Grouping mixed ability students matters: A pilot study in physics

In this paper, we sought to describe the effectiveness of team-based learning (TBL) when students are placed in mixed ability groups. TBL consists of strategically‐formed permanent teams, a Readiness Assurance Process (RAP) and Application activities (Paramelee et.al, 2012). We trialled a class room flipped model that uses many features of TBL and a new grouping approach amongst first year Physics students following a successful preliminary study (Parappilly et.al, 2015). This model used important elements of both TBL and Just in Time Teaching (JiTT). JiTT (Watkins et.al, 2009) provides students with preparatory material prior to class and some questions to answer. For the 2014 study, we randomly formed permanent students groups. For the 2015 pilot, students were placed in mixed ability groups based on their admissions data and students worked together within mixed ability groups for the entire semester. Each group tackled a subset of the quiz questions and completed an in-class assignment. We compared pre- and post- quiz scores using paired-t-tests for 4 separate TBL workshops. It clearly proves that grouping mixed ability students increases learning for physics and their teamwork. The quiz scores improved significantly between pre- and post-quiz and improvements were similar for each of the 4 quizzes (

AIP AstroFest 09 Promoting Physics Careers through Astronomy

In this paper we report on an AIP event promoting Physics among year-9 school students in South Australia. We have used Astronomy as a catalyst to enhance the students’ passion for Science. We organised an Astronomy Festival (IYA09 AstroFest) for year-9 students in 2009, as a part of the International Year of Astronomy. The event sessions were aimed at stimulating students’ interest in Astronomy and hence in promoting Physics. This event consisted of a lecture “The Milky Way in a Different Light”, followed by a number of interesting Astronomy-related activities including Q&A sessions with several university students and a discussion session on an astronomy/space-related topic. The key focus of the event was to make students aware that Physics is fun through interesting Astronomical themes. The positive feedback we have received from the participants and teachers has been overwhelming. The participants completed a survey and we seek to describe in this paper the usefulness of such an event and the measurable outcomes we have achieved so far

Unquenched quark propagator in Landau gauge

We present an unquenched calculation of the quark propagator in Landau gauge with 2+1 flavors of dynamical quarks. We use configurations generated with an improved staggered (``Asqtad'') action by the MILC collaboration. This quark action has been seen to have excellent rotational symmetry and scaling properties in the quenched quark propagator. Quenched and dynamical calculations are performed on a $20^3\times 64$ lattice with a nominal lattice spacing of $a = 0.125$ fm. The matched quenched and dynamical lattices allow us to investigate the relatively subtle sea quark effects, and even in the quenched case the physical volume of these lattices gives access to lower momenta than our previous study. We calculate the quark mass function and renormalization function for a variety of valence and sea quark masses.Comment: 7 pages, 6 figure

STEM women branching out: A community initiative at flinders

Background: Women are currently under-represented in all areas of Science, Technology, Engineering and Mathematics (STEM). In 2011, only 33% of all tertiary qualifications were awarded to Australian women in STEM fields (Roberts et.al, 2014) The notion that men are more dominant in the field of STEM than women and that STEM women are outside the norm in all their social encounters with their peers remains a common belief (Solomon et.al, 1997). Longstanding stereotypes, as well as a shortage of visible role models, may be contributing factors to this belief. Compared to men, women are less likely to have role models and therefore get limited advice on navigating career development (Macfarlane et.al 1998; Rosser 2004). Objectives: We aim to help change the stereotype that STEM is predominately for males and that there are very successful females amongst our community. Method: In August 2015, we initiated a group for young women studying STEM at Flinders University called STEM: Women Branching Out, to support and encourage female students within STEM disciplines, and to provide role models to help motivate young females to stay within their choice of STEM study. We also wanted to increase the visibility and authority of women in science which is a key element in attracting young women to science. Results: We developed an online LMS site and program that has grown from 16 students in the first role-model workshop (August 2015) to 302 within 9 months (June 2016). The students were engaged through activities like LOGO competition, Role-Model workshops, Leadership Laboratory, and Thinker in Residence series. Our commencing undergrad female STEM enrolments have grown by 11% from 2015-2016. Conclusions: In this paper, we sought to describe the usefulness and need of this type of initiatives by describing unique initiatives aimed at post graduate, undergraduate and high school gives and to provide outcomes we have achieved so far

Improving student learning and engagement in stem disciplines using team-based learning

