Undergraduate Physics Course Innovations and Their Impact on Student Learning

Abstract

The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. v

Calculus-enhanced energy-first curriculum for introductory physics improves student performance locally and in downstream courses

“…The results presented here demonstrate that student fluency with applied mathematics (vector mathematics and calculus) may be improved by using a calculus-enhanced energy-first curriculum [17] in introductory physics. We also note that since this curriculum can be implemented independently of established successful approaches of content delivery [2][3][4], it can complement these approaches rather than compete with them. However, this modification in content may be easier to implement than some modifications in content delivery as not all institutions have available the modified classroom space necessary for inquiry-based instruction [7,8] or resources for successful implementation of peer instruction ] 5,6 ].…”

“…It is therefore not surprising that continually increasing enrollments in STEM degree programs [1] have only intensified the need for physics education research (PER) into improving instruction in these courses. The clear conclusion from numerous PER studies over the past two decades [2][3][4] is that student learning and overall student performance in both algebra-based and calculus-based introductory physics courses can be improved by incorporating active learning techniques such as Peer Instruction [5,6] or inquiry-based instruction [7,8] into the classroom. Here we demonstrate that further improvement in student learning in calculus-based introductory physics may be obtained by supplementing these modifications of content delivery with a rearrangement of the content itself.…”

Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey

“…These items and codes were triangulated by themes in four comprehensive literature reviews (Pascarella and Terenzini, 1991, 2005; Iverson, 2011; Meltzer and Thornton, 2012). We reduced and revised an initial set of 153 items by removing redundant items, items that did not refer to actual teaching practices (i.e., beliefs about teaching or intent to teach in a given manner), and checklists of generalized practices (e.g., “lecture,” “lecture with demonstration,” “multiple-choice tests”).…”

“…For example, Iverson (2011) describes groups formed by students, the teacher, or the researcher as a common social learning approach. As a statement on a survey, this concept would be double-barreled.…”

Transforming Institutions

“…Without a model from which to develop instructional practice items, we shaped the dimensions of our instrument by finding themes among (a) developed instruments, (b) teaching observation protocols and (c) patterns in research on instructional practice. We compiled 153 items by combining all available questions and literature patterns from two published instruments (FSSE, ATI), two observational protocols (RTOP, TDOP), and comprehensive literature reviews (Iverson, 2011;Meltzer & Thornton, 2012;Pascarella & Terenzini, 1991;.…”