Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials

Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant mode...

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Autores principales:	Renee Michelle Goertzen, Eric Brewe, Laird H. Kramer, Leanne Wells, David Jones
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2011
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/c06f1ee3721c48259e8fb12984cac836
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spelling	oai:doaj.org-article:c06f1ee3721c48259e8fb12984cac8362021-12-02T11:51:48ZMoving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials10.1103/PhysRevSTPER.7.0201051554-9178https://doaj.org/article/c06f1ee3721c48259e8fb12984cac8362011-09-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.7.020105http://doi.org/10.1103/PhysRevSTPER.7.020105https://doaj.org/toc/1554-9178Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at Boulder and the Open Source Tutorial curriculum developed at the University of Maryland, College Park. We examine the results of the Force Concept Inventory (FCI) for introductory students over five years (n=872) and find that the mean raw gain of students in transformed lab sections was 0.243, while the mean raw gain of the traditional labs was 0.159, with a Cohen’s d effect size of 0.59. Average raw gains on the FCI were 0.243 for Hispanic students and 0.213 for women in the transformed labs, indicating that these reforms are not widening the gaps between underrepresented student groups and majority groups. Our results illustrate how research-based instructional strategies can be successfully implemented in a physics department with minimal department engagement and in a sustainable manner.Renee Michelle GoertzenEric BreweLaird H. KramerLeanne WellsDavid JonesAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 7, Iss 2, p 020105 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Renee Michelle Goertzen Eric Brewe Laird H. Kramer Leanne Wells David Jones Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
description	Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at Boulder and the Open Source Tutorial curriculum developed at the University of Maryland, College Park. We examine the results of the Force Concept Inventory (FCI) for introductory students over five years (n=872) and find that the mean raw gain of students in transformed lab sections was 0.243, while the mean raw gain of the traditional labs was 0.159, with a Cohen’s d effect size of 0.59. Average raw gains on the FCI were 0.243 for Hispanic students and 0.213 for women in the transformed labs, indicating that these reforms are not widening the gaps between underrepresented student groups and majority groups. Our results illustrate how research-based instructional strategies can be successfully implemented in a physics department with minimal department engagement and in a sustainable manner.
format	article
author	Renee Michelle Goertzen Eric Brewe Laird H. Kramer Leanne Wells David Jones
author_facet	Renee Michelle Goertzen Eric Brewe Laird H. Kramer Leanne Wells David Jones
author_sort	Renee Michelle Goertzen
title	Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
title_short	Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
title_full	Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
title_fullStr	Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
title_full_unstemmed	Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
title_sort	moving toward change: institutionalizing reform through implementation of the learning assistant model and open source tutorials
publisher	American Physical Society
publishDate	2011
url	https://doaj.org/article/c06f1ee3721c48259e8fb12984cac836
work_keys_str_mv	AT reneemichellegoertzen movingtowardchangeinstitutionalizingreformthroughimplementationofthelearningassistantmodelandopensourcetutorials AT ericbrewe movingtowardchangeinstitutionalizingreformthroughimplementationofthelearningassistantmodelandopensourcetutorials AT lairdhkramer movingtowardchangeinstitutionalizingreformthroughimplementationofthelearningassistantmodelandopensourcetutorials AT leannewells movingtowardchangeinstitutionalizingreformthroughimplementationofthelearningassistantmodelandopensourcetutorials AT davidjones movingtowardchangeinstitutionalizingreformthroughimplementationofthelearningassistantmodelandopensourcetutorials
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Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials

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