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VERSION:2.0
PRODID:icalendar-ruby
CALSCALE:GREGORIAN
X-WR-CALNAME:Physics Colloquium
X-WR-TIMEZONE:Eastern Time (US & Canada)
BEGIN:VEVENT
DTSTAMP:20261007T184650Z
UID:tag:localist.com\,2008:EventInstance_44650004609936
DTSTART:20231103T173000Z
DTEND:20231103T183000Z
DESCRIPTION:Speaker: Dr. Eric Burkholder\, Auburn University\nTitle: "Equit
 able approach to introductory physics courses focused on problem-solving"\
 nAbstract: Introductory mechanics (“Physics 1”) is an important gatewa
 y course for students desiring to pursue a science\, technology\, engineer
 ing\, and mathematics (STEM) career. A major challenge with this course is
  the large spread in the students’ incoming physics preparation. This le
 vel of preparation is strongly predictive of a students’ performance bec
 ause of the overlap between Physics 1 and high school physics courses. Bec
 ause the level of students’ incoming preparation is largely determined b
 y the quality of their high school physics courses\, Physics 1 can amplify
  K–12 educational inequities and be a barrier for marginalized students 
 wishing to pursue a STEM career. In this talk\, I will present a novel int
 roductory course design to address this equity challenge. The design and i
 mplementation are based on the concept of deliberate practice as applied t
 o learning real-world problem solving. Students explicitly practice resear
 ch-identified decision-based skills required for problem solving in the co
 ntext of solving real-world problems. The problems used in the course and 
 their solutions have little resemblance to what students encounter in high
  school physics\, thereby reducing the dependence of course performance on
  the high school physics preparation. In recent iterations of this course\
 , the students (1) scored higher on a post-semester conceptual knowledge t
 est than a control group\, (2) received higher grades in physics 2 compare
 d to a control group\, (3) persisted in engineering at much higher rates t
 han a control group\, and (4) gained valuable problem-solving skills. Most
  notably\, the students’ performance in this course was not correlated w
 ith their high school physics preparation (R-squared = 0.05). This work pr
 ovides a template for course design that has the potential to address subs
 tantial equity challenges in introductory physics while simultaneously bet
 ter preparing students for careers in STEM.\n\n \n\nLight refreshments ser
 ved.
GEO:33.94113;-84.520032
LOCATION:Joe Mack Wilson Student Center\, A216
SUMMARY:Physics Colloquium
URL;VALUE=URI:https://calendar.kennesaw.edu/event/physics_colloquium_110323
CATEGORIES:Lectures & Guest Speakers
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