multifaceted problems

Key to changing students' approaches to solving problems is to have the students attempt to solve multifaceted problems. These contain more than one concept, so students cannot utilize weaker strategies of searching for formulae, rather they must figure out what is happening in the problem, qualitatively analyze the prolem, and form there build a solution.

Students work on these multifaceted problems several times a semester during recitation. Twice a semester the students take a group exam on one of these problems and their solution is graded on the processes they used to solve the problem.

I have shortened the rubric for this grading. It used to run over two pages and have 10 items for the TAs to evaluate. Now it is 1 page, and only 6 items. See linked doc file

Modeling project

Finished several key aspects of the modeling project, where student groups take a real system and simplify it to its essential features.

• Rewrote the instructions to emphasize the goal is to improve some aspect of the system's performance, and that is why a quantitative model is a crucial tool, and that the model should be based on the key physics principles
• Changed the feedback form for the draft report to focus on the three main items the students should improve before the final. This should help the students improve their final version of the project report. The feedback form was adapted from "Tomorrow's Prof" newsletter
• Clarified rubric for the physics model so it more directly matches the steps strong project reports contain
  
• Adopted ISUComm's rubric for writing quality

See this link for a doc file of the rubric

out-of-office office hours

I plan to have my office in the "learning connections" space in the library

• Goal is to lower any perceived barrier to coming to a Prof's office
  
• It is centrally located
• It is close to a nice coffee bar, so I can get a decent coffee
• There is plenty of space
• Good wireless connection

We'll see how it goes

multiple attempts at problem-sets

For the weekly problem-sets, let students have two attempts, and count the maximum score as the score. Last year, I used the average score, but using the maximum may encourage more student learning, i.e. add motivation to have a 2nd attempt.

One possibility is to compare number of second attempts from year to year, see if it changes

Craig

adding photo :)

Building connected understanding

I am keen to help students develop a stronger connected understanding during the semester. To help with this

• multifaceted problems
• concept maps after these problems
• exams that are always comprehensive, i.e. the 2nd mid-term exam assesses all the knowledge that has been worked on to that point
• allow students multiple chances for a student to demonstrate their understanding
• score for the three exams will be the highest score from the following options
• 45% via only the final, i.e. the first two exams don’t contribute. This will help students who develop a stronger understanding towards the end of the semester
• 25% via the final, 20% from the 2^nd mid-term, i.e. the 1^st mid-term does not count
  
• 25% via the final, 20% from the 1^st mid-term, i.e. the 2^nd mid-term does not count
  
• 17% via the final, 14% from the 1^st mid-term, 14% from the 1^st mid-term

Making the class seem smaller

I've been thinking about how to make the large-class seem smaller.

• recitations are key, small group of 24 students, led by TA
  
• create webCT team for each recitation
• use weekly discussion board for each recitation, facilitated by TA
• attendance policy: always a tricky decision, since the students are adults, and lives are complicated.
  
• to pass the class, must attend at least 6 recitation sessions
  

starting to think about Spring08

I'm starting to think about how to have multiple communication channels with students who take my physics course;

• Already have a discussion board
• Starting this blog so students can see how the course is developing, so I can be transparent about my goals and aspirations for their learning. Also to get feedback
• I have also created a facebook account so that students can post questions on my wall
• the idea is that it might be easier for students to ask a question from the space they are always at