Math/Physics Learning Community

I was presented the opportunity to co-teach in the mathematics and physics learning community (LC). I thought this would be a great way to collaborate with the physics department. This turned out to be one of the most rewarding teaching experiences I have had in my career as an educator. The course required coordination and collaboration between me and the physics department. This experience allowed me to grow professionally as an instructor, because I had to remind myself of quite a few physics concepts and theories and how they connected with mathematics. The goal of this learning community is to provide students with a learning environment where they are continuously challenged and asked to apply the concepts and theories that they are learning in class to real-world scenarios. Students in this course are learning calculus and physics side by side, so it allows the instructors to constantly relate the two subjects and discuss more complex problems that are harder to contextualize in a standalone calculus or physics course. The LC has the additional benefit of fast-tracking students who are pursuing STEM careers. Typically, students have to take Calculus I (MATH& 151) before taking Physics I (PHYS& 221). However, enrolling in the LC allows them to take both courses simultaneously, so they do not have to wait to take the physics sequence after they have begun calculus.  

The LC meets everyday for 110 minutes. This modality was chosen to ensure that students have time to assimilate the concepts, and the frequent meetings give ample time for students to form connections with their peers to create internal support networks.  Every class meeting starts with a question-and-answer session, which addresses homework problems, followed by a short lecture. Students are then given a set of problems that they work on in small, randomized groups. This allows them to instantly put the concepts they just learned into application. It further allows me to walk around and address individual problems that groups may be experiencing. If a challenge seems to be prevalent among multiple groups, I take some time to go over it with everyone in class via a small presentation. This ensures that students are on track and are moving through the problems smoothly. 

Fridays are designated for doing activities that integrate calculus and physics. This is an active-learning day reserved for students to work in groups on a hands-on activity, experiment or set of applied problems that brings all of the concepts that were covered that week together. This provides a good opportunity for students to "put it all together" and apply the knowledge they have accumulated throughout the week toward real-world situations. 

Below you will find a sample integration activity, one of many in which students are asked to utilize their mathematics and physics skills simultaneously. This is what makes this course exciting. Students are challenged to use their compiled knowledge to solve problems. I believe this enhances their real-world problem solving skills.

The most engaging and rewarding part of this learning community is witnessing the final projects that students present at the end of the quarter. This is another situation where students are asked to put their combined know-how to use. The projects they develop involve elements of physics and mathematics. They feel comfortable diving into more complex projects knowing that they are supported by me and my co-instructor whenever they run into a problem. The videos below illustrate student presenters explaining their theories and ideas to their peers.

Below are group pictures of the student teams that presented this day. It is a great opportunity for students to share their passion and findings with the rest of the class. 

This learning community had been taught in the past, however the course shells were in need of a facelift. So, during the summer of 2023, I was given some reassigned time to accomplish this task. My colleague, Chuck Mueller, and I went through a checklist of things that we wanted to change and improve in the course, so that the two classes would be more coordinated and the learning experience for the students would be as seamless as possible. I hope to continue iterating on this course and ensure that students have a great experience being part of this class.