American Association Of Physics Teachers Inc

ADVANCING PHYSICS EDUCATION WHERE DIVERSITY RESIDES THROUGH PROFESSIONAL DEVELOPMENT: CREATING THE ORGANIZATION FOR PHYSICS AT TWO-YEAR COLLEGES (OPTYCS) -THIS AWARD IS FUNDED IN WHOLE OR IN PART UNDER THE AMERICAN RESCUE PLAN ACT OF 2021 (PUBLIC LAW 117-2). THIS PROJECT WILL SERVE THE NATIONAL INTEREST BY CREATING A PROFESSIONAL ORGANIZATION FOR PHYSICS EDUCATORS AT TWO-YEAR COLLEGES. THERE ARE OVER 1,000 TWO-YEAR COLLEGES IN THE COUNTRY THAT OFFER PHYSICS COURSES TO MORE THAN 215,000 STUDENTS PER YEAR, YET THERE IS A SCARCITY OF PROGRAMS DEDICATED TO DISCIPLINE-SPECIFIC PROFESSIONAL DEVELOPMENT FOR PHYSICS EDUCATORS IN A TWO-YEAR COLLEGE SETTING. THIS PROJECT WILL FILL THIS CRITICAL GAP BY PROVIDING SUSTAINED SUPPORT TO PHYSICS FACULTY THROUGH PROFESSIONAL DEVELOPMENT ACTIVITIES AIMED AT MULTIPLE CAREER LEVELS; LEADERSHIP DEVELOPMENT; DIVERSITY,EQUITY, AND INCLUSION (DEI) TRAINING; AND CREATING A CULTURE OF PHYSICS EDUCATION RESEARCH THAT INCLUDES TWO-YEAR COLLEGE FACULTY AND STUDENTS. THE PROJECT PUTS FORTH A SUITE OF INDIVIDUALS, PARTNERS AND ADVISORS THAT BRING SIGNIFICANT EXPERTISE TO THE DEVELOPMENT OF A NATIONAL COMMUNITY OF PRACTICE DESIGNED SPECIFICALLY FOR TWO-YEAR COLLEGE FACULTY. THIS PROJECT ULTIMATELY SEEKS TO TRANSFORM THE TWO-YEAR COLLEGE PHYSICS TEACHING COMMUNITY BY CREATING A COHESIVE, INCLUSIVE, DIVERSE AND FUTURE-FOCUSED ORGANIZATION THAT IS RESPONSIVE TO THE EVOLVING GOALS OF PHYSICS EDUCATORS ON A NATIONAL SCALE. THE OVERALL GOAL OF THIS PROJECT IS TO FILL A VOID IN THE PHYSICS TWO-YEAR COLLEGE COMMUNITY BY ESTABLISHING A COLLABORATIVE ORGANIZATION THAT AIMS TO PROVIDE PROFESSIONAL DEVELOPMENT OPPORTUNITIES ACROSS THE COUNTRY. THE PROJECT HAS SEVEN OBJECTIVES: 1) INSTITUTIONALIZE A SUSTAINABLE COMMUNITY OF PRACTICE; 2) PROVIDE TRANSFORMATIVE PROFESSIONAL DEVELOPMENT AIMED AT FACULTY AT ALL CAREER LEVELS; 3) CREATE MENTORING GROUPS FOR NEW PHYSICS FACULTY; 4) EMPOWER THE PHYSICS COMMUNITY WITH NEW AND UPDATED DATA; 5) INSTILL A CULTURE OF PHYSICS EDUCATION RESEARCH AMONG FACULTY; 6) DEFINE AND DISSEMINATE BEST PRACTICES IN RESEARCH-BASED TEACHING AND LEARNING METHODS; AND 7) BECOME A MODEL FOR OTHER STEM DISCIPLINES TO CREATE NATIONAL COMMUNITIES OF PRACTICE. THE PROJECT INTENDS TO MEASURE EFFICACY OF THE INTERVENTIONS USING A COMBINATION OF OBSERVATIONS, SURVEYS, INTERVIEWS, AND FOCUS GROUPS TO DRAW CONCLUSIONS ABOUT COMMUNITY BUILDING, FACULTY PARTICIPATION AND INSTITUTIONAL CHANGE. THE PROJECT PLANS TO ASSESS OVERALL SUSTAINABILITY USING THE PROGRAM SUSTAINABILITY ASSESSMENT TOOL. WITH AN ESTIMATED 50 STUDENTS PER YEAR PER INSTRUCTOR, OVER THE COURSE OF THE FIVE-YEAR GRANT PERIOD THE PROJECT SEEKS TO POSITIVELY IMPACT 110,000 STUDENTS TAKING PHYSICS CLASSES AT TWO-YEAR COLLEGES. ULTIMATELY, THE PROJECT HAS THE POTENTIAL TO TRANSFORM THE TWO-YEAR COLLEGE PHYSICS-TEACHING COMMUNITY THROUGH THE CREATION OF AN INTEGRATED COMMUNITY OF PRACTICE, PROVIDING BENCHMARKS FOR FACULTY GROWTH, AND BY INCREASING STUDENT DIVERSITY AND PARTICIPATION IN THE STEM WORKFORCE. THE NSF PROGRAM DESCRIPTION ON ADVANCING INNOVATION AND IMPACT IN UNDERGRADUATE STEM EDUCATION AT TWO-YEAR INSTITUTIONS OF HIGHER EDUCATION SUPPORTS PROJECTS THAT ADVANCE STEM EDUCATION INITIATIVES AT TWO-YEAR COLLEGES. THE PROGRAM DESCRIPTION PROMOTES INNOVATIVE AND EVIDENCE-BASED PRACTICES IN UNDERGRADUATE STEM EDUCATION AT TWO-YEAR COLLEGES. 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.

