CHEPREO Research & Learning Community

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 CHEPREOResearch & Learning Community NSF Review March 2008

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 Expand into Three New Synergistic Communities • 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 • Supportive Environment: PLC / faculty / students • Increase quality and quantity of physicists / physics teachers • Train students to be scientists • Provide both research and education experiences • Expand opportunities for under-represented groups • High School / University Build Research and Learning Community

6. Diversity • National Need to Increase Diversity in Sciences / Education • Larger Pool of Scientists / Teachers • Diversity Increases Idea Pool • Role Models: Positive Feedback Loop • South Florida Diverse: Future Makeup of Nation • Appropriate Treatments Support All Students • Traditional Atmosphere • Competitive / Curves / Minimal Mentoring  Disenfranchises Women and Minorities • Supportive Environment • Student-Centric / Cooperative Group Work / Mentoring for All • Modeling / PLC Underlies CHEPREO Foundation

7. Modeling at Foundation • 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 • Consistent High School & University Educational Reform

8. 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

9. 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

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

11. 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?

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

13. 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 Elements

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. South Florida • 4th Largest: Miami-Dade • 353k students • 378 schools (45 HS) • 3,000 teachers needed • 6th Largest: Broward • 259k students (73k HS) • 283 schools (32 HS) • Large Diverse Urban Pool

17. Results: Intro Physics Modeling Course @ FIU Impacting Students’ Understanding and Success Demand for Modeling Classes ~4x Available Space Many Modeling Students Switch into Minors / Majors

18. FIU Ethnic / Gender Makeup Unique Opportunity for Broader Impacts / Research

19. 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 X: 44.3%

20. Preliminary C-LASS 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 • First In Introductory Physics *W.K. Adams, et al, Phys Rev - ST Phys Edu Res 2, 010101 (2006)

21. Modeling Impacts Beyond Intro Physics Modeling Classes Currently 3 Sections of ~30 Students / Semester Integrated Lab / Lecture in PLC Classroom Impacting the Number of Majors Improving student performance in Modern Physics Average Modeling Student GPA in Modern Phys 3.08 Average Lecture Student GPA in Modern Phys 2.85 Modeling Students Enter Modern at 3x the Rate of Lecture Evidence for students continuing as community Socratic Questioning / Group Support Structure

22. 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

23. 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 • Future Teachers and Future Faculty • Where will it lead them? • How will they work with their students?

24. High School Physics Teacher Case Study

25. High School Physics Teacher Case Study

26. 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!

27. 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

29. Results from Underrepresented Groups • Gender Gap • Male vs female FCI Gains • T: standard lecture • IE: interactive lecture More low scoring females More high scoring males Lorenzo, Crouch, Mazur, AJP 74:2 (2006)

30. 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

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

32. FIU PhysTEC Project • New PhysTEC PPI in 2007 • Joint APS / AAPT / AIP Project • 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: Recruitment / Pre-service / Modeling / Community

33. Synergistic Projects with College of Education • 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

34. 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 Support for Teachers • Continue Building Stronger Connections • Broward County Public Schools • Expanding Connections Since Spring 2007

35. 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 • Highlight of Department Review • Bridges to Science / Math Departments • Colloquia / Faculty Discussions / Faculty Participation

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

37. Leveraged Projects CHEPREO Foundation for Many Projects Attracting Diverse Funding Emerging National Model

38. CHEPREO Years 6-10 Continue Reforming Education Outreach Model Embed Innovative E/O within Cutting-Edge Science Expand into Three New Synergistic Communities • 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

39. Objective Zero • Support Existing South Florida Learning Community • Cornerstone of All Objectives / Leveraged Projects • Support for All • High School & University Faculty and Students • Modeling / Workshops / Fellows / PLC • Research Foundation for Dissemination • Peer-Reviewed Research Necessary for Dissemination • Must Reach Wider Physics / Science Community • Motivation • Research as Outreach Vehicle / Recruiting Tool • Impact of Educational Reform to Wider Community • Cement Status of FIU PER Group as PER Leader

