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Physics Large-Course Redesign Project

Physics Large-Course Redesign Project. Introductory-level Algebra-based and Calculus-based Physics I and Physics II Courses PHYS 1101, PHYS 1102 Serve Pre-Med/Health Services programs, Biology, Engineering Technology PHYS 2101, PHYS 2102

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Physics Large-Course Redesign Project

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  1. Physics Large-Course Redesign Project Introductory-level Algebra-based and Calculus-based Physics I and Physics II Courses PHYS 1101, PHYS 1102 Serve Pre-Med/Health Services programs, Biology, Engineering Technology PHYS 2101, PHYS 2102 Serve All Engineering Majors, Physics, Math, Chemistry, other Physical Sciences PedramLeilabady, YildirimAktas, AwadGerges, Aditi Sharma Department of Physics & Optical Science February 17, 2012

  2. Back in 2010 … • Reached enrollment capacity (enrollment in these classes increased by 40% over 2005 – 2010) • Enrollment: 2,500 per academic year • could not accommodate enrollment increase without adding new sections  New Faculty + New Large Lecture Halls • Reached steady-state DFW rates • DFW rates ~30%  40% • Direct Cost: $134 per student • One Faculty + one TA (Grader) per section of 110 students Faculty taught 2 lectures of 1.25 hours per section per week 2 midterm exams and final exam

  3. Pedagogic Goals of the Redesign • Break down student learning process into multiplewell-defined, small and manageable steps • Define clear goals and deliverables and deadlines • Require pre-lecture study and switch to more interactive learning techniques • Provide a weekly feedback mechanism for self assessment • Create small-group settings to encourage dialogue and discussion • Access to course material available 24/7 online (lecture notes, demonstration videos, practice problems, etc.)

  4. New “Blended-Course” Format Online activity In-class activity TA-run Problem Solving Sessions Faculty teach 1 lecture of 1.25 hours per section per week(up to 80 students) TAs cover other 1.25 hours in problem-solving session (up to 40 students)

  5. Elements of Redesign

  6. Results of 10 Redesigned Sections • Improved quality of education • Lectures: 110  up to 80 students • Problem Sessions: up to 40 students • Observable improvements in student performance • Final Exam, Test Scores, Homework; will lead toimproved DFW rates • Fall 2011 DFW rates ~23% for 10 sections • Positive student response • Mid-semester survey & Course evaluations • Eliminated the need for additional large lecture halls • Increased enrollment cap by 45% • Can now serve up to 4,000 students per year in current facilities • Reduced cost per student by 31% • $92 per student (Faculty + TA-line) compared with $134

  7. Cost-per-Student Impact • Traditional course: [ Faculty + 1 TA ] per section of 110 students = $134/student • Redesigned course: [ Faculty + 2 TA ] per 2 sections of 80 students each = $92/student • Potential to increase enrollment further: [ Faculty + 3 TA ] per 2 sections of 110 students each = $82/student still NOT requiring additional large lecture hall 100% increase in enrolment cap and 39% reduction in cost per student Past Present Future

  8. Fall 2011 Survey Results

  9. Fall 2011 Survey Results

  10. 6-semester average for DFW rates: ~ 35% • Fall 2011 DFW rate: 23%

  11. Path Forward • Spring 2012 semester: 20 sections being taught in redesigned format. • 4 faculty plus 10 full-time TA’s. Currently have about 40 graduate students in the department. • 1 large lecture hall plus 2 small classrooms. • Started administering nationally accepted physics exams to test student’s understanding of mechanics and electricity/magnetism. Tests are administered in the 3rd and the 4th semesters on material covered during the 1st and the 2nd semesters respectively.

  12. Physics Large-Course Redesign Project Thank You! PedramLeilabady, YildirimAktas, AwadGerges, Aditi Sharma Department of Physics & Optical Science February 17, 2012

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