COLLABORATIVE RESEARCH: COMMUNITY SOURCING OF INTRODUCTORY PHYSICS FOR THE LIFE SCIENCES

RESEARCH ON THE INTEGRATION OF COMPUTATIONAL MODELING AND ALGEBRA-BASED PHYSICS TO IMPROVE TEACHING AND LEARNING OF COMPUTATIONAL THINKING

COLLABORATIVE PROJECT: WORKSHOPS AND LEARNING COMMUNITIES FOR PHYSICS AND ASTRONOMY FACULTY

CHANGING PHYSICS AND ASTRONOMY EDUCATION CULTURE: A REFLECTIVE PRACTICE MODEL OF FACULTY DEVELOPMENT TO SUPPORT DIVERSITY, EQUITY, INCLUSION, AND EXCELLENCE -THIS PROJECT AIMS TO IMPROVE AND BROADEN PARTICIPATION IN UNDERGRADUATE STEM EDUCATION THROUGH FACULTY USE OF STUDENT CENTERED PEDAGOGICAL PRACTICES IN THEIR TEACHING THAT ALSO FOSTER DIVERSITY, EQUITY, AND INCLUSION IN PHYSICS AND ASTRONOMY. MOST NEW COLLEGE AND UNIVERSITY FACULTY IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) BEGIN THEIR TEACHING CAREERS WITH LITTLE OR NO EXPERIENCE WITH METHODS OF EFFECTIVE PEDAGOGY, INCLUDING METHODS FOR ADDRESSING AND IMPROVING DIVERSITY, EQUITY, AND INCLUSION. TO REMEDY THIS PROBLEM IN PHYSICS AND ASTRONOMY, THE AMERICAN ASSOCIATION OF PHYSICS TEACHERS, THE AMERICAN ASTRONOMICAL SOCIETY, AND THE AMERICAN PHYSICAL SOCIETY PROPOSE TO BUILD ON AND BOLSTER THE SUCCESSFUL SERIES OF PHYSICS AND ASTRONOMY FACULTY WORKSHOPS. WITH PARTNERS FROM THE UNIVERSITY OF VIRGINIA, THE UNIVERSITY OF WASHINGTON (BOTHELL), AND THE UNIVERSITY OF ARIZONA, THE PROJECT WILL IMPLEMENT A SIGNIFICANT REDESIGN OF THE WORKSHOPS BASED ON WHAT HAS BEEN LEARNED FROM PARTICIPANT FEEDBACK, WORKSHOP EVALUATIONS, RESEARCH INTO FACULTY PROFESSIONAL DEVELOPMENT, AND THE NEEDS OF TODAY?S FACULTY. EFFECTIVE PRACTICES FOR ENHANCING DIVERSITY, EQUITY AND INCLUSION WILL BE INTEGRATED THROUGHOUT THE WORKSHOPS. IN ADDITION TO TENURE-TRACK FACULTY, THE PROJECT WILL FOSTER THE PARTICIPATION OF ADJUNCT, PART-TIME, AND PRIMARILY INSTRUCTIONAL FACULTY, WHO, COLLECTIVELY, TEACH AN INCREASING FRACTION OF PHYSICS AND ASTRONOMY COURSES ACROSS THE COUNTRY. THE PROJECT REDESIGN WILL ADD FOUR NEW COMPONENTS: (1) A RESTRUCTURED PROGRAM DELIVERED BY A CORE SET OF WELL-PREPARED PRESENTERS, FOCUSING ON THE DEVELOPMENT OF PARTICIPANTS? INDIVIDUAL DEVELOPMENT PLANS; (2) AN OVERARCHING EMPHASIS ON THE PROFESSIONAL DEVELOPMENT OF THE ?WHOLE FACULTY MEMBER,? AS FACULTY MEMBERS GROW AS EDUCATORS, RESEARCHERS, AND PROFESSIONALS; (3) AN ENHANCED SET OF POST-WORKSHOP ACTIVITIES