aapt_program_final_sm13 - page 76

Tuesday morning
measurement was investigated through collapse of the wave function in an
interactive visualization (
tunneling). By making repeated “Quantum Measurements” using a button
in the program, students see that the wave function collapses at different
locations. Another activity had students run the Rutherford Scattering
experiment at a remote location
muenchen.de/ ). Each student collected data at several different angles. For
both the remote experiment and the visualization the pooled data were
analyzed in class.
8-8:10 a.m. Online Astronomy
Contributed – James Dickinson, Clackamas Community College, 19600 S.
Molalla Ave., Oregon City, OR 97045;
Clackamas Community College offers a full one year sequence of general
astronomy in an online format. The laboratory portion of the course is
accomplished using a combination of Starry Night College planetarium
software, interactive websites, and simple at home activities. In this talk
examples of these will be presented and demonstrated.
8:10-8:20 a.m. Einstein via MOOC
Contributed – Larry Lagerstrom, Stanford University, Sweet Hall, Stanford,
CA 94305-3085;
I will report on the experience of teaching a massive open online course on
“Understanding Einstein: The Special Theory of Relativity” to a wide range
of students. The course offered participants the choice of three approaches
to the material: a more quantitative approach (involving weekly problem
sets), a more qualitative approach (involving a creative project), and an
auditing approach. Course content was presented via video clips, handouts,
and discussion forums, along with two recommended readings: Einstein’s
original paper on the special theory of relativity, and a profile on the life
and work of the young Einstein (L. Randles Lagerstrom, “Young Einstein:
From the Doxerl Affair to the Miracle Year,”
8:20-8:30 a.m. Online Tools for Supporting Teaching
and Learning About Energy
Contributed – Jim Minstrell, FACET Innovations, 1314 NE 43rd St., Ste. 207,
Seattle, WA 98105;
Adam Schmirer, Union HS, Evergreen SD, Vancouver WA
James Cantonwine, Shahala MS, Evergreen SD, Vancouver WA
Visit Diagnoser.com. The research-based site gives teachers tools to help
support teaching and learning key energy ideas that build on learner think-
ing. The online system presents diagnostic assessments and instructional
activities that address learning goals and misconceptions. Elicitation
questions help teachers learn what students are thinking initially about
core ideas or a common energy related situation. Activities can motivate
students to want to know and to pursue inquiry. When students seem to
understand, the teacher can assign a set of online diagnostic questions
that will identify students’ specific conceptual difficulties. The students get
feedback on what they need to work on. Meanwhile, the data also go into a
Teacher Report from which the teacher can know the problematic facets of
thinking that still seem to be impeding deeper understanding. Then, there
are prescriptive activities and links to scenarios to address the diagnosed
problematic facets of thinking.
8:30-8:40 a.m. Teaching an Online, Synchronous Class
Across Multiple Institutions
Contributed – Michael J. Reese, Johns Hopkins University, 3400 N. Charles
St., Baltimore, MD 21218;
Meiyun Chang-Smith, Oak Ridge National Laboratory
Collin Broholm, Johns Hopkins University
Neutron scattering is a specialized tool too narrow for individual schools
to support an entire graduate course. Recognizing this challenge, the
Oak Ridge National Lab formulated the concept of coordinating with six
research universities to deliver a synchronous, online course on neutron
scattering in quantum condensed matter physics. Faculty at each of the
six institutions led multiple lectures and discussions with students online.
While specifically created for students at the core institutions, the course
was made available to the general public and was accessed by graduate stu-
dents and researchers around the world. While only three to seven students
per hosting institution enrolled in the course, over 150 individuals have
accessed the materials at the course website. The presenter will describe
the course design process, technologies chosen, and the support structure
used. He will also discuss the challenges encountered from the perspective
of both faculty members and the instructional support staff.
Session CD: Teaching Assistants and
Learning Assistants
Location: Skyline IV
Date: Tuesday, July 16
Time: 7:30–8:50 a.m.
Presider: Connie Wells
7:30-7:40 a.m. Impact of a Learning Assistant Program
on Student Outcomes in a Calculus-based Mechanics
Contributed – David Donnelly, Texas State University-San Marcos, 601 Uni-
versity Drive, San Marcos, TX 78666;
Hunter G. Close, Eleanor Close, Texas State University-San Marcos
The calculus-based introductory mechanics course at Texas State Universi-
ty-San Marcos is a four-credit hour course with approximately three hours
of lecture and three hours of lab per week. As part of its strategic plan,
the department has set a goal of introducing Learning Assistants in all
introductory classes in the next five years. To initiate this, a Learning As-
sistant program was piloted in spring 2012 in one section of calculus-based
mechanics, and expanded to all sections of calculus-based mechanics in
fall 2012. We will discuss the structure of the program, and present data on
the impact it has had on student learning outcomes, including FCI gains,
Mechanics Baseline Test scores, and student retention.
7:40-7:50 a.m. Learning Assistants and Relationships.
Baiting the Hook
Contributed – Doug C. Steinhoff, University of Missouri, Columbia, MO
Dr. Karen King, University of Missouri
The Learning Assistant (LA) program at the University of Missouri was
designed to recruit and prepare preservice physics teachers. Other institu-
tions reported low percentages of LAs choosing teaching careers, so we de-
cided to take a slightly different approach. We listed the greatest attributes
of teaching and decided that the relationships we build with our students
was near the top. With the collaboration of our local public school district
and very supportive freshman physics teachers, we placed our LAs in ninth
grade physics classrooms on a daily basis. This increase over a typical field
experience allowed them to develop relationships with students and be
more helpful in the classroom. Our LAs are enthusiastic about the program
and the field of education. The students love having them in class as an
extra resource. In less than a year, over 80% of our LAs have either consid-
ered or strongly considered becoming teachers!
7:50-8 a.m. Physics Learning Assistants – Discuss the
Value of the LA Program*
Contributed – Geraldine L. Cochran, Florida International University, 11200
S.W. 8th St., ZEB 212, Miami, FL 33199;
Laird H. Kramer, David T. Brookes, Eric Brewe, Florida International Univer-
I...,66,67,68,69,70,71,72,73,74,75 77,78,79,80,81,82,83,84,85,86,...150
Powered by FlippingBook