A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment.

A primary goal of science and engineering (S&E) education is to produce good problem solvers, but how to best teach and measure the quality of problem solving remains unclear. The process is complex, multifaceted, and not fully characterized. Here, we present a detailed characterization of the S&E problem-solving process as a set of specific interlinked decisions. This framework of decisions is empirically grounded and describes the entire process. To develop this, we interviewed 52 successful scientists and engineers ("experts") spanning different disciplines, including biology and medicine. They described how they solved a typical but important problem in their work, and we analyzed the interviews in terms of decisions made. Surprisingly, we found that across all experts and fields, the solution process was framed around making a set of just 29 specific decisions. We also found that the process of making those discipline-general decisions (selecting between alternative actions) relied heavily on domain-specific predictive models that embodied the relevant disciplinary knowledge. This set of decisions provides a guide for the detailed measurement and teaching of S&E problem solving. This decision framework also provides a more specific, complete, and empirically based description of the "practices" of science.

Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics.

Providing less prepared students with supplemental instruction (SI) in introductory STEM courses has long been used as a model in math, chemistry, and biology education to improve student performance, but this model has received little attention in physics education research. We analyzed the course performance of students enrolled in SI courses for introductory mechanics and electricity and magnetism (E&M) at Stanford University compared with those not enrolled in the SI courses over a two-year period. We calculated the benefit of the SI course using multiple linear regression to control for students' level of high school physics and math preparation. We found that the SI course had a significant positive effect on student performance in E&M, but that an SI course with a nearly identical format had no effect on student performance in mechanics. We explored several different potential explanations for why this might be the case and were unable to find any that could explain this difference. This suggests that there are complexities in the design of SI courses that are not fully understood or captured by existing theories as to how they work.

Teaching critical thinking.

The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and although it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics laboratory course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. The students in the experimental condition were also four times more likely to identify and explain a limitation of a physical model using their data. Students in the experimental condition also showed much more sophisticated reasoning about their data. These differences between the groups were seen to persist into a subsequent course taken the following year.

The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices.

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change.

Formation of bright matter-wave solitons during the collapse of attractive Bose-Einstein condensates.

We observe bright matter-wave solitons form during the collapse of (85)Rb condensates in a three-dimensional (3D) magnetic trap. The collapse is induced by using a Feshbach resonance to suddenly switch the atomic interactions from repulsive to attractive. Remnant condensates containing several times the critical number of atoms for the onset of instability are observed to survive the collapse. Under these conditions a highly robust configuration of 3D solitons forms such that each soliton satisfies the condition for stability and neighboring solitons exhibit repulsive interactions.

Bose-Einstein condensation in a dilute gas: the first 70 years and some recent experiments (Nobel Lecture).

Bose-Einstein condensates of dilute gases offer a rich field to study fundamental quantum-mechanical processes, manipulation of the speed at which light propogates, observation of atomic pair-formation and superfluidity, or even simulating white dwarf stars. Still more radical applications are on the horizon. However, their initial creation was a masterpiece of experimental physics. After an initial process of laser cooling (which itself won its developers the 1997 Nobel Prize), atoms in a magnetic-optical trap must be safely transferred into a purely magnetic trap, where the condensation process begins at 170 nK and 20 nK a pure condensate of 2000 atoms could be created. More astonishingly, Wieman and Cornell showed these low temperatures could be achieved in "bench scale" equipment rather than the massive pieces normally demanded by cryoscience. For their 1995 discovery of this new state of matter, they were awarded the 2001 Nobel Prize in Physics.

Atom-molecule coherence in a Bose-Einstein condensate.

Recent advances in the precise control of ultracold atomic systems have led to the realisation of Bose Einstein condensates (BECs) and degenerate Fermi gases. An important challenge is to extend this level of control to more complicated molecular systems. One route for producing ultracold molecules is to form them from the atoms in a BEC. For example, a two-photon stimulated Raman transition in a (87)Rb BEC has been used to produce (87)Rb(2) molecules in a single rotational-vibrational state, and ultracold molecules have also been formed through photoassociation of a sodium BEC. Although the coherence properties of such systems have not hitherto been probed, the prospect of creating a superposition of atomic and molecular condensates has initiated much theoretical work. Here we make use of a time-varying magnetic field near a Feshbach resonance to produce coherent coupling between atoms and molecules in a (85)Rb BEC. A mixture of atomic and molecular states is created and probed by sudden changes in the magnetic field, which lead to oscillations in the number of atoms that remain in the condensate. The oscillation frequency, measured over a large range of magnetic fields, is in excellent agreement with the theoretical molecular binding energy, indicating that we have created a quantum superposition of atoms and diatomic molecules two chemically different species.