Award Abstract # 1504786
Collaborative Research: Fostering integration of computational practices into physics courses - A local communities approach

NSF Org: DUE
Division Of Undergraduate Education
Recipient: MICHIGAN STATE UNIVERSITY
Initial Amendment Date: September 11, 2015
Latest Amendment Date: September 11, 2015
Award Number: 1504786
Award Instrument: Standard Grant
Program Manager: R. Corby Hovis
chovis@nsf.gov
 (703)292-4625
DUE
 Division Of Undergraduate Education
EDU
 Directorate for STEM Education
Start Date: September 15, 2015
End Date: August 31, 2018 (Estimated)
Total Intended Award Amount: $40,526.00
Total Awarded Amount to Date: $40,526.00
Funds Obligated to Date: FY 2015 = $40,526.00
History of Investigator:
  • Marcos Caballero (Principal Investigator)
    caballero@pa.msu.edu
Recipient Sponsored Research Office: Michigan State University
426 AUDITORIUM RD RM 2
EAST LANSING
MI  US  48824-2600
(517)355-5040
Sponsor Congressional District: 07
Primary Place of Performance: Michigan State University
East Lansing
MI  US  48824-1000
Primary Place of Performance
Congressional District:
07
Unique Entity Identifier (UEI): R28EKN92ZTZ9
Parent UEI: VJKZC4D1JN36
NSF Program(s): S-STEM-Schlr Sci Tech Eng&Math,
IUSE
Primary Program Source: 04001516DB NSF Education & Human Resource
1300XXXXDB H-1B FUND, EDU, NSF
Program Reference Code(s): 8209, 9178
Program Element Code(s): 153600, 199800
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

Studies have for a long time documented the need to introduce computational physics into the undergraduate curriculum. The future workforce needs to be computationally competent-in thinking as well as in skills and practice. This project is a response to the need and proposes exploration into a new change model using a research-based Framework. The Framework - a structure and a research strategy for introducing computation into undergraduate physics was born in 2006 and developed by the Partnership for Integration of Computation into Undergraduate Physics (PICUP).
The purpose of this collaborative research exploration is to design and test an adaptation of the Framework that is effective and sustainable and that can be scaled up by replication. It is a proof of concept study centered on this project's attempt at significant curricular reform through faculty development starting at the grass roots. The research-based PICUP Framework is used in a local approach at a sectional meeting of the American Association of Physics Teachers (AAPT) followed by extensive collaborative development work among participating faculty. Research-based faculty development is implemented at regional sites and is scaled up by replication in any of the 47 AAPT sections. Central to the evaluation plan is assessing how this novel approach helps a computational community to develop. An experienced evaluator is developing metrics to measure progress.

PROJECT OUTCOMES REPORT

Disclaimer

This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.

Jobs and graduate education in STEM fields require undergraduates to be capable of using computation as a tool to solve scientific and technical problems. Computation is used widely  to conduct analyses on rich and complex data, to develop models of a variety of physical and biological systems, and to manage data across nearly every service industry. It is used to perform numerical calculations both to design physical experiments and in situations where such experimentation is impractical or impossible. Integrating computation into undergraduate physics courses is advantageous because it is fundamental to the education of all STEM students, yet it is a challenge in physics where the curriculum is well established. Finding opportunities to include computation in undergraduate physics courses, developing instructional resources for teaching students to use computation in physics, and developing the ability of faculty to do so effectively are well-documented issues in this endeavor. This project sought to (1) promote the integration of computation into undergraduate physics courses, (2) give faculty access to instructional resources and guidance for them to successfully integrate computation into their courses, and (3) explore scalable, affordable, and adaptable ways to do this. In order to achieve these goals, we conducted 8 faculty development workshops and follow-up programs for a wide variety of faculty in different types of locales around the country. We engaged faculty experienced with computational physics instruction in each locale to both inspire and coordinate participants' subsequent work. In these communities, faculty could offer each other guidance and support. This project impacted approximately 120 faculty members at over 60 colleges and universities. As a result of the project, we have designed a workshop in several formats that can be used for continuing faculty development to enhance the integration of computational work in undergraduate physics courses.


Last Modified: 10/24/2018
Modified by: Marcos Daniel Caballero

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