During my AAPT SM18 experience, I focused on presentations and posters from three main areas in which I have deep personal interest: IPLS/curriculum development, diversity/equity in physics, and self-efficacy/attitudes. In addition, I attended several sessions related to areas of interest for our department, specifically on integrating computation through the curriculum. In this post, I will synthesize and reflect on my take-aways from the conference. I saw a lot of good talks. As such, this post is somewhat long.
Brokk Toggerson, Chris Ertl, David Nguyen, and Jake Shechter are currently presenting their work at the AAPT Summer 2018 Meeting in Washington, DC.
Chris Ertl, is presenting on the fully-online labs he has been developing for the online versions of Physics 131 and 132.
Jake Shecter is presenting on Physics 691 on Graduate TA Training and Professionalization.
In the development of Physics 131, we have been working backwards: refining the course starting with the last unit on entropy and then moving towards the start of the semester. Due to this approach, our first two units on the mathematical foundations of physics and forces are now our weakest two units. Moreover, Unit 3 – Forces and… covers a LOT of material: impulse, work, and torque. One of our (many!) goals for the summer is then to revamp these first two units – hopefully making the labs a more valuable experience at the same time. One of the big guiding principles of this revamp is to use the idea of expansive framing described in Engle et al .
Is there a sense in which IPLS courses like Phys 131 and 132 here at UMass, are courses with diversity as a central component? A recent meeting of my Teaching for Inclusivity, Diversity, and Equity Fellowship which had Including Aspects of Identity in Course Design as the theme, got me thinking about this question.
I just gave the second midterm in my P132 course covering physical/wave optics and electrostatics with a few questions on the previous material of quantum mechanics and geometric optics. One of the comments I often see when I ask students to reflect on their preparation is along the lines of, “I did all the extra practice problems but still did poorly on the exam.” When I ask these students one-on-one about their study habits, it seems that often, while they do try every problem, their procedure when they get stuck is inefficient.