TO PROVIDE COACHING AND FEEDBACK FOR THE WORKSHOP PARTICIPANTS AS THEY IMPLEMENT STUDENT-CENTERED INSTRUCTIONAL PRACTICES; AND (4) A RESEARCH PROGRAM FOCUSING ON HOW FACULTY DEVELOP FROM NOVICES TO REFLECTIVE PRACTITIONERS IN THEIR ROLE AS EDUCATORS. DESPITE THE SUCCESSES OF THE NEW FACULTY WORKSHOPS TO DATE, STUDIES SHOW THAT SOME FACULTY MEMBERS DO NOT PERSIST IN IMPLEMENTING THOSE PEDAGOGICAL PRACTICES. THE REDESIGNED PROGRAM WILL DIRECTLY ADDRESS THIS IMPLEMENTATION DIP BY DEVELOPING HABITS OF MIND THAT SUPPORT RESILIENCE, REFLECTION, AND CONTINUOUS IMPROVEMENT OF TEACHING, AND ENGAGING FACULTY IN AN INCLUSIVE COMMUNITY OF EDUCATORS THAT HELPS THEM NAVIGATE AND INTEGRATE STUDENT-CENTERED TEACHING PRACTICES THROUGHOUT THEIR CAREERS. THE RESEARCH AND EVALUATION ARE DESIGNED TO INFORM THE IMPROVEMENT OF WORKSHOPS AND POST-WORKSHOP ACTIVITIES AND CONTRIBUTE TO AN UNDERSTANDING OF THE ROLE OF REFLECTIVE PRACTICE IN TACKLING THE IMPLEMENTATION GAP ASSOCIATED WITH SUSTAINING STUDENT CENTERED PEDAGOGICAL PRACTICE IN UNDERGRADUATE STEM EDUCATION. THE NSF IUSE: EHR PROGRAM SUPPORTS RESEARCH AND DEVELOPMENT PROJECTS TO IMPROVE THE EFFECTIVENESS OF STEM EDUCATION FOR ALL STUDENTS. THROUGH THE INSTITUTIONAL AND COMMUNITY TRANSFORMATION TRACK, THE PROGRAM SUPPORTS EFFORTS TO TRANSFORM AND IMPROVE STEM EDUCATION ACROSS INSTITUTIONS OF HIGHER EDUCATION AND DISCIPLINARY COMMUNITIES. 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.

ENHANCING STEM STUDENT LEARNING THROUGH FACULTY DEVELOPMENT: WORKSHOPS FOR NEW PHYSICS AND ASTRONOMY FACULTY

COLLABORATIVE RESEARCH: PHYSPORT'S IMPACT ON TEACHING PRACTICE

MUTUAL MENTORING TO REDUCE ISOLATION IN PHYSICS

NEW FACULTY EXPERIENCE FOR TWO-YEAR COLLEGE PHYSICS INSTRUCTORS

COMPADRE PATHWAY II: SUSTAINING PHYSICS AND ASTRONOMY RESOURCES FOR EDUCATION

IMPROVING BEYOND-FIRST-YEAR PHYSICS LABORATORY INSTRUCTION

COLLABORATIVE RESEARCH: INTEGRATING COMPUTATION INTO UNDERGRADUATE PHYSICS--A FACULTY DEVELOPMENT APPROACH TO COMMUNITY TRANSFORMATION

COLLABORATIVE RESEARCH: COMMUNITY IMPLEMENTATION: WIDER:DATA EXPLORER AND ASSESSMENT RESOURCES FOR FACULTY

PROFESSIONAL DEVELOPMENT FOR TEACHING AND LEARNING ABOUT ENERGY AND EQUITY IN HIGH SCHOOL PHYSICS

COLLABORATIVE RESEARCH: WIDER: EAGER: INCREASING FACULTY USE OF FORMATIVE AND SUMMATIVE ASSESSMENT THROUGH ONLINE RESOURCES AND FACULTY DEVELOPMENT

