SPARC: A Research and Collaboration Model To Improve Undergraduate Physics
Addressing challenges in undergraduate physics via SPARC novel intervention that leverages methods to facilitate content learning, reasoning transfer, and prepare students for subsequent science/engineering curricula.
Presented by:
Yoel Rodríguez, Hostos Community College of CUNY
Antonios Varelas, Hostos Community College of CUNY
Anna Ivanova, Hostos Community College of CUNY
Anthony L. DePass, DePass Academic
Hear it from the author:
Transcript:
Challenges for students studying physics, especially those from poorly resourced schools, include
underdeveloped abstract analytical and problem-solving skills, difficulty with applying previous
knowledge in math, and a lack of experience in scientific reading, writing and presentations. To
address these challenges, we created the NSF IUSE funded SPARC – Strengthening Physics
Achievement via Research and Collaboration Project. SPARC’s goal was to improve
undergraduate student outcomes in calculus-based General Physics I classes (PHY 210) at Hostos
Community College (HCC) of The City University of New York. PHY 210 is a gateway class that is
required for all HCC STEM students. SPARC’s “Doing Physics” (DP) learning intervention was
designed to leverage methods that facilitate deep content learning and transfer of reasoning
abilities and thus, better prepare students for subsequent science and engineering curricula. DP,
presented here, emphasizes problem-solving, scientific and transferable reasoning, and
collaborative skills and leverages inquiry-based science, Course-based Undergraduate Research
Experiences (CUREs), mentored research, and game-based learning strategies. Findings show
that the pass rate has increased from 48% to an average of ~60% across the 3 years of
implementation. Thus, SPARC, as an intervention, has the potential to improve physics education
in Community Colleges by impacting pass and retention rates and perhaps be expanded to other
STEM courses and colleges.
Key Words:
Physics, Undergraduate, Education
Abstract:
To address challenges in undergraduate physics, the NSF-IUSE-funded SPARC (Strengthening Physics Achievement via Research and Collaboration) Project was created to improve student outcomes in calculus-based General Physics I at CUNY’s Hostos Community College. SPARC’s “Doing Physics” is a novel pedagogical intervention that promotes content learning, transfer of reasoning and collaborative skills, and leverages Course-based Undergraduate Research Experiences to prepare students for subsequent science/engineering curricula. In the 2.5 years of SPARC, the pass rate has increased from 48% to an average of ~60%. Thus, SPARC, as an intervention, has the potential to improve physics education by impacting pass and retention rates.
Outcomes:
1. Expand this model to other STEM courses and institutions.
2. Learn about General Physics Course-based Undergraduate Research Experiences (CUREs).
3. Explore inquiry-based science methods to apply in General Physics courses.
References:
Brownell, S. E., & Kloser, M. J. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 40(3), 525–544.
Harrison, M., Dunbar, D., Ratmansky, L., Boyd, K., & Lopatto, D. (2011). Classroom-based science research at the introductory level: Changes in career choices and attitude. CBE—Life Sciences Education, 10, 279–286.
1
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE—Life Sciences Education, 6(4), 297–306. https://doi.org/10.1187/cbe.07-06- 0039
Werth, A., West, C., & Lewandowski, H. (2022). Impacts on student learning, confidence, and affect in a remote, large-enrollment, course-based undergraduate research experience in physics. Physical Review Physics Education Research, 18, 010129. https://doi.org/10.1103/PhysRevPhysEducRes.18.010129
Zumdahl S. A. (1996). Mission impossible? Improving retention of science majors among minorities and women. Journal of Chemical Education, 73(11), A266–A267.