### Revolutionizing Physics Education: The CHEPREO Initiative Impacting High School & University Communities ###

1. Personnel with Primary E/O Focus: Physics Faculty: Laird Kramer, Jeff Saul CoE Faculty: Eric, Brewe, George O’Brien Coordinator: David Jones Graduate Students: Priscilla Pamelá, Vashti Sawtelle PhysTEC TIR: Leanne Wells 12 CHEPREO Research and Learning Fellows 8 PhysTEC LAs NSF Review March 2008 CHEPREOResearch & Learning Community

2. Overview • History • Impact: Years 1-5 • High School Community • University Community • Student Q & A Session • CHEPREO as Foundation for Leveraged Projects • Years 6-10 Proposal • Goals • Objectives • Discussion • Grid Education Outreach

3. CHEPREO’s Education Outreach Learning Community Embedded in Particle Physics Research CMS Experiment CERN (Geneva) • Higgs, Supersymmetry, • Strings, Dark Matter Grid Computing / Networking Opportunity to Enhance & Broaden Science Participation • Entice, Excite, & Retain Physics & Science Education Majors • Physicists & Educators Collaborating • Research and Learning Community • High School / University Stakeholders • Integrated Pipeline to Support Students • Focus on Underrepresented Groups Redefining Model for Education Outreach

4. CHEPREO Years 6-10 Continue Reforming Education Outreach Model Embed Innovative E/O within Cutting-Edge Science • Objective Zero: Continue Core Activities • Support South Florida Community • Research Foundation for Dissemination • Objective One: Expand into Community Colleges • Fertile Ground for Education Reform • Conduit into Universities / Like HS / 39% of FIU Students from CC’s • Objective Two: Extend into Additional Universities • Implement E/O Model Elsewhere • Research Insight into CHEPREO • Objective Three: Establish HS Research & Learning Mini Communities • Can a hybrid HS model work? • Potential for wide spread impact

5. CHEPREO’s E/O Approach • Ground all activities in research findings • Leverage methods / projects • Deeply engage students / teachers / faculty • Increase quality and quantity of physicists / physics teachers • Train students to be scientists • Provide both research and education experiences • Expand opportunities for underrepresented groups • High School / University Build Research and Learning Community

6. High School Community • Begin Engagement at High School • HEP experience • Quality pedagogy • Teacher Professional Development • Physics Modeling Workshops / QuarkNet • Community Building: FizMo • Year Round Teacher Led Activities • Student Community • Open Houses / Competitions / Lab Access • Teachers at Foundation of Efforts: • Better student preparation • Better connections / pathways to FIU • Persistence

7. What is Modeling? • Idea: Scientists build / validate / deploy models • If want them as scientists, bring models explicitly to classroom • Engage Students in building / validating / deploying models • Group work • Modeling cycle • Socratic interactions • First experience with new topic is in classroom • Addresses preconceptions • Incorporates Multiple representations • Students as self-learners • Students as scientists

8. Teacher Participation Modeling Workshops • Two 3 week summer workshops for 5 years • HS Teachers / Physics, Math, CoE Faculty / FIU Students • 91 HS Teachers • 77 Local • 29 more than once • Run in ‘student mode’ • POST > Newtonian Mastery • Avg. Normalized Gain: 57% • Centerpiece of community

9. Training in Elementary Particle Physics National Program ~ 500 Teachers at 50 Centers QuarkNet.fnal.gov

10. CHEPREO on Campus • Deep Reform / Match HS / Add Research • Modeling Classes • Integrated lab / lecture • Students as scientists • Socratic • Group work • CHEPREO Fellows • Physics Learning Center • Integrated Community • Research • Education • Like HEP Community?

11. Classroom, Conference Room, Student Lounge Modeling Classes Open Labs for Classes Treisman Study Groups Undergraduate and Graduate students interacting The Physics Learning Center

12. CHEPREO Fellows • Research and Learning Experience • Classroom Resource • Assist in modeling classes, open labs, study groups • Build skills / appreciate teaching • Must interact as scientist or teacher • Research Experience • HEP / CERN • Other research groups

14. What are the Outcomes? • High School Data • Introductory Classes • Conceptual Gains • DFW Rates • Majors • Other Pieces

15. HS Community Impact Four Years of Summer Modeling Workshops High School Classroom Reform Regular Teacher Meetings & Student Activities • Teachers Meet Every 3 Weeks • Regular Open Houses / Modern Lab Days / etc • Students / Parents / Physics Department / College of Education HS Students Working with Faculty @ FIU Established Conduit into FIU

