Reducing the DFW rate by design in calculus-based physics

ReducingtheDFWratebydesign

incalculus-basedphysics

SuzanneWhiteBrahmiaDepartmentofPhysics

UniversityofWashington

AmericanAssociationofPhysicsTeachersSummerMeeting2017Cincinnati,OH

1July2017

Focusofthistalk

Large-enrollmentcalculus-basedintroductoryphysicscoursesatRutgersUniversity

2

Overview• Characterizepopulationsofsuccessfulandunsuccessfulstudentsinatypicallarge-enrollmentcalculus-basedintrophysicscourse(Rutgers)

• Considerationsofthedistinguishingfeaturesofeachgroup

• DescriptionofcoursedesignedtoreduceDFWrate

• Evidencethatdemographicdifferencesarereduced

3

Whatdowemeanby“success”and“failure”

• Operationaldefinition:– success=topquartileofcoursegrades– failure=bottomquartileofcoursegrades

• Howdoweputthemintothesequartiles?– assessment(mostly)– participation(somewhat)

• Whatareweassessing?– absolutecontentknowledge– gainincontentknowledge?– Otherthings?

4

Focusonabsoluteknowledge

• Favorsstudentswhoalreadyhavealottobeginwith

• Sendamessagetothosewhodon’t(orperceivetheydon’t)thattheyareoutoftheirleague

• Byfocusinguniquelyoncompetitiveabsolutemeasures,wetellourstudentsthatthosepreparedwithlotsofcontentknowledgebelong,thosewhoaren’tbelonginthebackseat.

5

Whohasalottobeginwith?

Whatarecommonbackgroundcharacteristicstopquartileandbottomquartileinatypical

calculus-basedintroductoryphysics?

6

7

MeanSATandMeanMHI(MedianHouseholdIncomeofHSattended)

(2013,N=461)

0 0.2 0.4 0.6 0.8 1

meanMHI

meanSAT

AnalyticalPhysics(AP)

highest25% middle50% lowest25%

8


(2013,N=461)

0 0.2 0.4 0.6 0.8 1

meanMHI

meanSAT



9


(2013,N=461)

0 0.2 0.4 0.6 0.8 1

meanMHI

meanSAT



TheDFWrateproblemisinpartaSESproblem

10

NJschoolmathandsocioeconomics(J.Anyon 1980)

MHIQuintile

SocioeconomicStatus

Schoolwork culture

2nd Workingclass Workisevaluatedforobediencetoprocedure.Studentslearntoimitatetheteacherinmathclass.

3rd-4th Middle class Workisgettingtherightanswer.Creativeactivitiesareoccasional, forfunbutnotpartoflearning.Studentsaregivensomechoiceinmathonwhichoftwoprocedurestousetogetananswer.

4th-5th Affluentprofessional

Work isacreativeactivitycarriedoutindependently.Theproductsofworkshouldshowindividuality.Studentsgatherdataanduseittolearnaboutmathematicalprocesses.

Top 1% Executiveelite Workisdevelopingone’sintellectualpowers;studentsinventwaystomeasureandcalculateinmathclass.

11

NJschoolmathandsocioeconomics(J.Anyon 1980)

MHIQuintile

SocioeconomicStatus

Schoolwork culture

2nd Workingclass Workisevaluatedforobediencetoprocedure.Studentslearntoimitatetheteacherinmathclass.

3rd-4th Middle class Workisgettingtherightanswer.Creativeactivitiesareoccasional, forfunbutnotpartoflearning.Studentsaregivensomechoiceinmathonwhichoftwoprocedurestousetogetananswer.

4th-5th Affluentprofessional

Work isacreativeactivitycarriedoutindependently.Theproductsofworkshouldshowindividuality.Studentsgatherdataanduseittolearnaboutmathematicalprocesses.

Top 1% Executiveelite Workisdevelopingone’sintellectualpowers;studentsinventwaystomeasureandcalculateinmathclass.

12

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“ThebiggestobstacletosuccessisNOTlimitationwithmathskillsorknowingthedefinitionofdensity…It’s theinstitutionalsuppressionofthinking.”

-RichardSteinberg2011

14SlidecourtesyofMichaelMarder

15SlidecourtesyofMichaelMarder

InNJ,theDFWproblemisinpartaPOCproblem

16

Problems

1. Manystudentsstruggletoassimilatethemathematicalhabitsofmindthatcharacterizesuccessinphysics.

aredisproportionatelyfewAfricanAmerican,LatinoandNativeAmericanphysicsmajorsandgraduatestudentsinphysics.

