Friday September 27 - Grand Hotel Poughkeepsie, 40 Civic Center Place, Poughkeepsie NY
8:00 - 11:00 PM Banquet and invited talk by Dave Maiullo who will be speaking about his involvement with television and broadway shows. See Banquet page for details. Saturday September 28 - Marist College- Donnelly Hall, 3399 North Road, Poughkeepsie NY Campus Map Detailed schedule for download .docx. Detailed Schedule for Download .pdf. General Schedule 8:00 Registration and Refreshments 8:30 Opening Remarks and Welcome 8:45 Session 1 -Breakout Talks 9:45 Break 10:00 Morning Plenary Session 10:30 Workshops A+B 12:00 Lunch and Student Poster Presentations 1:00 Session 3 - Workshops C + D + Talks 2:30 Afternoon Plenary Session 3:00 Closing Remarks and Awards for Student Poster Session 3:15 Weather Permitting- Campus Walk of the Solar System |
Abstracts:
Chonacky (talk): Computational science has made a bold entry into all of the traditional scientific disciplines and into most technological enterprises during the past decades. Although distinctively cross-disciplinary in its realization (e.g. the human genome was elucidated by artful combination of engineering process automation, applied mathematical analysis, and biochemical methodology), many physics-trained personnel played key roles in integrating this combination of sciences and servicing its technological needs at all levels. Overwhelming these personnel had BS level degrees.
A look at the recent and current physics undergraduate curricula and the limited computational presence within them quickly reveals the gap between how we educate our undergraduates and what they are called upon to do after graduation. This talk will describe a path that may remediate this disconnect. To to so will require the creative imaginations and contributions of those involved in physics education at all levels. Our research has pointed to faculty at undergraduate institutions as very significant prospects for computational integration. But other approaches voices that secondary schools might be fertile ground for computational reform as well. I will describe what I understand and have done to date, and will feature computational exercise examples as appropriate. In any case I will entertain reactions, comments, and novel ideas from participants.
Norman Chonacky
Yale University - Department of Applied Physics
Partnership for Integration of Computation into Undergraduate Physics
PICUP
36 Lincoln Street
New Haven CT 06511
203-773-3503
E-Mail: [email protected]
Duffy (talk): Learning Assistants are undergraduates who are trained in pedagogy and who assist with instruction. The program began at UC-Boulder, and we are now in the third year of implementation at Boston University (BU). This talk will give an overview of the program, and will present specific details about how we use Learning Assistants in Physics at BU. One outcome is a positive impact on the recruitment of future physics teachers, which helps support our efforts at BU under our PhysTEC grant. In addition, Boston University will be hosting a regional Learning Assistant (LA) workshop on February 7-8, 2014, for those who are interested in establishing their own LA program, and we will provide further information about that.
Andrew Duffy
Department of Physics
Boston University
Garber (talk): InterLACE (Interactive Learning and Collaboration Environment) is an educational research project at Tufts University conducted by the Center for Engineering Education and Outreach (CEEO) and funded by the National Science Foundation (NSF grant No. 1119321). The goal is to develop a software tool kit and complementary innovative activities to support collaborative inquiry learning in high school classrooms. The first of these tools provides a persistent public workspace in which students can visualize, discuss, and debate fellow classmates' ideas. It acts as a kind of group memory that enables students to "build a common visual representation of the problem at hand in order to contribute to the construction of a shared understanding" (Dillenbourg, 2006). Our ultimate goal is to shift the organization of the classroom from teacher focused instruction to learner-centered collaborative inquiry.
Gary Garber
Instructor of Physics
Boston University Academy
www.burobotics.org
blogs.bu.edu/ggarber
aapt-nes.org/
Greenman (workshop): Interactive Laboratory Experience (ILE) - A Hands-On and Minds-On Approach to Effective Physics Teaching
Participants will leave with three full Interactive Laboratory Experience (ILE) activities and a link to a WEB page containing an additional 30 activities using ILEs to support pre-college and college level courses on mechanics, electricity & magnetism and waves. These are activities you will be able to immediately use with your students with very little if any modifications.