COLLABORATIVE RESEARCH: MOBILIZING PHYSICS TEACHERS TO PROMOTE INCLUSIVE AND COMMUNAL CLASSROOM CULTURES THROUGH EVERYDAY ACTIONS -THE PROJECT ADDRESSES THE HISTORIC MARGINALIZATION OF WOMEN AND MINORITIZED RACIAL/ETHNIC (MRE) GROUPS IN PHYSICS. THE AIM OF THE PROJECT IS TO CO-DESIGN, TEST, AND DISSEMINATE PROFESSIONAL LEARNING (PL) FOR HIGH SCHOOL PHYSICS TEACHERS, SPECIFICALLY TARGETING THE IMPLEMENTATION OF INCLUSIVE AND EQUITABLE PRACTICES THAT SUPPORT PHYSICS IDENTITY DEVELOPMENT AND PERSISTENCE OF WOMEN AND MRE GROUPS. THE PROJECT LEVERAGES THE EXISTING NATIONAL NETWORK OF OVER 1,800 HIGH SCHOOL PHYSICS TEACHERS ESTABLISHED BY THE PROJECT, WHICH IS CALLED STEP UP. TEACHERS PLAY A CRUCIAL ROLE IN STUDENTS' TRANSITION TO COLLEGE AND THEIR DECISIONS REGARDING WHAT TO STUDY. STEP UP CHALLENGES PREVAILING NARRATIVES ABOUT WHO CAN DO PHYSICS AND WHAT CONSTITUTES PHYSICS, ALONG WITH THE EVERYDAY ACTIONS GUIDE (EAG) FOR INCLUSION AND EQUITY, RESEARCH HAS SHOWN POSITIVE EFFECTS ON THE PHYSICS IDENTITY OF WOMEN AND MRE. HOWEVER, TEACHERS HAVE EXPRESSED A CONTINUOUS NEED FOR ADDITIONAL PROFESSIONAL LEARNING (PL) TO EFFECTIVELY IMPLEMENT THE EAG. IN RESPONSE, THE PROJECT WILL CO-DESIGN A PL PROGRAM WITH TEACHERS, TESTING ITS IMPACT ON TEACHER AND STUDENT OUTCOMES THROUGH DESIGN-BASED RESEARCH (DBR) AND AN EXPERIMENTAL STUDY, AND PROPAGATING THE EVIDENCE-BASED PL PROGRAM TO HUNDREDS OF HIGH SCHOOL PHYSICS TEACHERS. OVERALL, THE PROJECT AIMS TO SUPPORT HIGH SCHOOL PHYSICS TEACHERS ACROSS THE NATION IN IMPLEMENTING AND ENHANCING THEIR INCLUSIVE PRACTICES. THE PROJECT WILL ULTIMATELY IMPACT OVER 10,000 STUDENTS. THE PROJECT AIMS TO DEEPEN PHYSICS TEACHERS' ENGAGEMENT WITH INCLUSIVE AND EQUITABLE PRACTICES, FOSTER COMMUNAL CLASSROOM CULTURES, AND PROMOTE PHYSICS IDENTITY DEVELOPMENT FOR WOMEN AND MRE. IT ALSO SEEKS TO UNDERSTAND HOW THE PROPAGATION OF THESE PRACTICES CAN BE EFFECTIVELY IMPLEMENTED AT A LARGER SCALE TO SUPPORT POSITIVE TEACHER AND STUDENT OUTCOMES. AFTER COLLABORATING WITH TEACHERS IN THE CO-DESIGN OF THE PL PROGRAM, THE PROJECT WILL IMPLEMENT AN EXPERIMENTAL DESIGN INVOLVING 120 PHYSICS TEACHERS, WITH TREATMENT GROUPS RECEIVING THE PL FACILITATED BY TRAINED TEACHERS, AND CONTROL GROUPS NOT RECEIVING THE PL. THE EFFECTS OF THE PL ON TEACHER AND STUDENT OUTCOMES WILL BE EXAMINED. IN THE FINAL PHASE, THE PL PROGRAM WILL BE IMPLEMENTED ON A LARGER SCALE, INVOLVING 400 IN-SERVICE AND 100 PRE-SERVICE PHYSICS TEACHERS. USING A TRAIN-THE-TRAINER MODEL. THE IMPACT OF THE PL WILL BE ASSESSED THROUGH A SURVEY STUDY. THE USE OF AN EVIDENCE-BASED MODEL AND A COMMUNITY-ENGAGED TRAIN-THE-TRAINER APPROACH WILL HAVE BROADER IMPLICATIONS FOR OTHER PROFESSIONAL LEARNING PROJECTS, AS WELL AS THE ONGOING SUCCESS OF THE STEP UP PROGRAM. THE COMMITMENT OF TWO NATIONAL SOCIETIES, WHICH WILL CONTINUE THE PROFESSIONAL LEARNING FOR VIA THEIR EXTENSIVE TEACHER NETWORKS, ENSURING THE PROJECT'S SUSTAINABILITY AND LONG-TERM IMPACT. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS.? 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.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