Tomathematizeinphysicsmeanstogobackandforthbetweenthephysicalandthesymbolicworlds.

17

Problems

1. Manystudentsstruggletoassimilatethemathematicalhabitsofmindthatcharacterizessuccessinphysics.

1. TherearedisproportionatelyfewAfricanAmerican,LatinoandNativeAmericanstudentsearninggradesinthetopquartileofatypicalintroductorycalculus-basedphysicscourse.iphysicsmeanstogobackandforthbetweenthephysicalandthesymbolicworlds.

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Problem

Mostphysicsstudents,andespeciallystudentsfromlowSEShighschools,struggletoassimilatethehabitsofmindwemodel,andtheyleaveourcourseswithevenlessexpert-likemathematicalattitudesandhabits.mathematize inphysicsmeanstogobackandforthbetweenthephysicalandthesymbolicworlds.

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0 0.5 1 1.5 2

%female

%URM



20

0 0.5 1 1.5 2

%female

%URM



21

0 0.5 1 1.5 2

%female

%URM



22

Viewpoints(Hazari &Potvin 2005)

• Perhapsthereisabiologicalfoundation.• Perhaps,asasubject,physicsjustnaturallyappealstoitscurrentpractitionersonly.

• Perhapsthereisan(unintended)biasinthecultureofthephysicscommunitythatfavorsthecurrentmajoritybyrepellingtheminority.

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Viewpoints(Hazari &Potvin 2005)

• Perhapsthereisabiologicalfoundation.• Perhaps,asasubject,physicsjustnaturallyappealstoitscurrentpractitionersonly.

• Perhapsthereisan(unintended)biasinthecultureofthephysicscommunitythatfavorsthecurrentmajoritybyrepellingtheminority.

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UnderpinningsoftheIntervention

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Whatattractscurious,hardworkingstudentstophysics,andwhatrepels

themfromit?

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Transmissionmechanismsofculturalnorms(adaptedfromHazari &Potvin 2005)

• Pedagogically:throughinstructionalpractices,conveyingwhatitmeanstodophysics

• Socially:encouraging/discouragingthroughthestructure,interactions,andtreatmentinthephysicscommunity

27

Transmissionmechanismsofculturalnorms(adaptedfromHazari &Potvin 2005)

• Pedagogically:throughinstructionalpractices,conveyingwhatitmeanstodophysics

• Socially:encouraging/discouragingthroughthestructure,interactions,andtreatmentinthephysicscommunity

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Targetcharacteristicsofphysicists(interrelated)

• PhysicsIdentity: Physicsidentityandbeliefsaboutbelongingareimportantcharacteristicsofallsuccessfulstudents.Rewardandpraiseareimportanttoitsdevelopment.(Potvin &Hazari 2013,Hazari et.al.2010,Stoutet.al.2012)

howapersonisviewedbyselfandothers,andhowtheywanttobeviewed

• Self-efficacy:Selfefficacyisasignificantpredictorofsuccessforallstudents.(Sawtelle 2011)

theextentorstrengthofone'sbeliefinone'sownabilitytosucceed

atphysics-relatedtasks

29

WhatobstaclesmightyouencounterasanAfricanAmericanfemale?

(Horna &RichardsAAPT2017)

• Middleschool(lowerSESquintile);AfricanAmericangirlsinphysicscourse- Highselfefficacy

• Freeresponse,physicsidentity:– “AsanAfricanAmericanfemalepeoplewouldn’ttakeme

seriously.”

– “Iwillbelookdownupon.Iwillbeunderestimated,especiallysinceI’magirlandAfrican-American.”

– “Iwouldfacecriticism,andthefeelingofbecauseofmycolorthingsIdoandsaywouldbe‘wrong’…”

– “Knowingthattherearen’totherslikemewouldmakemefeelnotonlystrong,butconfusedonwhytherearen’tmanylikeme.”

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StrongPhysicsIdentity

• Aftertakingintroductoryphysics,femalestudentsarelesslikelytothinktheywouldmakeagoodphysicist(controllingforgradesandbackground)(Kost etal.2009)

• Less-likelyforwomen,AfricanAmerican&Latinxstudents(Hazari etal.2013)

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Developingahealthycommunityofpractice

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Theoreticalframework:communityofpractice(Wegneret.al.1998,2002)

• isagroupofpeoplewhoareactivepractitioners.

