Catalyst Project: Culturally Responsive and Backward-Design-based Bimodal Units and Assessments as Learning Tools in College Physics

催化剂项目为历史上的黑人学院和大学（HBCU）提供支持，致力于建立教师的研究能力，以加强科学，技术，工程和数学（STEM）本科教育和研究。预计该奖项将进一步提高教师的研究能力，改善研究和教学机构，并参与本科生的研究经验。塔斯基吉大学寻求开发基于反向设计的双峰可教单元，允许在线和面对面教学模式之间的无缝切换，在选定的本科物理课程中实施，以帮助实现公平并促进学生的学习成果，无论性别，种族和经济背景如何。（1）如何构建可教单元和材料，以便在面对面和在线教学之间实现无缝切换，并在文化上进行调整，以a）减少对科学和技术科目的误解，以及B）提高学生在历史上黑人机构攻读物理和其他科学专业的动机？(2)具有多样性成分的文化定制的双峰可教单元是否增强了a）学生连接概念的能力，B）解决科学问题的信心，以及c）教师对科学教学方法的适应？该项目将分两个阶段在三个不同的物理讲座及其相应的实验室中实施。在第一阶段，可教学单元将在混合设置中实施。在第二阶段，各种评估将被用作学习工具。植根于科学教学原则的可教单元将为教师和学生提供有关学习，设计活动和评估的反馈，以帮助不同的学生创建和实现代表科学本质的学习目标。教学材料和活动，包括来自代表性不足的社区和熟悉的例子的字符，预计将激励学生追求物理和其他基础科学专业。本研究的评估和调查数据将有助于更深入地了解在不同学生中最大限度地保留知识的交付和评估类型。该项目将创造意识，并促进教师之间的自我检查，关于需要包括文化相关的和多样化的教学材料在课程内容创作过程中，为学生的成功。这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的影响审查标准的支持。

Catalyst Projects provide support for Historically Black Colleges and Universities (HBCU) to work towards establishing research capacity of faculty to strengthen science, technology, engineering and mathematics (STEM) undergraduate education and research. It is expected that the award will further the faculty member's research capability, improve research and teaching at the institution, and involve undergraduate students in research experiences. Tuskegee University seeks to develop bimodal teachable units based on backward design that will allow seamless switching between online and in-person teaching modes, to be implemented in selected undergraduate physics courses to help achieve equity and promote student learning outcomes regardless of gender, race, and economic background.The research will be driven by two overarching questions: (1) How can teachable units and materials be structured for a seamless switch between in-person and online instruction and culturally tailored to a) reduce misconceptions in science and technology subjects, and b) improve student motivation to pursue Physics and other science majors at Historically Black Institutions? (2) Do culturally tailored bimodal teachable units with diversity components enhance a) students’ ability to connect concepts, b) confidence in tackling science problems, and c) the faculty’s adaptation of scientific teaching methodologies? The project will be implemented in three different physics lectures and their corresponding laboratories in two phases. In phase I, teachable units will be implemented in a hybrid setup. During phase II, diverse assessments will be used as a learning tool. The teachable units rooted in scientific teaching principles will provide feedback to instructors and students about learning, design activities, and assessments to help diverse students create and achieve learning goals representing the nature of science. The instructional materials and activities, including characters from underrepresented communities and familiar examples, are expected to motivate the students to pursue physics and other fundamental science majors. The assessment and survey data from this research will contribute to a deeper understanding of the delivery and assessment types that maximize knowledge retention among diverse students. The project will create awareness and foster self-examination among instructors regarding the need to include culturally relevant and diverse instructional materials during course content creation for student success.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.