Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials

Abstract

Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at Boulder and the Open Source Tutorial curriculum developed at the University of Maryland, College Park. We examine the results of the Force Concept Inventory (FCI) for introductory students over five years (n ¼ 872) and find that the mean raw gain of students in transformed lab sections was 0.243, while the mean raw gain of the traditional labs was 0.159, with a Cohen's d effect size of 0.59. Average raw gains on the FCI were 0.243 for Hispanic students and 0.213 for women in the transformed labs, indicating that these reforms are not widening the gaps between underrepresented student groups and majority groups. Our results illustrate how research-based instructional strategies can be successfully implemented in a physics department with minimal department engagement and in a sustainable manner.

Validating two questions in the Force Concept Inventory with subquestions

“…16 and Q.7, as we found false positives for these questions in the interviews previously conducted, it is likely that the false-positive ratios of most other questions are lower. Hence, this study does not ignore other studies that have compared total FCI scores or evaluated FCI gain [21,22]. In the future, we might find the effect of the false positives on Q.16 and Q.7 relative to the total FCI score to be sufficiently small [23].…”

A Q-Methodology Approach to Investigating the Relationship Between Level of Reflection and Typologies Among Prospective Teachers in the Physics Learning Assistant Program at Florida International University

“…Limited research on LA programs at FIU has been conducted. Research conducted on the physics LA program at FIU indicated that the implementation of LA programs along with open source tutorials have resulted in gains in student conceptual understanding in introductory physics courses (Goertzen, Brewe, Kramer, Wells, & Jones, 2011). Research on the LA program at FIU also indicated that physics, chemistry, and mathematics LAs are able to reflect on their teaching, as evident through their writing .…”

“…Research on the LA program at Colorado indicate that the initiation of the program at UCB has increased the number of science majors entering education programs, resulted in greater learning gains for students enrolled in the courses using learning assistants (LAs), and impacted faculty by increasing their attention to student learning, use of collaborative student work, and use of students to transform their courses . Researchers at Florida International University (FIU) found that implementation of the Colorado LA program and use of open source tutorials resulted in greater student conceptual understanding in the introductory physics courses as determined by learning gains on an instrument designed to assess student conceptual understanding of forces (Goertzen, Brewe, Kramer, Wells, & Jones, 2011;Wells et al, 2009). Research at UCB also indicates that LAs themselves have stronger content knowledge after participation in the program and attitudinal gains demonstrating that their views about learning science became more expertlike .…”

Designing a Course for Peer Educators in Undergraduate Engineering Design Courses

“…For example, undergraduate students enrolled in LA-supported courses learn the subject matter better. 8,[11][12][13] Research has also documented important learning outcomes for the LAs themselves. LAs learn the subject matter better through teaching it, 8,12 LAs become better teachers, 14 and LAs solidify their identities as scientists.…”

“…8,[11][12][13] Research has also documented important learning outcomes for the LAs themselves. LAs learn the subject matter better through teaching it, 8,12 LAs become better teachers, 14 and LAs solidify their identities as scientists. 15 Additionally, university faculty in LA-supported courses become better teachers and begin to recognize their role in educational change.…”