Post on 13-Nov-2021
Thank you
HHMI AWARD 52006924 NSF AWARD 0802184
NSF AWARD 0833300
Staff David Jones
Jonathan Mahadeo Leslie Nisbet
Nick Oehm
Vishodana Thamotharan
Postdocs Rocio Benabentos
Hagit Kornreich-Leshem Idaykis Rodriguez
Jianlan Wang
Faculty Eric Brewe Zahra Hazari
David Brookes Norman Munroe Maria Fernandez Geoff Potvin
Graduate Students Jessica Bartley Daryl McPadden
Remy Dou Binod Nainabasti Jackie Doyle Natan Samuels
Feng Li Eric Williams
Seth Manthey
Legacy Priscilla Pamela
Vashti Sawtelle Renee Michelle Goertzen
Geraldine Cochran
Adrienne Traxler
Physics LAs &
Sponsors
2
Teacher Recruitment
& Preparation
Curriculum and
Course
Transformation
Institutional
Change Discipline-Based Education Research rrcch h
Goals of the Learning Assistant Model
3
Content: Weekly Prep Meeting
Reflect on past week
Prepare for next week
Work through materials
Anticipate student ideas; plan
strategies/questions
Examine student work
Practice: Lead Learning Teams Facilitate discourse in group-
worthy activities
Pedagogy: LA Course
Questioning strategies
Promoting discussions
Formative assessment
Learning theories
Weekly teaching reflections
The LA Experience
5
Evolution of FIU’s LA Program
• Fall 2014 semester: • 168 LAs
• 98 course sections • 6,278 students impacted
• Mostly FIU funded / several targeted grants 6
FIU: The Institution
• Public, Urban, Research University in Miami
• Founded in 1965 / First students Fall 1972
• 52,980 students Fall 2013 / going to 62,000 by ~2020
– 800 faculty hires planned for expansion
• Diverse population
• 10,704 STEM Majors
8
FIU’s LA Program
• Institutional Change Model
– Experiential Program for Undergraduates:
• Recruit for teaching careers / education advocacy for all / students flip faculty
– Embedded Faculty Development Program:
• Must reform to get LAs / Drives faculty change
– Designed: University of Colorado Boulder / PhysTEC project brought to FIU
• Implementation (start)
– Physics (2008)
• Reformed all introductory labs / Modeling critical role
– Mathematics (2009)
• Algebra and beyond: Supplemental / In-class / Varied
– Chemistry (2009): Lecture and Lab
– Earth Science (2010): helped new TUES project
– Biology (2011): spreading / PLTL integration…
– Engineering & Computing (2011): taking off…
9
LA Variations
• Improve any active learning practice
– Eyes & ears: feedback mechanism
– Authentic & automatic path to integrate culture into classroom
• Labs
– Guided inquiry labs / focus on learning / not cookbook
• Lectures
– Facilitate activities / clicker questions / poll local group / not lecture
– Flipped classroom
• Studio & Integrated Lab & Lecture
– Modeling / ISLE / Scale Up / …
• Supplemental
– Outside class / Socratic engagement / ease vs. participation
• Implement externally developed curriculum
– Focus on implementation / heavy lifting done
– LAs are critical 10
FIU’s Science Teacher Preparation System
• Teacher Preparation begins in science classes
– Modeling / ISLE (path for 94% of LAs committing to teacher pgms)
– Introductory Labs: OST and ISLE
• Collaborative across Arts & Sciences and Education
– Early field experiences, strive to develop PCK throughout
• Disciplinary BA/BS degrees plus teaching certification
– 120 credit programs
• Explicit recruiting model
– Identifies students in introductory science classes
– Learning Assistant (LA) program
– FIUteach: STEP 1 / STEP 2
• New programs / state certification in Oct 2010
– Former Secondary Education programs closed: budget cuts
• FIUteach awarded January 2014: aligning to UTeach model
11
Challenges /
Opportunities
Along the way…
– FIU becomes largest LA program
– Provost commits to large active rooms (opened F14)
– President created Mathematics Mastery Lab
• 1,800 College Algebra students / semester
• Emporia Model + LAs
• >30% increase in pass rate / no longer predictor of leaving
– Gateways to Completion (g2c) participation
– Florida institutes performance metrics for Universities
(includes STEM)
12
Engaging Administration
• What are their needs? – Strategic Plan
– State / institutional metrics • Passing rates / retention / degree completion …
– Distinction among peer institutions
• Role of data
• What does their day look like?
• Who solves their problems?
• What resources are at their disposal?
• Administrative ownership
15
Data collection to win friends and
influence people
• We should all be collecting data right?
