written and interview data were collected at the introductory, sophomore, and junior levels. We classified students’ evaluation strategies into three broad categories: consulting external sources, checking through computation, and comparing to the physical world. We compare our categories to prior work in PER and examine the categories through theoretical lenses of epistemic frames, mathematical modelling, proofs and justifications, and metacognition.

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