BUILDING UNDERGRADUATE PHYSICS PROGRAMS FOR THE 21ST CENTURY: SPIN-UP REGIONAL WORKSHOPS

ADVANCING HELIOPHYSICS EDUCATION THROUGH THE AMERICAN ASSOCIATION OF PHYSICS TEACHERS

PHYSICS EDUCATION RESEARCH USER'S GUIDE: A WEB RESOURCE FOR PHYSICS EDUCATORS

NEW FACULTY WORKSHOP FOR TYC PHYSICS FACULTY

COLLABORATIVE RESEARCH: MOBILIZING TEACHERS TEACHERS TO INCREASE CAPACITY AND BROADEN WOMEN'S PARTICIPATION IN PHYSICS

EMPOWERING DIVERSE VOICES TO COMMUNICATE SCIENCE

PHYSICS EDUCATION RESEARCH USER'S GUIDE

COLLABORATIVE RESEARCH: FOSTERING INTEGRATION OF COMPUTATIONAL PRACTICES INTO PHYSICS COURSES - A LOCAL COMMUNITIES APPROACH

IUPAP INTERNATIONAL CONFERENCE ON WOMEN IN PHYSICS AUGUST 2014 IN WATERLOO, CANADA, AUGUST 5-8, 2014

COLLABORATIVE RESEARCH: GET THE FACTS OUT: CHANGING THE CONVERSATION AROUND STEM TEACHER RECRUITMENT

COLLABORATIVE RESEARCH: SURVEYING THE STATE AND IMPLICATIONS OF COMPUTATIONAL PHYSICS IN COURSES FOR PHYSICS MAJORS

COLLABORATIVE RESEARCH: MEASURING LEARNING AND IMPROVING TEACHING OF THE PHYSICS OF FLUIDS IN INTRODUCTORY PHYSICS FOR THE LIFE SCIENCES

THE 4TH INTERNATIONAL CONFERENCE ON WOMEN IN PHYSICS IN STOLLENBOSCH, SOUTH AFRICA

THE PHYSICS CLASSROOM: STEWARDSHIP OF PHYSICS EDUCATION RESOURCES ON THE WEB

DIVERSIFYING THE US PHYSICS COMMUNITY THROUGH APPLICATION OF BEST PRACTICES

CROSS-DISCIPLINE APPROACH TO QUANTUM COMPUTING IN HIGH SCHOOLS: BUILDING TOWARDS A QUANTUM COMPUTING WORKFORCE

CONFERENCE ON INTRODUCTORY PHYSICS FOR THE LIFE SCIENCES

COLLABORATIVE RESEARCH: CONFERENCE ON ADVANCING THE INTEGRATION OF INTERDISCIPLINARY COMPUTATIONAL THINKING IN THE PHYSICAL SCIENCES AND LIFE SCIENCES

COLLABORATIVE RESEARCH: JOINT TASK FORCE ON UNDERGRADUATE PHYSICS PROGRAMS

WORKSHOPS FOR FACULTY AND STAFF DEVELOPMENT IN IMPLEMENTING PHYSICS ADVANCED LABORATORY EXPERIMENTS

DISSEMINATING INSTRUCTIONAL PHYSICS LABS - ALPHA'S IMMERSION WORKSHOPS FOR FACULTY DEVELOPMENT

2011 ALPHA IMMERSION PROGRAM

AAPT TOPICAL CONFERENCE: THE ADVANCED LABORATORY

THE ROLE OF SCIENTIFC SOCIETIES IN STEM FACULTY WORKSHOPS

EO14042 INSTRUCTIONAL MATERIALS AND PROFESSIONAL DEVELOPMENT FOR HELIOPHYSICS EDUCATION: AAPT PROJECT FOR NASA HEAT