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Abstract Title: Impacts of curricular change: 8 years of conceptual survey data from introductory physics.
Abstract: Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings; Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections; and a staffed helproom setting where students work on personalized CAPA homework.  We compile and summarize conceptual (FMCE and BEMA) pre- and post-data from over 10,000 students after 16 semesters of both Physics 1 and 2.  Within a single institution with stable pre-test scores, we reproduce results of Hake's 1998 study that demonstrate the positive impacts of interactive engagement on student performance.  We present correlations between student demographics and student performance. We also investigate the impact of the degree of faculty's use of interactive engagement techniques and their experience level on student outcomes. We argue for the role of such systematic data collection in sustained course and institutional transformations.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Steven Pollock
University of Colorado Boulder
390 UCB, Physics Dep't
University of Colorado
Boulder, CO 80309
Phone: 303-492-2495
Co-Author(s)
and Co-Presenter(s)
Noah Finkelstein, University of Colorado Boulder

Contributed Poster

Contributed Poster: Download the Contributed Poster