Adopt, adapt or abandon?   Instructors’ Decisions to use     Research-Based Materials            Stephanie Chasteen  Rache...
PER at ColoradoFaculty:                   Grad Students:  Melissa Dancy                Stephanie Barr  Michael Dubson     ...
Background• Transformed first-semester of junior E&M    ‣ Learning Goals    ‣   Concept Tests / Clicker Questions    ‣   St...
Rigorous DocumentationWe will provide the main outcomes of a variety ofsystematic analyses: • Tracked use of materials • T...
The materials work                                               !"#$%&()*$                                               ...
Instructors use the materials     3 out of 5           Factors aiding transferinstructors choose       to use        • Dep...
But not everyone uses them 2 out of 5    Factors influencing choice notchose not to         to use materials  use the  mate...
Learning sustained across           institution & instructor                                                           !"#...
So what?    Course materials were used, and used successfully,       by many instructors at various institutions.         ...
Upcoming SlideShare
Loading in …5
×

Adopt Adapt or Abandon? Instructors' Decisions to Use Research-Based Materials

1,414 views

Published on

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.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,414
On SlideShare
0
From Embeds
0
Number of Embeds
52
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Adopt Adapt or Abandon? Instructors' Decisions to Use Research-Based Materials

  1. 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. 2. PER at ColoradoFaculty: 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 DusenPostdocs/ 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. 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. 4. Rigorous DocumentationWe will provide the main outcomes of a variety ofsystematic analyses: • Tracked use of materials • Tracked student demographics • Observed classrooms • Analyzed student attitude/feedback surveys • Interviewed instructors Image copyright Vadim Plessky
  5. 5. The materials work !"#$%&()*$ N = 488,!"!# 839:56;9:# <=>4# KL;E=M;#+!"!# (58.2 +/- 1.4%)*!"!#)!"!# (44.6 +/- 1.6%)(!"!#!"!#&!"!#%!"!#$!"!# !"!# $# %# &# (# $# %# &# $# %# $# # &# (# )# # # 7% 01 01 01 01 23 #/01 23 #/01 01 27 27 27 27 27 27 27 01 23 #162 #/ #/ #/ #/ #/ #/ #16 #16 #16 #16 #16 #16 #16 -. -. -. -. -. -. -. -. -. -. -. -. -. -. -. -. 45 45 45 45 45 45 45 45 45 23 23 23 23 23 23 8?@9>A9#0BCA=D34#/;9;=EA?5F=9;B#-3CE9;9#G/01H# 1:=4B=EB#I;A:CE;5J=9;B#-3CE9;9#G1627H#
  6. 6. Instructors use the materials 3 out of 5 Factors aiding transferinstructors choose to use • Departmental culture & support • Faculty buy-in • Staff support • A-la-carte course archive • Co-seminar tutorials • Instructor positive experience • None refer to CUE data...
  7. 7. But not everyone uses them 2 out of 5 Factors influencing choice notchose not to to use materials use the materials • Less interested in interactive techniques • Had previously-developed course materials = time and ego investment!
  8. 8. Learning sustained across institution & instructor !"#$%&()*$ !"#$%&()*$ ,!"!# CU Non-CU What issues are 839:56;9:# <=>4# +!"!# important in KL;E=M;# 839:56;9:# <=>4# KL;E=M;# *!"!# implementation? )!"!# (!"!# !"!# &!"!# %!"!# • Instructor attention to course and $!"!# upper-division student difficulties !"!# • Student buy-in • Implementation fidelity # %# # (# $# # &# $# %# $# # &# (# )# # # 1$ 1& 1% 7% 01 -. 23 $# /01 -. 23 %# /01 # 01 )# 627 27 27 27 27 27 27 # 01 &# /0 $# #/0 -. 23 &# /0 23 #162 #/ 7 #/ 7% #/ #16 #16 #16 #16 #16 #16 01 # .# .# .# #/ -. -. 27 . . 27 #1 . # $# %# (# 1( -23 #162 -23 #1625-23 #1625-23 #1625-23 #162 - #16 -. -. -. -. -. -. -. -. 23 #/01 23 #/01 7 7 7 27 /0 4 4 4 45 45 45 45 45 45 #16 #16 -. -. -. 23 23 23 23 23 -. -. -. -. -. 45 45 45 45 45 45 45 45 4523 8?@9>A9#0BCA=D34#/;9;=EA?5F=9;B#-3CE9;9#G/01H#23 1:=4B=EB#I;A:CE;5J=9;B#-3CE9;9#G1627H#?5F=9;B#-3CE9;9#G/01H# 1:=4B=EB#I;A:CE;5J=9;B#-3CE9;9#G1627H#
  9. 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 decisionsOur 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

×