40. Objective Zero: Peer-Reviewed Research Efforts Underway: • Educational Outreach Model For Wider Audience • Science Article in Preparation – Target Submission: April • Outline Submitted to Physics Today • Learning Gains and Impact of Educational Reform on Minority Community • Unique Data Set: Results from a MSI • Data collection and comparison across all FIU introductory physics classes underway – manuscript development targeted: Summer 08 • Longitudinal Study of grades and persistence in Modeling Students

41. Objective Zero: Peer-Reviewed Research Efforts Underway: • Document FIU Learning Community Dynamics • Pamelá thesis addresses student perspective • Work with External Evaluator toward broad scale • Impact on High School Teachers and Students • Using FCI for comparative data collection • Interview study with Modeling Workshop Participants

42. Objective One: Target Community Colleges • Bring Community College Faculty and Students into Learning Community Partnership • Major Impact in Quantity / Diversity • 39% of FIU Students transfer from CC • 44% of students nationally get science / math at TYC • 25% of Physics enrollment is at TYC • CC population is more diverse than standard Large State University • CC structure encourages student-centered instruction • Small Classes / Lab + Lecture / Focus on Instruction • CC’s Help Maximize Impact

43. Objective One: Approach • Engage Faculty: Professional Development • Summer Workshops • Mentoring • Curricular Materials • Assessment Support • Research Opportunities • Engage Students: CC Fellowships • Support Reformed CC Classes / Summer Workshops • Summer Research Experiences with CHEPREO • Recruitment Path into Universities

44. Objective One: Timeline • Year 6: Select / Train 2 CC Partners • One local / one non-local • Year 7: Start 2 CC Partners / Select 2 Additional • Year 8: Start 2 New CC Partners • Year 9: Operate 4 Sites • Year 10: Operate 4 Sites • Research Mission Throughout • Budget Shared between CHEPREO and CC • CC Buy-In Necessary for Success

45. Objective Two: Target Universities • Motivation: • National Need for More and Better Prepared Scientists • Disseminate CHEPREO Educational Outreach Model • Student Recruitment and Retention • Help Research Projects Achieve Broad Impacts • Enhance Existing Models and Methods of Education Outreach • Provides Research Insight Into CHEPREO Model • Extend Educational Reform Benefits to Other Student Populations • Ideal for Traditionally Under-Represented Groups • Established Programs Need to Increase Diversity

46. Objective Two: Approach • Convince Faculty to Adopt E/O Model • Research Base • Impact on Their Program • Student Population • Research Projects: Broader Impact • Recruit Partner Universities for Adoption • Engage Faculty in Educational Reform • Modeling Workshop Training • Support Site Visits / Assessment Support

47. Objective Two: Timeline • Requires Objective Zero Research • Year 7: Select/Train Prototype Site • Year 8: Start Prototype / Select 2 Additional Sites • Year 9: Start 2 Additional Sites / Operate Prototype • Year 10: Operate 3 Sites • Continual Research Throughout • Budget Shared between CHEPREO and Partner • Buy-In Necessary for Success

48. Objective Three: Target High Schools • Hybrid CHEPREO Model for High Schools • Motivation: • Strengthen High School to College Collaboration • Capitalize on Opportunities of First Five Years • Create Research and Learning Community in High Schools • Empower Teachers: Physics Research Excitement • QuarkNet Model / CHEPREO Model / PhysTEC Model • Many High Schools / Major Impact / Challenge • Too Many Students Lose Scientific Eagerness in HS

49. Objective Three: Approach • Prepare Teachers: Modeling + EPP + Community • HS Fellows • Learning Assistant in Modeling Classroom • EPP Researcher • CMS Data Feed / Cosmic Ray Detector • Student Role Model • PLC-like Community Space • Collaborating HS Research Teams (Grid?) • Connections to University / CC Communities

50. Objective Three: Timeline • Year 6: Begin 1 Prototype Site / Select & Train 2 Sites • Year 7: Start 2 New Sites / Operate Prototype • Year 8: Select & Train 2 Additional / Operate 3 Sites • Year 9: Start 2 New Sites / Operate 3 Sites • Year 10: Operate 5 Sites • Ongoing Research Mission Underlying All Activities