Strengthening Physics Achievement via Research and Collaboration (SPARC)

该项目旨在通过提高大学生在入门物理学方面的成功来服务于国家利益。普通物理I（PHY 210）是一门以微积分为基础的入门物理课程，是霍洛维茨社区学院所有STEM专业的“门户”课程。该课程为多样化的学生群体提供服务，其中许多人是第一代大学生，并且来自STEM历史上代表性不足的群体。在这个项目中，研究人员将通过实施一种名为“做物理”（DP）的策略来重新设计这门课程，该策略强调解决问题，科学推理和协作。该课程的新方法将整合基于探究的科学，协作和基于游戏的学习，基于课程的本科研究经验（CURES），并指导学生追求独立的研究机会。其目的是提高课程的留存率和通过率，从而增加追求、坚持并完成STEM学位的学生的数量和多样性。在许多学院和大学，物理学入门课程是追求STEM专业的学生所必需的，有时也会构成障碍。因此，在该项目中进行试点的新课程有可能成为全国范围内提高入门物理学的典范。该项目的总体目标是提高学生在基于微积分的普通物理课程中的成绩，从而为学生后续的科学和工程课程以及STEM职业做好准备。项目团队将开发“做物理”教学方法，在普通物理I课程中实施，通过CURE让学生接触真实的研究，为学生申请并成功获得密集的夏季研究经验（如NSF本科生研究经验[REU]机会）做好准备，并通过严格的评估来衡量新方法的影响。学生的预期成果包括更高的完成率和通过率;提高STEM的持久性，STEM毕业和STEM职业发展;增强信心，自我效能感，归属感，STEM身份和协作技能。项目评估将采用混合方法，考察该计划对学生学业成绩的影响，相对于发展目标的进展，保留（在机构内和STEM学科内），以及相对于非参与者同行的毕业后成果。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过学生的学习轨道，该计划支持创建，探索和实施有前途的做法和工具。该项目也得到了NSF HSI计划的支持，该计划的目标是提高本科STEM教育的质量，提高攻读STEM副学士或学士学位学生的录取率、保留率和毕业率。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by improving college students' success in introductory physics. General Physics I (PHY 210), a calculus-based introductory physics course, is a "gateway" course for all STEM majors at Hostos Community College. The course serves a diverse population of students, many of whom are first-generation college students and are from groups historically underrepresented in STEM. In this project, the investigators will redesign this course by implementing a strategy called "Doing Physics" (DP), which emphasizes problem-solving, scientific reasoning, and collaboration. The new approach to the course will integrate inquiry-based science, collaborative and game-based learning, course-based undergraduate research experiences (CUREs), and mentoring students to pursue independent research opportunities. The aim is to increase the retention rate and pass rate in the course, and thereby to increase the number and diversity of students who pursue, persist in, and complete degrees in STEM. At many colleges and universities, an introductory physics course is required for, and sometimes poses a barrier for, students pursuing STEM majors. Therefore, the new curriculum that will be pilot-tested in this project has the potential to become a model for improving introductory physics nationwide.The overarching goal of this project is to improve student outcomes in a calculus-based general physics course, and thus better prepare the students for subsequent science and engineering courses and for careers in STEM. The project team will develop the "Doing Physics" pedagogical approach, implement it in the General Physics I course, expose students to authentic research through CUREs, prepare students to apply for and succeed in intensive summer research experiences (such as NSF Research Experiences for Undergraduates [REU] opportunities), and measure the impact of the new approach through rigorous evaluation. Expected outcomes for the students include higher completion and pass rates in the course; increased persistence in STEM, graduation in STEM, and progression to STEM careers; and enhanced confidence, self-efficacy, sense of belonging, identity in STEM, and collaborative skills. The project evaluation will use a mixed-methods approach, looking at the program's impact on students' academic performance, progress relative to developmental objectives, retention (within the institution and within STEM disciplines), and post-graduation outcomes relative to non-participant peers. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This project is also supported by the NSF HSI Program, which has the goals of enhancing the quality of undergraduate STEM education and increasing the recruitment, retention, and graduation rates of students pursuing associate or baccalaureate degrees in STEM.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.