Revising the introductory physics sequence at Central Washington University Michael Jackson Department of Physics Central Washington University.

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Presentation transcript:

Revising the introductory physics sequence at Central Washington University Michael Jackson Department of Physics Central Washington University

Background AY  20 physics majors 1 physics degree (on average about 4.5 degrees/yr)  5 FTEF AY  80 physics majors 14 physics degree (this year about 20 physics degrees)  4.5 FTEF o Functional department; #s were just small. o Any elements missing from the SPIN-UP report were implemented such as engaging introductory courses taught by the ‘best’ instructors. Students became ‘aware’ of their desire to study physics.

The introductory sequence AY 72 student lecture section Four 18 student lab sections Lecture and lab sections independent and taught by different instructors AY Two to three 40 student lecture/lab sections Instructors for various sections can differ o Slightly more students are being served using the same resources in an environment that has been demonstrated to better facilitate student learning. 12 WLU (contact hours); 4 WLU for lecture and 2 WLU per lab section 6 WLU (contact hours) per integrated lecture/lab section

Before and After

Stakeholders Administration  No cost, no problem Students  There will be resistance (placing experienced faculty in this class is very important)  There are demonstrated gains (helpful to regularly remind students of this) Faculty and Staff  PER has demonstrated improved student learning (so consider it an experiment)  Are there any champions among the faculty?

Our Results o Department’s enrollment growth. o Some improvement in student learning and we can do better! o Its an experiment! So we can continue to monitor our courses, making adjustments based on student and faculty needs.

References SPIN-UP report, National Task Force on Undergraduate Physics, retrieved March 7, 2014 from y/spinup/spinup-report.cfm SCALE-UP (Dr. Robert Beichner, NC State University) A manuscript outlining a portion of our work at CWU is being prepared by my colleague (Dr. Bruce Palmquist) that will be submitted to Effective Practices in Preservice Physics Teacher Education. 7