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This study uses social network analysis and the Classroom ObservationProtocol for Undergraduate STEM (COPUS) to characterize six research-basedintroductory physics curricula. Peer Instruction, Modeling Instruction, ISLE,SCALE-UP, Context-Rich Problems, and Tutorials in Introductory Physics wereinvestigated. Students in each curriculum were given a survey at the beginningand end of term, asking them to self-identify peers with whom they hadmeaningful interactions in class. Every curriculum showed an increase in theaverage number of student connections from the beginning of term to the end ofterm, with the largest increase occurring in Modeling Instruction, SCALE-UP,and Context-Rich Problems. Modeling Instruction was the only curriculum with adrastic change in how tightly connected the student network was. Transitivityincreased for all curricula except Peer Instruction. We also spent one week perresearch site in the middle of the term observing courses using COPUS. Fromthese observations, the student COPUS profiles look nearly the same forTutorials, ISLE recitations, and Context-Rich Problems discussion sections.This is likely due to the large resolution of activities that can be coded as"other group activity", suggesting the need for a more detailed observationinstrument.

Characterizing active learning environments in physics using network analysis and COPUS observations