Background: There have been numerous innovations in higher education which employ student centered teaching strategies to improve student engagement and learning outcomes. A study conducted by the Australian Council of Learned Academies for PMSEIC (Marginson et.al, 2013) recommends curriculum reform to engage students in STEM through active learning approaches. Team-Based Learning (TBL) can be regarded as one form of active learning. TBL consists of strategically‐formed permanent teams, a Readiness Assurance Process (RAP) and Application activities (Paramelee et.al, 2012). While TBL has not been implemented widely in STEM disciplines, several studies have shown that TBL has been effective in improving student learning outcomes, examination scores and graduate attribute skills (Koles 2010; Haberyan 2007; Thompson2007, Levine 2004) in medicine and health education. This well-defined teaching strategy promotes higher level cognitive skills among students and develops their problem solving and team skills through group-based work (Michaelson et.al, 1992). Objectives: To encourage students to take responsibility for their own learning, to enhance independent learning, to improve student learning outcomes through teamwork and to strengthen efforts to retain a diverse students in STEM topics. Method: We trialed a modified form of TBL in a Physics and an Environmental Science first year topic. Students were given pre-class preparation materials and an individual RAP (Readiness Assurance) online test before the workshops. The Pre-workshop individual RAP test ensured that all students were exposed to concept based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. At the end of the workshop teams handed in their solutions to the lecturer and these were marked and timely feedback was given. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. Research Design: The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre & post testing. The pre-test was part of students’ assessment while the post-test was optional. Results: The students were highly engaged in their learning and very positive feedback from the students was received. After attending TBL workshops, the mean scores for both post-tests increased in both cohorts. Analysis of pre-post testing of 2nd, 4th TBL quizzes of physics cohort showed a significant impact (

Scaling behavior of quark propagator in full QCD

We study the scaling behavior of the quark propagator on two lattices with similar physical volume in Landau gauge with 2+1 flavors of dynamical quarks in order to test whether we are close to the continuum limit for these lattices. We use configurations generated with an improved staggered (``Asqtad'') action by the MILC collaboration. The calculations are performed on $28^3\times 96$ lattices with lattice spacing $a = 0.09$ fm and on $20^3\times 64$ lattices with lattice spacing $a = 0.12$ fm. We calculate the quark mass function, $M(q^2)$, and the wave-function renormalization function, $Z(q^2)$, for a variety of bare quark masses. Comparing the behavior of these functions on the two sets of lattices we find that both $Z(q^2)$ and $M(q^2)$ show little sensitivity to the ultraviolet cutoff.Comment: 6 pages, 5 figure

Inquiry based approach to laboratory experiences: Investigating students' ways of active learning.

It is a common perception that traditional recipe based laboratory experiences are generally boring, non-interacting and non-engaging. As a result, it is unlikely to promote higher order thinking and learning. As a part of the SaMnet project, we are investigating a systematic approach to introduce lab experiences which are likely to equip first year physics students with concepts and skills required in designing an experiment. Our aim is to motivate and arouse students’ interest, where they explore experimental activities and design their own experiments. Etkina et.al (2010) emphazizes that when students engaged in the design of experiments, they not only developed scientific abilities but use them without prompts and scaffolding on transfer tasks. We are implementing an inquiry based lab activities for non-physics majors in semester 2, 2012 at both universities. To gauge students’ prior knowledge of radiation and radioactivity, we distribute a pre-lab survey questionnaire prior to the commencement of experiments. Based on survey results, a list of laboratory activities will be posted online for students to choose from. Students are expected to acquire knowledge from textbooks, synthesis information and design experiment incorporating innovation and techniques. At the end of semester 2, we are planning to collect students’ feedback to check the effectiveness of design experiments over recipe based experiments. This presentation will describe the progress of this project

Scaling behavior and positivity violation of the gluon propagator in full QCD

The Landau-gauge gluon propagator is studied using the coarse and fine dynamical MILC configurations. The effects of dynamical quarks are clearly visible and lead to a reduction of the nonperturbative infrared enhancement relative to the quenched case. Lattice spacing effects are studied and found to be small. The gluon spectral function is shown to clearly violate positivity in both quenched and full QCD.Comment: 7 pages, 9 figures. References and 1 figure added, minor text modifications, version to be published in PR

The Effectiveness of Peer Review of Teaching when performed between Early-career Academics

The success of peer review of teaching (PRT) in shaping teaching practice during an academic’s formative years may depend on the peers’ teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic development program, a mandatory exercise for all new academic staff with teaching roles within the University. Their experiences were recorded and used in the development of a teaching philosophy. The same PRT was then repeated between the same 2 individuals for the purpose of mandatory peer evaluation some 5 years later and after gaining considerable teaching experience. This paper describes the perceived impact of the PRT process on their teaching philosophies and the potential limitations imposed by their inexperience in formative PRT and teaching itself. Despite this relative inexperience, both academics believed their initial PRT accelerated changes to their mainly teacher-focused knowledge-transfer approaches. This case study provides qualitative evidence that PRT programs can successfully shape teaching practice without the involvement of more experienced teaching faculty. Academic developers should highlight the importance of building collegiality and the scholarship of teaching and learning for early-career PRT participants