Characterizing Active Learning Environments in Physics: Preliminary Results

There is broad evidence that active learning leads to improved student outcomes as compared with traditional lecture. Relatively little work has been done to distinguish outcomes from different types of active learning. We have looked at six different active learning curricula in physics, using the Classroom Observation Protocol for Undergraduate STEM (COPUS), as well as self-reported student social network data. Together, these data will show how classroom activities drive student social network development for each curriculum. In this talk, we will discuss preliminary findings.