United States

Through this Poster, we will discuss the trajectories of undergraduate physics transfer students into a bachelor&#39;s granting university.

Students in the study attend a large, public bachelor&#39;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&#39;s granting university. During the interviews, we adapted the life grid methodology to track student&#39;s career and skill development over time.

In this poster, 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 community college and bachelor&#39;s granting university.

PERC SM 22

Research on the Trajectories Transfer Studentstake to Reach a Bachelors Granting University

PERC 2022 is focused on "queering physics education" through an intersectional lens. By "queering," we are centering queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we want to apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we want to encourage a dialogue that is both a critique and an imagining of a queer future for PER.

Explicit attention will be given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

We have had such a fun time organizing this year’s PERC. You might be aware that we were committed to transparency and documenting our processes and decision making which we outlined here. This year has also been challenging to be a queer or otherwise marginalized person in the US. And we continue to seek and provide support for those individuals.

As such, we recommend that folks visiting Grand Rapids who have the means consider giving to some local organizations who are working to advocate for those impacted by historic and ongoing marginalization and violence.


PERC 2022 focused on "queering physics education" through an intersectional lens. By "queering," we centered queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we wanted to encourage a dialogue that is both a critique and an imagining of a queer future for PER. Explicit attention was given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

Through this Poster, 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 poster, 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 community college and bachelor's granting university.

poster

This poster will present a portion of a mixed methods research study designed to investigate how students' self-efficacy (SE), or one's confidence in their abilities to complete a task, varies from moment to moment. Our quantitative methods utilized the Experience Sampling Method (ESM), which pings participants semi-randomly several times a day to answer surveys. The survey items were designed to measure the in-the-moment, domain-specific SE of undergraduate science majors. To identify the task the participant is doing at that moment, one of the open-ended survey questions asked students "What is the main thing you are doing?" The data from this question are being used to generate a dictionary of responses which will then be used to categorize tasks. This categorization will be used to create a new survey item including a dropdown list of responses which will be utilized in future studies.

Creating a Dictionary of Task Responses from an ESM Survey

This research analyzes the effectiveness of two massive open online courses (MOOCs) offered by Georgetown University via edX, Quantum Mechanics (QM) and Quantum Mechanics for Everyone (QME). The QM course was designed for undergraduate physics majors and teaches quantum mechanics using operators in a representation-independent formalism. QME was created for those without a physics background and focuses primarily on conceptual understanding.
Here, we focus on student responses to an open-ended question within both courses that targets students' understanding of "quantum seeing in the dark" (interaction-free measurements) in the context of the Stern-Gerlach experiment. We present our preliminary findings around students' conceptions of how atoms interact with the analyzers, paying particular attention to their scientific language fluency when presenting their ideas. We also present a comparison of student responses between the two courses and discuss the impact of increased formalism on student conceptions.

Investigating students’ fluency with quantum ideas in the context of interaction-free experiments

Evaluation of students is central to mainstream US society's approach to formal education. In physics classrooms, grading is typically the primary context for evaluation. Grading can serve to rank students, gatekeep, and influence students' careers and livelihoods, all in inequitable ways. It can also serve as a channel for formative feedback. Relatively recently, some educators have been turning a critical gaze towards grading and evaluative practices overall. One collection of ideas that has emerged falls under the umbrella of ungrading, the practice of de-emphasizing or removing grades as a motivating factor in formal education settings. Here I show preliminary results from a completely ungraded introductory mechanics course with 84 students. Ungrading in that course centered on self-reflection and qualitative feedback, with students assigning themselves a final grade at the end of the course. Data include FCI scores, qualitative student feedback, and other metrics.

Preliminary results from ungrading in intro physics classes

Over the past couple decades, computational thinking has emerged as an important problem-solving strategy for physics students to possess. However, an understanding of how students engage in computational thinking has remained somewhat elusive. Our study focuses on student think-aloud interviews involving two different computational tasks – one where students are asked to talk through an already built and working program and one where they have to edit and add to a given minimally working code to model a given situation. Applying a computational thinking framework that identifies fourteen different computational practices, we analyzed the interviews of four different students in an introductory physics course.

Here, we present the type and frequency of practices students engaged in and we compare across students and tasks. We will discuss the application of the framework and the impact of task design on elicited practices.

Case studies of computational thinking practices displayed by introductory physics students

Working in groups is often an essential part of courses with an emphasis on engaging in the practices of physics. While how students work together has been studied in the context of introductory physics laboratories and tutorials, it is under-studied in upper division physics courses. Here, we present case studies from a group project-based computational physics class, drawing on self-assessments in which students evaluated both themselves and their peers, as well as video data of students working in groups. We find that how students see themselves within groups and the types of intellectual contributions they make to work shift over time. Understanding these students' experiences can provide the foundation for future research in group dynamics in upper division, computational, and project-based physics courses.

