SOCIAL Physics: www.koondis.com Galen T. Pickett, Thomas Gredig, Zvonimir Hlousek, Chuhee Kwon, James Kisiel CSU Long Beach, Physics and Astronomy.

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Presentation transcript:

SOCIAL Physics: www.koondis.com Galen T. Pickett, Thomas Gredig, Zvonimir Hlousek, Chuhee Kwon, James Kisiel CSU Long Beach, Physics and Astronomy

Outline Motivation Engineering a curriculum: F2F Engineering a curriculum: Online Teamwork: Social Homework Online Laboratory: Authentic STEM CO Redesign Project Conclusion

Motivation CSU Long Beach 36,000 students, many first-generation, low-income STEM Gateway for Long Beach 90,000 applied for 5,000 spots.

CSU Long Beach Physics 11 TT Faculty 3-year average, 18 undergrad degrees / 12 MS degrees UD gateway course APS Minority Bridge Program PhysTEC Legacy Site

Motivation for Physics Important to get it right! Better careers for students Special skills, better problems Existence and justification. Recruit physics majors from introductory physics Double majors If we don’t, who will? We have a successful course F2F … export it.

Existing Course Physics for Scientists and Engineers (Mechanics) Not a “bottleneck” … an “accelerant”.

Engineering a Curriculum Matter and Interactions Physics the way physicists do it Formal reasoning Derive results, then apply Physical Problem Solving Momentum / Energy / L

Engineering a Pedagogy Large lecture format: Hall of Science I>Clicker Cooperative Interactive Engaging

Honors Sections Support high performing students SCALE-UP classrooms, both 151 and 152 Long Beach Register, 2/5/14

Engineering Student Support Learning Assistants “Undergrad TA’s”

…but… Homework should be teaching physics 36% of exam performance “explained” by homework (correlations, per student) Strengthen correlation exam <-> homework?

Koondis.com Zvonimir Hlousek, Thomas Gredig …and me. CO incubation project.

Social Homework / Koondis.com Async / Groups / Roles / Rotation / Any Content Social Media overlay / “like” “thanks”

Instructor Workflow Assign groups automatically (10 min, presemester) Rotate “roles” week to week Custom: Director, Investigator, Executive, Skeptic Assign problem to group (5 min) Grading posts, likes, thanks -> grades (5 min) 600 students in 10 courses now (lower / upper division, lecture, laboratory)

Instructor Feedback

Teamwork: Social Homework Asynchronous teams (Kisiel NARST 2013)

Grades and SHW (Kisiel)

Accidental Experiment Spring 2012 –> Spring 2013, add SHW Correlations … significant at p<10^(-4) Homework (finally) helps exam performance.

Mechanisms? Grit: Duckworth … “how is failure dealt with” Normalizing and metacognition Everyone sees everyone’s work Everyone is good at something Best students struggle Praise … “like” “thanks” Overlapping, reinforcing effects PER research project … why does this work?

Fully Online Mechanics Same Homework as Brick-and-Mortar Social Homework to support problem solving Social Homework: collaborate in experiment design Social Homework: portion of exams “GLUE”

Laboratory: Authentic STEM Social Homework Groups Design Experiments “Tracker” used to perform measurements Experiments independently verified / groups Groups decide / construct their own meaning Ph.D. – level scientist required to judge

Online Laboratory 3-week cycle: Requires a Professor – by design Propose experiment (in group), RFP Experiment performed Results confirmed Requires a Professor – by design 60 seats so far, 100 in Spring 2015 Three sections worth of capacity relieved (24 lab sections now, M-F 7am-10pm)

CSU CO Redesign Project “Social Homework” is a “Proven Practice” Fall 2014, redesign courses to use tool Run course with Koondis in Spring 3 units (at replacement rate, or $$$) Department chairs will approve “RFP”. This year, CO pays all student fees ($35 / student) … ANYONE in CSU who adopts.

Conclusion Social Homework: MOOC Glue Social Homework: Experiment as Social Activity Students depend on each other CourseCraft: positive interdependence Gerry Hanley, Asst. Chancellor