James T. Laverty

Challenge faculty to transform STEM learning

Focus on core ideas, crosscutting concepts, and scientific practices Models for higher education in science, technology, engineering, and mathematics (STEM) are under pressure around the world. Although most STEM faculty and practicing scientists have learned successfully in a traditional format, they are the exception, not the norm, in their success. Education should support a diverse population of students in a world where using knowledge, not merely memorizing it, is becoming ever more important. In the United States, which by many measures is a world leader in higher education, the Presidents Council of Advisors on Science and Technology (PCAST) recommended sweeping changes to the first 2 years of college, which are critical for recruitment and retention of STEM students (1). Although reform efforts call for evidence-based pedagogical approaches, supportive learning environments, and changes to faculty teaching culture and reward systems, one important aspect needs more attention: changing expectations about what students should learn, particularly in college-level introductory STEM courses. This demands that faculty seriously discuss, within and across disciplines, how they approach their curricula.

Characterizing college science assessments: The three-dimensional learning assessment protocol

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams

It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations.1 There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments against giving more exams, including the general “pain” associated with examinations, as well as reduced teaching time, since classroom sessions are dedicated to exams rather than lecturing. We present evidence that increasing the number of exams in fact does lead to better learning success, less cheating and guessing on homework, and better student course evaluations.

Function plot response: A scalable system for teaching kinematics graphs

Understanding and interpreting graphs are essential skills in all sciences. While students are mostly proficient in plotting given functions and reading values off graphs, they frequently lack the ability to construct and interpret graphs in a meaningful way. Students can use graphs as representations of value pairs, but often fail to interpret them as the representation of functions, and mostly fail to use them as representations of physical reality. Working with graphs in classroom settings has been shown to improve student abilities with graphs, particularly when the students can interact with them. We introduce a novel problem type in an online homework system, which requires students to construct the graphs themselves in free form, and requires no hand-grading by instructors. Initial experiences using the new problem type in an introductory physics course are reported.

Radiative electroweak symmetry breaking in a Little Higgs model

We present a new Little Higgs model, motivated by the deconstruction of a five-dimensional gauge-Higgs model. The approximate global symmetry is SO(5)0 × SO(5)1, breaking to SO(5), with a gauged subgroup of [SU(2)0L × U(1)0R] × O(4)1, breaking to SU(2)L ×U(1)Y . Radiative corrections produce an additional small vacuum misalignment, breaking the electroweak symmetry down to U(1)EM. Novel features of this model are: the only un-eaten pseudo-Goldstone boson in the effective theory is the Higgs boson; the model contains a custodial symmetry, which ensures that

Evaluating the extent of a large-scale transformation in gateway science courses

\widehat{T} = 0

Developing the Next Generation of Physics Assessments

at tree-level; and the potential for the Higgs boson is generated entirely through one-loop radiative corrections. A small negative mass-squared in the Higgs potential is obtained by a cancellation between the contribution of two heavy partners of the top quark, which is readily achieved over much of the parameter space. We can then obtain both a vacuum expectation value of v = 246 GeV and a light Higgs boson mass, which is strongly correlated with the masses of the two heavy top quark partners. For a scale of the global symmetry breaking of f = 1 TeV and using a single cutoff for the fermion loops, the Higgs boson mass satisfies 120 GeV ≲ MH ≲ 150 GeV over much of the range of parameter space. For f raised to 10 TeV, these values increase by about 40 GeV. Effects at the ultraviolet cutoff scale may also raise the predicted values of the Higgs boson mass, but the model still favors MH ≲ 200GeV.

Analysis of the Most Common Concept Inventories in Physics: What Are We Assessing?.

An institutional effort to transform gateway science courses is evaluated using a novel approach based on course assessments. We evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided by A Framework for K-12 Science Education and focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning. To evaluate the extent of change, we applied the Three-dimensional Learning Assessment Protocol to 4 years of chemistry, physics, and biology course exams. Changes in exams differed by discipline and even by course, apparently depending on an interplay between departmental culture, course organization, and perceived course ownership, demonstrating the complex nature of transformation in higher education. We conclude that while transformation must be supported at all organizational levels, ultimately, change is controlled by factors at the course and departmental levels.

Engaging Physics Faculty in Course Transformation

Science education at all levels is currently undergoing dramatic changes to its curricula and developing assessments for these new curricula is paramount. We have used the basis of many of these new changes (scientific practices, crosscutting concepts, and core ideas) to develop sets of criteria that can be used to guide assessment development for this new curriculum. We present a case study that uses the criteria we have developed to revise a traditional physics assessment item into an assessment item that is much more aligned with the goals of current transformation efforts. Assessment items developed using this criteria can be used to assess student learning of both the concepts and process of science.