Navigating group work in computational projects:Case studies using self-assessments

Engaging in the scientific process through laboratory experiments is a significant component of learning physics.   The Introductory Physics for Life Science (IPLS) laboratories at the University of Utah are facilitated by a team of teaching assistants (TAs) and learning assistants (LAs), who are responsible for providing resources and support for the students to perform the experiments that they design.  The frequency of interactions between students and TAs/LAs has important effects on the engagement of students in the lab and performance on lab tests (Stang and Roll, 2014).  We use a qualitative research study to explore how TAs/LAs interact with students to support laboratory engagement, and the varied amount of interactions that TAs/LAs have with students.  Several sections of the laboratory were recorded and moments where students interacted with TAs/LAs were analyzed to describe how student-TA/LA interactions facilitate engagement with science.

Investigating Interactions Between Students and TAs/LAs in a Reform-Based Introductory Physics Laboratory

In an earlier study we showed that small amounts of extra credit offered for early progress on online homework assignments can reduce cramming behavior in introductory physics students. This work expands on the prior study by implementing a planning prompt intervention inspired by Yeomans and Reich's similar treatment. In the prompt we asked students to what degree they intended to earn extra credit offered for early work on the module sequence, and what their plan was to realize their intentions. The survey was assigned for ordinary course credit and due several days before the first extra credit deadline. We found that students who completed the prompt earned on average 0.6 more extra credit points and completed the modules an average of 1.0 days earlier compared to a previous semester. We detect the impact of the survey by creating a multilinear model based on data from students exposed to the intervention as well as students in a previous semester. Data from five homework sequences are included in the model to account for differences between the two semesters that cannot be attributed to the planning prompt intervention.

Using a Planning Prompt Survey to Encourage Early Completion of Homework Assignments

How do undergraduate students imagine their future professional lives after graduation? We conducted longitudinal semi-structured interviews with undergraduate students about their career goals and resources needed to develop professional identities using future possible self theory. We present multiple case studies of physics students exploring, adjusting, and refining their possible future selves. Overall, participants had elaborated future possible selves that were influenced by both academic and sociocultural experiences. High self-efficacy and positive interactions in the field positively impact students' imagined futures, whereas low self-efficacy and low recognition sabotage students' future possible selves; these ideas intersect with students' personality, lifestyle, and social identity. In this poster, we'll share two ways in which students refine their future possible selves: a path of narrowing and refining imagined futures; and a path of trying new selves in series

Undergraduates develop professional future possible selves after graduation

We have developed and validated a rubric for the assessment and scaffolding of problem-solving process in introductory physics courses via an iterative approach. The current version of the rubric consists of eight criteria based on research in expert-like problem solving practice and aspects of Cooperative Group Problem Solving (CGPS) pedagogy. In contrast to recent work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. The rubric was used to score N=166 student solutions to 6 problems covering content in introductory mechanics. Inter-rater and re-rater reliability was high for undergraduate Learning Assistant raters receiving only moderate training (approximately 4 hours). Exploratory factor analysis identified two factors that have been categorized as: (1) framing & defining, and (2) planning & execution. These factors align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tau-equivalent reliability was found to be 0.76, and an item-total correlations test demonstrated all criteria correlations consistent with averaged behavior

Reliability and Validity of an Introductory Physics Problem-Solving Grading Rubric

Calculus-based introductory physics classes are prerequisite courses for many STEM majors and traditionally have a large attrition rate. One way to improve student learning outcomes is by creating open-access supple-mental materials. In this study, we investigated the relation between student engagement with supplemental materials and their performance in a calculus-based introductory course on electricity and magnetism. The re-sources examined in this study included video resources, summarizing important concepts, showing example problems, and covering in-depth problem-solving techniques, as well as prior years' exams. These resources were offered to support the learning of a diverse student population beyond the formal class structure. We an-alyzed student scores from midterm and ﬁnal exams, their ﬁnal letter grade, and their responses to anonymous questionnaires administered three times throughout the semester. Results from a statistical analysis of student performance found that those who engaged with supplemental materials (videos and previous years' exams) showed consistently higher performance on almost all exams and in their ﬁnal course grades. Responses to the anonymous questionnaires showed that large majorities (80-90%) of students felt the supplemental materials had a positive impact on their learning of the material and their performance on exams.

Next from PERC SM 22

Creating a Dictionary of Task Responses from an ESM Survey

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