16. Overall Results

17. Results: Intro Physics Modeling Course @ FIU Impacting Students’ Understanding and Success REQUEST UPDATE ON DATA Demand for Modeling Classes ~4x Available Space 10-20% of Modeling Students Switch into Minors / Majors

18. Introductory Physics DFW Rate • # of students receiving D’s / F’s / W’s in a course • Overall: • Lecture: 49.7% • Modeling 12.1% • Ratio: 4.1:1 Compare to Univ A: 43.8% (40% M / 30% F) Univ B: 22.5% (19% M / 23% F)

19. Preliminary CLASS Results Colorado Learning Attitudes about Science Survey* - Examines student beliefs about physics and learning physics • Large Positive Gains Measured • Traditional Classes: < 0 • Some Reformed: ~ 0, slightly >0 *W.K. Adams, et al, Phys Rev - ST Phys Edu Res 2, 010101 (2006)

20. UPPER LEVEL RESULTS

21. 8-12 students per day regularly on weekdays 4-6 students per day regularly on weekends Student Usage of the PLC • 40-100 student-hours daily on weekdays • 20-40 student-hours daily on weekends Similar Results for Nov/Dec

22. Undergraduate TA Case Study • Compared Ugrad TAs: 3 Fellows vs. 4 Non-fellows • Modeling Experience Deeply Influenced Views on Teaching • Socratic questioning / Evidence of student learning / Self-reflective • Influencing Each Other’s Views Through Community • All: Teaching Was Rewarding Experience • Where will it lead them? • How will they work with their students? • Better than high school teacher with several years experience

23. Number of Physics Majors / Degrees Official declared and intended physics majors / Graduates • Majors 3-yr Average: • up 2.4x since early 90’s • Grads 3-yr Average: • Up 4.0x since early 90’s • All Fellow Graduates in Graduate School • Increased Participation by Underrepresented Groups Attributed to CHEPREO + Associated Departmental Reform

24. University Community Impact • Modeling Classes: Switch Into Physics Minors / Majors • Physics Learning Center Crucial • Students ‘own’ Space • Recruitment Tool • Central to All Efforts • Fellows Amazing • Seed larger community • Teaching Views Transformed • All 4 Grads into Graduate School • Accepted into U Wash / Stonybrook / Duke • SPS Chapter Has Taken Off!

25. CHEPREO’s Impact • Redefined an Education Outreach Model for Physics • Established Vibrant Research and Learning Community • Seamless High School / University Experience • Centered in Diverse South Florida • High School Partnership • Provide Leadership for Teachers and District • Sparked Physics / College / University Reform • Cross-College / Project Collaboration • Must Expand Model • Greater Impact • Provide Insight into Model

26. Student Q & A Session • Students @ FIU • Introductory Modeling Course / PhysTEC LAs • Angela Henao / Sheidyn Ng • Physics Majors, Seniors • Jonathan Diaz / Ramona Valenzuela • PER Graduate Student • Vashti Sawtelle

27. Leveraged projects CHEPREO Serves as Foundation of Many Synergistic Projects Maximizing Impact Across Disciplines

28. FIU PhysTEC Project • New PhysTEC PPI in 2007 • Increasing Quality and Quantity of Physics Teachers • 8 PhysTEC Sites Produced 7% of Physics-Trained Physics Teachers in 2006 • On average, Doubled Physics Teacher Production (up to 5x) • Recruiting / Early Field Experiences / Induction • Teacher In Residence (TIR) + 8 Learning Assts (LA’s) • Leading Reform of Undergraduate Labs • Encourage reform of traditional courses • FIU: Modeling / Under-Represented Groups to PhysTEC • Noyce Proposal will be submitted in April 2008 • Synergy: Preservice / Modeling / Community / Influence

29. College of Education Projects • SF-STEMS (NSF) • Supported Preservice Teachers • SEAMS (Department of Education) • Supports Lower Division Physics and Math Students • Spiral Modeling Project CCLI-EMD Submitted • Curriculum Development for University Modeling • Shared Personnel / Recruiting / Philosophy

30. Public Schools • Miami-Dade County Public Schools • MDCPS Provided Equipment / Support for Teachers in CHEPREO Summer Workshops • Fall 2007 Mini-Workshops for Physical Science (FCAT) • Continue Building Stronger Connections • Broward County Public Schools • Building Bridges since Spring 2007

31. Campus Reform • Physics Program Changes • Added BA plus BA with Concentrations • New First-Year Physics Seminar • New Physics Education Seminar • Focal Point of “Broader Impacts” on Several Physics Projects • Resource for Faculty • Bridges to Science / Math Departments

