This is from my talk at AAPT 2011 Physics education researchers often develop materials for classroom use. Instructors then choose which of those materials they would like to implement. We present a case study of University of Colorado’s transformed junior E&M course. After the transformation work in Sp/Fa 2008, 4 subsequent instructors of this course decided which materials – such as tutorials, clicker questions, or use of documented student difficulties – to use. Based on detailed interviews of those instructors, we examine what was and was not sustained, and discuss aspects of the course materials that enabled sustainability across instructors. We also present examples of less successful implementation that provide useful feedback on the use of PER-based resources – both for educational researchers and for the instructors making use of these instructional techniques.

1. Adopt, adapt or abandon?
Instructors’ Decisions to use
Research-Based Materials
Stephanie Chasteen
Rachel Pepper, Steven Pollock, Katherine Perkins
Science Education Initiative
University of Colorado - Boulder

2. PER at Colorado
Faculty: Grad Students:
Melissa Dancy Stephanie Barr
Michael Dubson Kara Gray
Noah Finkelstein Lauren Kost-Smith (PhD May 11)
Valerie Otero May Lee
Kathy Perkins Mike Ross
Steven Pollock Ben Spike
Carl Wieman (on leave) Ben Van Dusen
Postdocs/ Scientists: Bethany Wilcox
Teachers / Partners / Staff:
Charles Baily
Danny Caballero Shelly Belleau
Stephanie Chasteen Jackie Elser,
Julia Chamberlain Trish Loeblein
Kelly Lancaster Susan M. Nicholson-Dykstra
Laurel Mayhew Sara Severence
Emily Moore Emily Quinty
Ariel Paul Mindy Gratny, Kate Kidder
Rachel Pepper John Blanco, Sam Reid
Noah Podolefsky Chris Malley, Jon Olson
Benjamin Zwickl Oliver Nix, Nina Zabolotnaya

3. Background
• Transformed first-semester of junior E&M
‣ Learning Goals
‣ Concept Tests / Clicker Questions
‣ Student Difficulties
‣ Tutorials
‣ Modified Homework
• Created digital course archives (www.colorado.edu/sei)
• Developed conceptual diagnostic, the CUE
Image copyright Vadim Plessky

4. Rigorous Documentation
We will provide the main outcomes of a variety of
systematic analyses:
• Tracked use of materials
• Tracked student demographics
• Observed classrooms
• Analyzed student attitude/feedback surveys
• Interviewed instructors
Image copyright Vadim Plessky

5. The materials work
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6. Instructors use the materials
3 out of 5 Factors aiding transfer
instructors choose
to use • Departmental culture & support
• Faculty buy-in
• Staff support
• A-la-carte course archive
• Co-seminar tutorials
• Instructor positive experience
• None refer to CUE data...

7. But not everyone uses them
2 out of 5 Factors influencing choice not
chose not to to use materials
use the
materials • Less interested in interactive techniques
• Had previously-developed course
materials = time and ego investment!

8. Learning sustained across
institution & instructor
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9. So what?
Course materials were used, and used successfully,
by many instructors at various institutions.
Yay! but...
Instructor beliefs External support How it is
and experience structures influence implemented
influence their instructor decisions matters
decisions
Our inclination to “put the materials out there” for instructor use is, at least
somewhat, naive.
Targeting of friendly or new faculty, and continued support, is important.
Details in PERC 2011 paper --
raise your hand if you want a copy stephanie.chasteen@colorado.edu