• madeupofdomain,community,andpractices

• providesawayforpractitionerstosharetipsandbestpractices,askquestionsoftheircolleagues,andprovidesupportforeachother.

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SELF-EFFICACY

PHYSICS IDENTITY

Communit

y Physics Domain

Pedagogical Practices

Language

Climate

Visibility

Group Work

Student-centered

Experimental Practices

Mathematics

INTRODUCTORY PHYSICS COMMUNITY OF PRACTICE

microaggressionsandmicrovalidations

• aggressions:brief,everydayexchangesthatsend(unintended)denigratingmessagestocertainindividualsbecauseoftheirgroupmembership

• validations:justtheopposite

• nooneeventwillmakeorbreak,buttheaccumulationcanmakeadifferenceonewayoranother.

35

somemicroagressions inaprofessionalsetting

• interruptinganddominanceofactivitybymembersofthemajoritygroup

• assumingphysicsprowessismeasuredonlybyrapidtextbookproblemsolving

• downplaystudentcomplaintsofbias

• verylowexamaverages

• languageuse(fa*,nig*,bitc*,etc.)

• jokesthatcalloutgender,ethnicity,sexualorientationetc.

• assumptionsofheternormativity

• ignoringanyoftheaboveastheleaderofacollaborativelearningenvironment 36

BrochureimageUofNorthernGeorgia

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SELF-EFFICACY

PHYSICS IDENTITY

Communit

y Physics Domain


Language assume

homogenous; heteronormtive

Climate competetive;

exclusive; judgmental

Visibility Lack of faculty

from under-represented

groups

Group Work unmanagaged,

unbalanced particpation

Student-centered Traditional

textbook problem solving


Unbalanced, uneven access to

equipment

Mathematics assume

conceptual mathematical understanding

MICRO AGGRESSIONS

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SELF-EFFICACY

PHYSICS IDENTITY

Communit

y Physics Domain


Language assume

heterogeneous; gender-neutral

Climate collaborative; welcoming; encouraging

Visibility faculty from

under-represented

groups

Group Work validated

sociocultural collaborative

norms

Student-centered

based on research-validated curricula

and methods


based on research-validated curricula

and methods

Mathematics Develop

appropriate conceptual

mathematics

MICRO VALIDATIONS

Firststeps(Hazari &Potvin 2005)

• rethinkingphysicscurriculumandculturetoincludebroadanddiverseworldviews

• changethesocialclimatetowardscollaborationinsteadofcompetition

• makephysicsmoreaccessibletoeveryone

40

TheRutgersIntervention

• 1968 – “War on Poverty” created EOF (Equal Opportunity Fund)

• Late 80s – Horton and Holton created infrastructure

• Late 80s/early 90s - State provided permanent, competitive higher education funding opportunity that institutionalized grant funded innovation

41

EOF:Essentialco-existentprogram

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• entirely need-based

• sponsorsmorethanone-thirdoftheAfrican-AmericanandLatinxstudentsinNJhighereducation.

TheIntervention– model

• Pre-physicsmodel:1semesterofremedialmathematics,noteffectivebecause:– Requiredextrayeartoobtaindegree– Stigma– OnesemestertooshorttoprepareforAnalyticalPhysics

• replacedafterjusttwoyears;adopted Parallelmodel

43

ExtendedAnalyticalPhysics(EAPI)

3creditspersemester

AnalyticalPhysics(API)

2creditspersemester

ExtendedAnalyticalPhysicsII(APII)

3creditspersemester

1stYearMechanics,Waves,andThermodynamics

2ndYearElectromagnetism,Optics,ModernPhysics

• Placementbasedonlowmathplacementtestscores(pre-calculus)

• Somespaceavailableforstudentsfromregularcourseandsophomores

• ~60%studentsareinEOFprogram

• Higherpercentageoffemale,Latinx/AfricanAmericanstudentsthanAPI

Overview

TheCulture:Assumptions

• binarygenderstudiesonlyscratchthesurfaceofgenderandsexualorientationbelongingnessissues

• theseinterventionswillbenefitallgroups– givingvoice– buildingagency– broadeningmeaningofbeingaphysicsperson– diversifyingmeaningsofsuccess