– Scientific practice
– Document success
– Identify areas for further development
– Institutional support
– Financial support
– Research
– Evaluation
16
<g> = post-pre
! 100-pre!
red = trad, blue = interactive engagement
R. Hake, …A six-thousand-student survey…
AJP 66, 64-74 ( 98).!
Physics Data
17
Differently Compelling Data
FCI Scores Modeling and Lecture
61.9%31.5% 30.4%33.1% 47.9% 14.8%0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Pre Post Raw Gain
FC
I %
Modeling (N=258)
Lecture (N=758)
18
Compelling Data - Attitudes • Positive attitudinal shifts in
Introductory Physics, across
multiple instructors and multiple sections.
• First to document positive shifts in Introductory
Physics.
• Student conceptual understanding gains of double
lecture classes
• Students passing at 91% vs. 52% for lecture classes.
• Expanding to large enrollment sections currently.
19
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall Female Male Maj UR
Success Rates - Intro Physics (04-10) Lecture
Modeling
Compelling Data – Success Rates
20
College Algebra Impact
0%
10%
20%
30%
40%
50%
60%
70%
80%
Sum
05
Fall 0
5
Spr
06
Sum
06
Fall 0
6
Spr
07
Sum
07
Fall 0
7
Spr
08
Sum
08
Fall 0
8
Spr
09
Sum
09
Fall 0
9 *
Spr
10
Sum
10
Fall 1
0
Spr
11
Sum
11
Fall 1
1
Spr
12
Sum
12
Fall 1
2**
Spr
13
Sum
13
Fall 1
3***
Spring 1
4
Sum
14 %
of
Stu
den
ts P
assin
g C
ou
rse
Semester
FIU College Algebra Passing Rates
NonMastery
Mastery
Online
Milestones
* Placement Test
** Full MMC
Adoption
*** Mastery Online
2.0
Mastery Math lab with LAs • 33% to 62.5% Passing rate
21
313
345
407
421
503
612
743
0 200 400 600 800
First Year Exper
PreCalc Algebra
ENC 1102
Intermed Alg
ENC 1101
College Algebra
Finite Math
Number of Students Who Failed/DR
Most-Failed Courses for 2012 FTIC Cohort
"Fail" = less than 'C'/DR
% Fail/
DR
47%
45%
16%
45%
13%
54%
8%
22
148
49
134
159
230
160
170
0 200 400 600 800
First Year Exper
Precalc Algebra
ENC 1102
Intermed Alg
ENC 1101
College Algebra
Finite Math
Number of Students Who Failed/DR
2012 FTIC Cohort Who Fail/DR Most-Failed
Courses AND Dropped Out
Drop Out
Retained
"Fail" = less than 'C'/DR
% Fail/DR
47%
45%
16%
45%
13%
54%
8%
% Drop Out
23%
26%
46%
38%
33%
14%
47%
23
Todo List
• Recruit / hire LAs
• Recruit / prepare faculty
• Curricula: LA seminar + courses
• Fund LAs
• Convince people that LAs are good (convince
yourself?)
– What measures?
• Administrivia
• University Administrators
• Adapt to crises
24
Complex System
• Creating buy in / ownership
• Working with faculty “customers”
• Working with administrators
• Working with faculty across departments
• Finding resources / collaboration on campus
• Messaging campaigns
• Funding: internal / external
• Who are those foundation people?
• External resources? Who can you lean on?
25
LA Alliance
• National Network of LA Programs
– Research mission
– Resource sharing (free stuff!)
• Pedagogy course / discipline courses
• Promising practices
• Hints and tips
– Build a broad coalition
– Leverage funding
26
National Demand for Support Regional Workshops in 2014-2015 http://www.learningassistantalliance.org
2015 2014
27
LA Model
• Undergraduates facilitating learning
– Drive course reform
– Recruitment for teaching certifications
• Faculty adopting active-learning into course
• Data: evidence on impact / justification / research
• Institutional change model
• Heavy lifting provided by collaboration
28
FIU STEM Education Strategies
• Long term focus: persistence
• Linking / collaborating / leveraging
– Internal + external / agents + policy
• Stakeholders are humans
• Research is core driver
• Improve institutional metrics
• Partnerships
29
FIU Administrative Commitment
• Majority of LA funding institutional (~2010)
• Mastery Math Lab (2012)
• STEM Transformation Institute (2013)
– Space / hires / support
• Active Learning Classrooms (2014)
– Provost “to prevent faculty from lecturing”
– Fall 2014: 96 + 48
– Spring 2015: 8 x 50 (or larger)
• Hosted OSTP Workshop (last week)
• Science Advisor Holdren visit (last week)
! STEM education core institutional mission at FIU 30