Project Empower: Collaborative Curriculum Design Tailored for Student Success and Inclusive Culture in Algebra-Based Physics

该项目旨在通过改进物理教育课程为国家利益服务。基于代数的物理学每年教授给成千上万的美国学生，其中许多人是非物理专业的学生，他们可能对物理学感到担忧，可能不知道物理知识如何与他们未来的职业生涯相关。该项目涉及招募基于代数的物理课程的本科生，以帮助确定他们的职业需求，探索他们与物理相关的兴趣，并将他们的需求与物理概念的实用性相结合，以设计一个文化上合适的和以学生为中心的课程。该项目旨在为基于代数的物理学生提供一个有意义地参与物理学习的机会，让他们在课程中发出声音，并让他们在自己的职业兴趣和物理概念之间建立联系。该项目应产生基于代数的物理课程的课程材料，其他教师将能够通过参与沉浸式研讨会来适应。希望改进的基于代数的物理课程将支持准备更充分的STEM专业人员，他们可以在自己选择的职业中更有效地利用他们的物理知识。在文化相关教学法框架要素的指导下，该项目计划为基于代数的物理学入门课程设计、调整和试点建模教学课程材料。本计画为期三年，主要探讨以下问题：（1）学生选修代数物理课程的动机与期望为何？2)以学生为中心的课程活动如何影响学生对物理的期望值、物理认同和归属感？3)对于实施这门课程的教师来说，他们如何看待文化反应教学法和以学生为中心的活动可以应用在他们自己的课程背景中？将推动课程设计和调整的数据将集中在以代数为基础的物理学的本科生的经验，他们将被招募成为课程改革的参与研究者和共同设计者。沉浸式的夏季研讨会将提供给有兴趣采用新课程的其他机构的教师。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。该项目还得到了NSF IUSE：HSI项目的支持，该项目的目标是提高本科STEM教育的质量，并提高攻读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 curricula in physics education. Algebra-based physics is taught to thousands of U.S. students every year, many of whom are non-physics majors who may be apprehensive of physics and may not know how physics knowledge may be relevant for their future careers. This project involves recruiting undergraduate students in algebra-based physics courses to help identify their career needs, exploring their interests related to physics, and aligning their needs with the utility of physics concepts to design a culturally appropriate and student-centered curriculum. This project intends to provide algebra-based physics students with an opportunity to meaningfully engage in their physics learning by giving them a voice in the curriculum and allowing them to build connections between their own career interests and physics concepts. The project should yield curricular materials for algebra-based physics courses that other instructors will be able to adapt through their participation in immersive workshops. It is hoped that improved algebra-based physics curricula will support better-prepared STEM professionals who can more effectively use their physics knowledge in their chosen careers. Guided by elements of a framework for culturally relevant pedagogy, the project plans to design, adapt, and pilot Modeling Instruction curriculum materials for introductory algebra-based physics courses. The three-year project design will address the following research questions: 1) What are the motivations and expectations of students enrolled in the algebra-based physics course? 2) How does culturally responsive and student-centered curricular activities impact students’ expectancy values, physics identities and sense of belonging in physics? 3) For instructors implementing this curriculum, how do they perceive that culturally responsive pedagogy and student-centered activities can be applied within their own course contexts? The data that will drive the design and adaptation of the curriculum will center the experiences of undergraduates enrolled in algebra-based physics, who will be recruited to be participant researchers and co-designers of curricular reforms. Immersive summer workshops will be offered for faculty from other institutions who are interested in adopting the new curriculum. 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 IUSE: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’s 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.