46

Rethinkingphysicscultureandcurriculum

• increasing*collectiveintelligenceexplicitpartofcoursegoals

• generouspraise:– creativeideas (includingnaïveone),– effectivecollaboration– showingprofessionallevelsofresponsibility

• usingresearch-validatedmethods/materialstohelpstudentsdeveloptheirownphysicshabitsofmind

*Woolley201047

Changesocialclimatetowardscollaborationinsteadofcompetition

• explicitnobias-tolerancepolicy– insyllabus

– partofclassroomnorms

• intentionallyusegender-neutralpronouns

• noassumptionofheteronormativity inpersonal/familylives

• discussingmicroaggressions/validationsaspartofallstaff(TAs,LAs)ongoingprofessionaldevelopment

48

Makingphysicsmoreaccessible

– advisingstudentsone-on-onefromunderrepresentedgroupstopursueopportunitiesinphysics/engineering(e.g.REU,internships,gradschool)

– takingactiononanycomplaintsofperceivedbias

– encouragingstudentswhodopoorlytocomeandtalkabouthowtheycandobetter,andthenletthemdomostofthetalking

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Thecurriculum

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CurricularStructure• ISLEphilosophyinfusedwithInventionTasks• Scaffolded productivefailurethatplacesvalueonnaïveideas

• Assessment:– Diverse(grouppresentations,oralquizzes,onlineproblems,etc.)

– Nontraditionalexamformats(open-endedproblems,multiplechoice,designquestions,essayquestions,etc.)

– straightgradingscalewithopportunitiesforpointsrecovery– ~50%ofgradesbasedoncollaborativeactivities– ScientificAbilityRubricsusedforformativeassessment

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Challenges• Themajorityneedstorecognizetheubiquitousadvantagethatmajorityprivilegecarries,andbewillingtopartwiththatadvantage.Thisrequiresre-examiningwhatitmeanstoknowphysicsandhowwemeasuresuccess.

• Microaggressions areunintentional,sorequireconsciousthoughttoavoid.

• Representationgapstargettheirstartprecollege.HowcanphysicsdirectlyinfluencemathandscienceteachinginlowSESschools?

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Someresults

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0

20

40

60

80

100

Before ('85&'86)

After('92&93) Steady State ('07&'08)

% o

f inc

omin

g cl

ass

Physics Passing Rate (year 1)

AllWomenURM

0

20

40

60

80

100

EAP 1 AP 1

Sco

re

EAP 1 vs AP 1 Final Exam '95 & '96

All Women URM

56

0

20

40

60

80

100

% o

f 1st

-yr s

tude

nts

Retention in STEM Majors

AllWomenURM

StronglinkswithEOFDirectorsinEngineeringisessentialtosuccessofourprogram.

Inadditiontoscholarships,EOFprovides• community• summerprogram• tutorialassistance• reducedcourseload• extensivecounselingservices• knowledge/caringregardinglifecircumstancesofstudents

EOF- SupportingEachOther

AssessingImpact:howandwhowestudy• “Focusingonachievementgapstotheexclusionofother

considerationsreinforcesdeficitmodels,implicitlypositionstests(andtheculturethatproducedthem)asunbiased,andoftenreducesstudentidentitiestoessentialized categories(e.g.,“allwomen...”).”Traxler,A.L.,Cid,X.C.,Blue,J.,&Barthelemy,R.(2015)

• Whatworks:“PERintheUSoversamplesfromwhiteandwealthypopulations”Kanim,S.E.&Cid,X.C.(inpreparation)

58

FCIscores(2013)normalizedgainforEAPIis0.50andforAPIis0.18

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CLASS– Physics(2013)(ColoradoLearningAttitudesaboutScienceSurvey)

physicsoverallchangepost-pre

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0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

meanMHI

meanSAT

ExtendedAnalyticalPhysics(EAP)


61

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

meanMHI

meanSAT



62

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

meanMHI

meanSAT



63

64

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AssistantDean,MichaelBrownRutgersSchoolofEngineering

DoctoralCandidate,EngineeringEducationResearch

HowcanphysicsdirectlyinfluencemathandscienceteachinginlowSES

schools?

66

Thefuture– Dr.GeraldineCochran

67

Thankyou!

68

Documents

Reducing the DFW rate by design in calculus-based physics