32. Arts & Science and Education Strategic Initiative • Asked to Lead New Science / Math Strategic Initiative • Integrated / Multidisciplinary Based on CHEPREO • Follow National Models: Colorado / UTEACH • Aligned with FIU @ Fifty / University Goals / National Goals • New CoE / A&S Deans Strongly Supportive • Planning Phase

33. Leveraged Projects • CHEPREO Foundation for Many Projects • Funding Magnet • National Model

34. Years 6-10

35. Objective Zero: Publishing peer-reviewed research • Motivation • Research as vehicle to publicize efforts, recruit (teachers, graduate students, faculty…) • Describe Broad Impacts of Educational Reform in the community • Distinguish the efforts of Faculty, Students, Teachers involved • Cement status of FIU PER group as leader in PER

36. Objective Zero: Publishing peer-reviewed research • Efforts • Document Educational Outreach Model • Article in preparation for Science – anticipated submission April. • Describe Learning Gains and Impact of Educational Reform on Minority Community • Data collection and comparison across all FIU introductory physics classes underway – manuscript development anticipated in Summer 08. • Longitudinal Study of grades and persistance in Modeling Students

37. Objective Zero: Publishing peer-reviewed research • Efforts • Document Dynamics of FIU Learning Community • Pamelá thesis addresses student perspective, work with External Evaluator toward broad scale • Identify Impacts on High School Teachers and Students • Using FCI for comparative data collection, ongoing interview study with Modeling Workshop Participants

38. Objective One: Incorporating Community College Faculty and Students into Learning Community • Motivation • 39% of FIU Students transfer from CC • 44% of students nationally get science/math in TYC • 25% of Physics enrollment is at TYC • TYC population is more diverse than standard Large State University • CC structure encourages student centered instruction

39. Objective One: Incorporating Community College Faculty and Students into Learning Community • Approach: • Phase CC Faculty and Students into Summer Modeling Workshops • Support students through dedicated Fellowships • Support faculty by providing professional development opportunities in teaching and research

40. Objective Two: Disseminating CHEPREO Model of Educational Outreach • Motivation: • Help Research to Achieve Broad Impacts • Enhance Existing Models and Methods of Educational Outreach • Research Elements of the CHEPREO Model • Extend the Benefits of Educational Reform to Other Student Populations

41. Objective Two: Disseminating CHEPREO Model of Educational Outreach • Approach: • Use Research and Presentations to Establish Improved Educational Outreach Effort • Recruit Partner Universities to Adopt Model • Engage Faculty in Educational Reform Effort through Modeling Workshops

42. The following are from the AAPT talk (originals)

43. CHEPREO’s Education Outreach Impact • Redefined Education Outreach Model for Physics • Established Vibrant Research and Learning Community • Seamless High School / University Experience • Increased Participation by Underrepresented Minorities and Women • High School Partnership • Provide Leadership for Teachers and District • Modeling Classes: Switch Into Physics Minors / Majors • Physics Learning Center Space Crucial • CHEPREO Fellows Amazing • Seed larger community • Teaching Views Transformed • Sparked Physics Department Reform • University Model: Multi-College / Project Collaboration

44. CHEPREO on Campus • Deep Reform / Match HS / Add Research • Modeling Classes • Integrated Lab / Lecture • Students as Scientists • Socratic / Group Work • Supports Diverse Groups • CHEPREO Fellows • Research & Learning • Physics Learning Center • Classroom / Lounge / Conf Rm • Integrated Community • HEP Research • Education Mission

45. Results: Modeling Course @ FIU Impacting Students’ Understanding and Success Overall DFW Reduction by a factor >4 Demand for Modeling Classes ~4x Available Space

46. University Community Impact • Modeling Classes: Switch Into Physics Minors / Majors • Physics Learning Center Crucial • Students ‘own’ Space • Recruitment Tool • Central to All Efforts • Fellows Amazing • Seed larger community • Teaching Views Transformed • All 4 Grads into Graduate School • SPS Chapter Has Taken Off!

47. CHEPREO’s Impact • Redefined an Education Outreach Model for Physics • Established Vibrant Research and Learning Community • Seamless High School / University Experience • Centered in Diverse South Florida • High School Partnership • Provide Leadership for Teachers and District • Sparked Physics Department Reform • Cross-College / Project Collaboration • Leading Strategic Initiative to Expand Across A&S / CoE • New CoE / A&S Deans Strongly Supportive • Aligned with FIU @ Fifty / University Goals / National Goals • Started With Seed Called CHEPREO