Chronicling a successful secondary implementation of Studio Physics

Kohl, Patrick B.; Kuo, H. Vincent

doi:10.1119/1.4712305

Cited by 21 publications

(18 citation statements)

References 35 publications

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“…Satisfaction and retention were both much improved [7]. Informally, instructors of other courses began discussing the possibility of expanding Studio as early as 2009, though the availability of space remained an issue.…”

Section: Institutionalization Of Studiomentioning

confidence: 99%

“…Studio began at CSM largely through the efforts of one or two physics faculty [6,7]. There was no institutional mandate or major funding.…”

Section: Institutionalization Of Studiomentioning

confidence: 99%

“…Beginning in 2007, Physics II was also held exclusively in Studio. The details of that conversion process and associated data are available elsewhere [7]. In the past two years, CSM has seen an explosion of activity regarding Studio, centered on the construction of a new Studio room for introductory biology courses, and another for mid-to upper-division physics courses.…”

Section: Introductionmentioning

confidence: 99%

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Studio at CSM: Physics, Biology, and Beyond

Kohlmyer¹,

Toberer²,

Schoonmaker³

et al. 2015

2014 Physics Education Research Conference Proceedings

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Abstract. Studio and SCALE-UP (developed at RPI and NCSU respectively) have a long history in PER and at the Colorado School of Mines. CSM has been using Studio methods continuously since 1997, when the physics department implemented pilot sections of introductory calculus-based mechanics. Since then, Studio at CSM has expanded slowly at first, with a recent burst of activity. As of 2014, all of Physics I & II and Biology I are taught via Studio, along with pilot sections of Probability & Statistics. There are discussions in place to spread Studio to several other courses in the near term, including upper-division physics. In this paper, we focus primarily on the actual spread of Studio at CSM, highlighting challenges and solutions, and reporting on the personal experiences of many of the instructors involved. We will also highlight a developing synergy between the flipped classroom pedagogy and the Studio environment, with some initial data. This synergy holds the potential to accelerate the institutionalization of Studio at CSM.

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Section: Institutionalization Of Studiomentioning

confidence: 99%

“…Studio began at CSM largely through the efforts of one or two physics faculty [6,7]. There was no institutional mandate or major funding.…”

Section: Institutionalization Of Studiomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Studio at CSM: Physics, Biology, and Beyond

Kohlmyer¹,

Toberer²,

Schoonmaker³

et al. 2015

2014 Physics Education Research Conference Proceedings

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show abstract

“…Some of these attempts have resulted in the following approaches, which also embrace active learning: workshop classrooms (Laws, 1991(Laws, , 2004, studio classrooms (Cummings, Marx, Thornton, & Kuhl, 1999;Sorensen, Churukian, Maleki, & Zollman, 2006;Hoellwarth, Moelter, & Knight, 2005), peer instruction (Mazur, 1997;Crouch & Mazur, 2001), open laboratory (Mintzes, 2006), hybrid lecture/studio (Furtak & Ohno, 2001;Kohl & Kuo, 2012), Technology Enabled Active Learning (TEAL) (Dori & Belcher, 2005;Beichner, Dori, & Belcher, 2006), interactive lecture demonstrations (Sokoloff & Thorton, 1997), and Transform, Interact, Learn, Engage (TILE) (Van Horne, Murniati, Gaffney, & Jesse, 2012;Florman, 2014). All these innovative approaches have been found to result in increased student learning and to offer advantages in terms of integrating technology into the learning environment.…”

Section: Active Learning Environments For Undergraduate Coursesmentioning

confidence: 99%

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

Erol

Özcan

Luft

2016

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KeywordsIn Turkey, funding for higher education institutions has increased drastically in the last ten years. This has caused a profound increase in the number of new universities and undergraduates. As a result, there has been a focus on the design and construction of new buildings on the campuses, but not in the design of the classrooms. This oversight has resulted in omission of contemporary active learning environments such as Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP).SCALE-UP classrooms are highly interactive learning environments equipped with technologies for large enrollment introductory undergraduate courses. They were initially designed to cultivate student learning through collaborative problem solving in the sciences. In a SCALE-UP classroom, the instructor circulates around the room and asks students questions, encourages students to share their work, and supports student learning in groups. This pedagogical approach encourages students to question and collaborate with their peers, while learning content.In this paper, the SCALE-UP approach was explored with an experiential qualitative method through observations, interviews, and various documents. The observations occurred in different SCALE-UP classrooms over the course of a semester. Interviews were also completed with the creator of the SCALE-UP classroom, who also coordinates a network all around the world. In addition, the first author's journal regarding SCALE-UP classrooms was a source of information.Although the SCALE-UP system is catching on globally, it is a new concept for Turkish universities. The increase in student learning and the desire to learn in this novel setting reinforce the importance of this classroom design. With these results, we suggest to the authorities and instructors of the Turkish universities that SCALE-UP classrooms should be implemented throughout Turkey.Higher education SCALE-UP classroomActive learning Technology incorporationExperiential Qualitative Method Practitioner inquiryArticle Info

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“…Although each of the above mentioned innovations has its own pedagogy and curriculum, the physical environment itself can be successfully adopted in a variety of contexts to match the level and goal of the curricula. [7,8] The Colorado School of Mines (CSM) was an early developer of a hybrid-Studio environment in its introductory physics courses. [4] Continued study of our Studio courses led to the development and dissemination of a model for adapting this learning environment to a traditional course in a manageable, reproducible manner.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Tertiary Studio Physics Implementation in Abu Dhabi

Kuo¹,

Kohl²,

Beks³

et al. 2014

2013 Physics Education Research Conference Proceedings

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Abstract. As part of an international collaboration on educational dissemination, the Colorado School of Mines Physics Department is involved in the evaluation of a tertiary implementation of the Studio Physics environment at the Petroleum Institute in Abu Dhabi, UAE. This paper will describe the preliminary results on student performance based on traditional means of summative assessment, the Force Concept Inventory, a Studio Learning Environment Survey, and semi-structured interview data with eight physics faculty and staff and eighteen current and former students regarding their opinions on introductory physics and the Studio environment and methodology. The discussion will also involve comparisons of different classroom cultures, context idiosyncrasies and their potential impact on the reform effort.

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Chronicling a successful secondary implementation of Studio Physics

Cited by 21 publications

References 35 publications

Studio at CSM: Physics, Biology, and Beyond

Studio at CSM: Physics, Biology, and Beyond

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

Evaluation of a Tertiary Studio Physics Implementation in Abu Dhabi

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