BMACC: Blended, Multimodal Access to Computational Physics Curricula

计算科学与工程（CSE）是技术，工具和知识的多学科组合，通过计算机模拟来解决科学和工程问题。计算物理学是计算物理学的一个分支学科。 现代物理学也需要理解计算。CP课程是物理学，计算机科学（CS）和应用数学的结合，提供了比物理学更广泛的观点，但通过包含其他计算科学共同的工具集，它开辟了多种智力路径。该项目通过提供基于问题解决范式的CP课程材料，打开了计算黑匣子。这些材料支持平衡，有效和高效的本科教育方法，为学生的职业生涯做好准备。在过去的十年中，NSF的支持已经导致了五门课程，四本教科书的发展，并在俄勒冈州州立大学的CP一个新的学位课程。该项目正在通过视频讨论来补充这些材料，将所有材料转换和联合收割机合并成电子形式，以便能够以多种方式和多层次地获取这些材料，并开展推广活动，鼓励和教育教职员工使用这些材料。新形式的课程材料可以融入课程，有不同程度的面对面和面对面的计算机元素。改变混合以适应当地教育环境的能力是提高课程有效性的一种有据可查的途径。正在创建的CP材料的完整数字包是下一代教科书的模型，它承诺更容易获得，以改善学习，成本更低，但仍然是商业上可行的，并推进国家科学数字图书馆/comPADRE的CP收藏。 更广泛的影响：其目标是刺激本科教育的系统性变革，反映计算已成为所有科学的基本要素。虽然所需的系统性变化已经开始缓慢与少数早期采用者，该项目正在支持和加速这一进程，提供灵活和完整的教育材料，可用于各种计算科学类，并通过继续在物理，教育和计算社区的推广活动。尽管学生在计算科学课程中可能会上较少的科学课，但当他们放在上下文中时，他们往往会更好地学习科学，CS和数学，从而从课堂中获得更多。因此，科学课程数量的减少通过提高方法的效率得到补偿。此外，为了解决对社会重要的问题，在上下文中学习各种科目，对于比目前在CS或物理中更加多样化的学生来说更有效，更有吸引力。

Physics (13) Intellectual Merit: Computational science and engineering (CSE) is a multidisciplinary combination of techniques, tools and knowledge to solve scientific and engineering problems through computer simulations. Computational physics (CP) is a subdiscipline of CSE. Modern physics also requires the understanding of computation. A CP curriculum, being a combination of physics, computer science (CS), and applied math, provides a broader viewpoint than normally found in physics, yet by containing a toolset common to other computational sciences, it opens up multiple intellectual paths. This project opens up the computational black box by providing CP curricula materials based on a problem-solving paradigm. These materials support a balanced, effective, and efficient approach to undergraduate education that prepares students better for their careers. Over the last decade, NSF support has led to the development of five courses, four textbooks, and a new degree program in CP at Oregon State University. This project is augmenting these materials with video-based discussions, to convert and combine all materials into electronic forms that permit multi-modal and multilayered access to them, and to conduct outreach activities to encourage and educate faculty in their use. The new forms for the curricular materials can be blended into courses that have variable degrees of face-to-face and face-to-computer elements. The ability to vary the blend to fit the local educational environment is a documented avenue for improving the effectiveness of a course. The complete digital package of CP materials being created is a model for a future generation textbook that promises to be more accessible, to improve learning, be less costly-yet still be commercially viable, and that advances the CP collection of the National Science Digital Library/comPADRE. Broader Impact: The goal is to stimulate a systemic change in undergraduate education that reflects computation having become an essential element in all the sciences. Although the desired systemic change has begun slowly with a small number of early adopters, the project is supporting and accelerating the process by providing flexible and complete educational materials that can be used in various computational science classes, and by continuing outreach activities in the physics, education, and computational communities. Even though students may take fewer science classes in a computational science curriculum, they tend to learn the science, CS, and math better when placed in context, and thus get more out of the classes. The reduction in the number of science classes is thereby compensated for by the increased efficiency of the approach. Furthermore, learning various subjects in context, for the purpose of solving problems important to society, is more effective for and appealing to students who are more diverse than those presently in CS or physics.