ABSTRACT

This project aims to serve the national interest by studying how undergraduate student participation in informal physics outreach programs for K-12 students affects their success as physics majors. Significant research efforts have focused on improving retention in STEM in formal educational settings, such as the classroom or laboratory, while the impact of student participation in informal physics outreach programs remains unclear. Prior work suggests that improving students' sense of belonging, defined by the feeling of being valued and accepted as a legitimate member of their chosen scientific discipline can reduce attrition rates and increase resilience, particularly among students from underrepresented populations. Participating in outreach experiences may develop skills and abilities beyond the focus of formal education, including communication, teamwork, and creativity. The American Physical Society and American Association of Physics Teachers have identified these skills as a high priority for physics programs to prepare students for 21st century careers. Thsi project intends to conduct a national survey of undergraduate physics majors to assess student engagement in informal physics programs and to study how the engagement is related to student success factors. The analysis of survey results should inform a set of best-practice recommendations for physics departments for improving outreach programs and transforming culture to help students succeed.

This project plans to study the impact of informal, co-curricular physics outreach programs, which are often designed and facilitated by undergraduate students, on students? physics identity, retention and persistence, sense of belonging, and the development of 21st century career skills. Data will be collected via a survey instrument distributed to physics programs at US colleges and universities. This project intends to create and validate a new survey instrument with closed and open-ended questions to probe students? perceived value of the outreach experience and its impact on measures of confidence, sense of community, ability to work in teams, competence in communicating science, perceptions of ability to develop creative solutions to problems and perceived impact of experiential and collaborative learning on physics knowledge. The survey will be given to undergraduate students across the US through the existing network of active Society of Physics Students chapters, creating a large dataset that allows for an objective examination of how outreach programs support undergraduate student populations, including those traditionally underrepresented in STEM. Analysis of the survey responses will explore the relationship of outreach activities to physics identity including internal and external recognition as a member of the physics community, interest and motivation in physics, beliefs related to performance and competency within physics, confidence and physics self-efficacy, and desire to persist in the field, as well as acquisition and development of career skills important to 21st century careers. 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.

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