Moving beyond the classroom: Socio-cultural motivation for expanding the unit of analysis Eric a Brewe , Laird Kramer, Vashti Sawtelle, Idaykis Rodriguez, George O’Brien; Florida International University; Miami, FL Educational Ecosystem Model for Sustainable Reform CHEPREO Mission Context Recruitment Utilize High Energy Physics and Education Outreach to increase participation in physics by all students in the context of a Hispanic Serving Institution. Faculty, Staff, Administrative Advocates are the glue that hold the learning community together. Should not be omitted from the analysis of participation. Support Educational Reform • Education Reform Role of Advocacy Community • Community Building • Create Avenues for and Facilitate Student Participation •Student Involvement in Physics Through Research, Teaching, Fellowships Education Reform through Modeling Instruction Organization1 Community Building In Physics Learning Center Use Social Network Analysis to Study Patterns of Interaction Among Students2 Who has access to participate in the Learning Community? Blue Tie = In Red Tie = In/Out Central Actors Weakly connected What are the characteristics of the community that can be supported through administrative decisions? • Engage with Students, Advocacy • Facilitate Student-Student Engagement • Research Evolution of Research Framework Classroom Focused (Cognitive) Ecosystem3 Learning Advocacy, Community, Classroom Sustainability Context Formal-Informal Learning Environment Interaction – Community & Classroom Social Network Analysis of Student Interactions Transfer Formal Learning Environment Classroom Student Understanding Student Attitudes Retention/Persistence Curriculum/Pedagogy (Poster Last Night) Time Model Centered Curriculum Strong Focus on Tools of Discipline Motion Maps, Kinematic Graphs, Force Diagrams, Energy Pie/Bar Charts… Modeling As Practice of Physics Collaborative Inquiry through “Whiteboarding” or Board Meetings Students Establish Standards for Use and Interpretation of Tools Instructor Ensures Communication of Norms of Discipline Students Negotiate Meaning/Use/Mediation • Established Reform, Sustain Reform through Effort beyond Monetary Reward ClassroomCommunity Interaction Focused (Vygotskian) ClassroomCommunityAdvocacy Focused (Ecosystem) FCI Gains Positive CLASS Shifts Retention (DFW Rates) Persistence Sustainability Replicability References a. [email protected] 1. Brewe, E., (2008). “Modeling theory applied: Modeling Instruction in the university physics classroom.” American Journal of Physics, 76, 1155-1160. 2. Brewe, E., Kramer, L., O’Brien, G., (2009). “Using Social Network Analysis to investigate student interactions in a Physics Learning Center” Contributed poster at Physics Education Research Conference, Ann Arbor, MI; July 29, 2009. 3. Aubusson, P., (2002). “An ecology of science education.” International Journal of Science Education 24(1), 27-46. Physics Education Research Conference Ann Arbor, MI; July 30, 2009 Acknowledgements This work was supported by NSF Award #0312038, and by PhysTEC, an AIP/APS/AAPT Award.