The Interactive Laboratory Experience (ILE) is a derivative of the Interactive Lecture Demonstration (ILD) pedagogy originally developed by Dr. Ronald Thornton of Tufts University, Malden, MA, USA and Dr. David Sokoloff of University of Oregon, Oregon, USA. The ILE/ILD pedagogy can be effectively used as a demonstration technique within large lecture halls, within more intimate student centered laboratory settings (e.g. a high school classroom and/or University "studio" classroom) and/or as a tool for professional development for secondary school physics teachers. The ILE/ILD provides a tool that is shown to markedly improve concept learning of stubbornly held misconceptions.
This 8-step pedagogy intellectually and actively engages students in learning concepts in physics. The Interactive Laboratory Experience moves students through a learning cycle from soliciting student pre-conceptions, to engaging in animated scientific peer debate, to leaning from nature, confronting initial conceptions with experimental observations and making connections to the student's world outside the classroom and laboratory.
Participants will leave with an annotated 8-step ILE/ILD "how to" along with a rubric to self assess how well they are utilizing this pedagogy. In this workshop participants will be fully immersed in experiencing first hand the use of the Interactive Laboratory Experience/Interactive Lecture Demonstration techniques. Participants will also use the ILE/ILD self-assessment rubric to evaluate the fidelity of the presenter to the pedagogy.
Mark D. Greenman
Master Teacher in Residence, Boston University Physics Department
Presidential Awardee in Mathematics & Science Teaching
AAPT Paul W. Zitzewitz Award for Excellence in Pre-College Physics Teaching
Optional - Bring your laptop
Johnston (talk + demo): Demos and apparatus you can build, with free instructions. Some apparatus will be for sale, cash only. Please stop by my exhibit during the poster session.
John B. Johnston
The Faraday Center
Lojewska (talk): Numerous studies have documented students’ difficulties in learning kinematics concepts in introductory physics courses and also in grasping these concepts even after taking a traditional introductory physics course. The focus of today’s presentation is digital video motion analysis as a teaching tool in an introductory physics course geared towards Physical Education, Exercise Science and Athletic Training majors.
Dr. Zenobia Lojewska
Mathematics, Physics, Computer Science Department
Springfield College
Magnes (talk): Research has shown that formal and deductive logic cannot be taught. In other words semantic knowledge is useless without the procedural knowledge. Traditional instructions can be vastly enhanced by giving students the opportunity to learn about their cognition: metacognition. Examples include wrappers of various types and more traditional contemplative techniques.
Jenny Magnes, Ph.D.
Assistant Professor of Physics
Vassar College
http://pages.vassar.edu/vaol/
(845)437-7081
Box 200
124 Raymond Ave
Poughkeepsie, NY 12604
Myers (talk):
Eric Myers
<[email protected]>
845-257-3742
Lecturer
Department of Physics and Astronomy State University of New York at New Paltz
Shober (workshop): Come join us for a brief introduction to modeling physics instruction, recognized by US DOE as an Exemplary and Promising Science Program since 2001. True to the name we will model the process of using the tools of science to develop some foundational physics ideas with a simple low-tech hands-on lab activity that ties together physics concepts through multiple representations. Participants are encouraged to bring their own laptop, iPad, etc with graphing software in order to analyze the lab activities and to link to electronic resources. We will also build a Rex Rice-designed apparatus that yields an acceleration gradual enough to be tracked by hand.
Cost: $10 to participate and take home one apparatus; $30 to take home a class set of eight apparatus.
Zawicki (talk): The aggregate responses of students to the June 2013 NYS Regents exam will be presented and discussed. Exam items will be related to state standards in New England, New Jersey and New York. Implications for instruction and the impending adoption of the Next Generation Science Standards, as well as reading in the content areas will be discussed.
Joe Zawicki
SUNY Buffalo State College
Tim Johnson, Erie 1 BOCES, WNYRIC
Scales (talk):
Austine Scales
Department of Physics and Nuclear Engineering
US Military Academy at West Point
[email protected]