Impacts on student learning, confidence, and affect in a remote, large-enrollment, course-based undergraduate research experience in physics

Werth, Alexandra; West, Colin G.; Lewandowski, H. J.

doi:10.1103/physrevphyseducres.18.010129

Cited by 19 publications

(13 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The most challenging labs during the pandemic years were project-oriented labs with the purpose of students' immersion in discovery-oriented environments, in which the results of their work are initially unknown to both the students and the instructor but are of interest to stakeholders in the broad scientific community 52,53 (labs of the OPT253/OPT 453/PHY434 and OPT 254 classes in the author's research laboratory with complex equipment). These 1.5 to 3 h/ week "open-end" 52,53 projects last 4 to 5 weeks for each of several groups of three students, with the discussion of results in weekly lectures with all students in the class. Switching to hybrid teaching, in the pandemic, in the labs with the single (antibunched) photon source generation and characterization unit (see Fig.…”

Section: Hybrid Teaching In Small Lab Rooms: High-quality Zoom Record...mentioning

confidence: 99%

Undergraduate program in nanoscience and nanoengineering: five years after the National Science Foundation grant including two pandemic years

Lukishova

Bigelow

2022

Opt. Eng.

View full text Add to dashboard Cite

We describe a coherent undergraduate educational program in nanoscience and nanoengineering at the University of Rochester (UR) based on the Institute of Optics and Integrated Nanosystems Center resources. This project has three main outcomes: (1) developing a curriculum and offering the Certificate in Nanoscience and Nanoengineering (CNSNE); (2) creating an exemplary model of collaboration in nanotechnology between a university with state-of-the-art, expensive experimental facilities and a nearby two-year community college (CC) with the participation of the local Monroe Community College (MCC); and (3) developing universally accessible "hands-on" experiments (mini-labs) on nanophotonics/quantum nanophotonics, learning materials, and pedagogical methods to be introduced in some Institute of Optics classes from freshman to senior levels. The inexpensive mini-labs described herein can be adopted in small colleges. An important outcome of this project is that ∼50% of the 41 awardees of the CNSNE (by May 2021) after graduation continued their career in the field of nanoscience and nanoengineering. For the CNSNE program, UR students must take three courses: Nanometrology Laboratory (a new course specifically created for this program) and two other selective courses. Students should also conduct a one-semester research or design project in the fields of nanoscience and nanoengineering. A total of 52 MCC students (including non-science, technology, engineering, and mathematics major students) participated in two labs at the UR on atomic force microscopy and photolithography in a clean room. Our teaching methodology, the progress of students' learning outcomes, and the investigation of students' attitudes and self-efficacy toward selecting their careers in nanoscience/nanotechnology are also discussed and analyzed. Discussions on the challenges in teaching advanced lab classes during the pandemic, our solutions for preserving the CNSNE program, and lessons learned are also included. © 2022 Society of Photo-Optical Instrumentation Engineers (SPIE)

show abstract

Section: Hybrid Teaching In Small Lab Rooms: High-quality Zoom Record...mentioning

confidence: 99%

Undergraduate program in nanoscience and nanoengineering: five years after the National Science Foundation grant including two pandemic years

Lukishova

Bigelow

2022

Opt. Eng.

View full text Add to dashboard Cite

show abstract

“…Hence, it is important to understand how students collaboratively code in teams, common challenges faced when collaboratively coding, and suggestions for overcoming these challenges. Through this work, we examine a single course in which student teams navigated collaboration challenges related to using Google Colaboratory (Colab) in an online environment to conduct computational data analysis for a course-based undergraduate research experience (CURE) in physics [16]. We analyze one of the final written assignments of the course, a "memo to future researchers," through the framework of socially-shared regulation of learning [17] to understand the challenges students faced, the strategies (or "regulations") used to address those challenges, and the students' perceived goal attainment relating to their experience programming in teams online with Colab.…”

Section: Introductionmentioning

confidence: 99%

“…The CURE. Our analysis focuses on students in a newly developed CURE, which is part of the Colorado PHysics Laboratory Academic Research Effort (C-PhLARE) [16]. The CURE is a 15-week course that seeks to answer a longstanding question in solar physics by exploring a proposed mechanism responsible for heating the sun's corona [18].Small teams of 3-4 students work to determine if nanoflares are the dominant heating mechanism by first using introductory-level physics and calculus, with basic python data analysis tools, to calculate the total energy of individual flares.…”

Section: Introductionmentioning

confidence: 99%

“…A further description of the details of the CURE and demographic information of the students can be found in Ref. [16] and Ref. [22].…”

Section: Introductionmentioning

confidence: 99%

“…Second, it was an explicit objective of the course that students should have productive and enjoyable teamwork experiences [16,28]. To facilitate this, there were several educational interventions in the course such as purposeful group formation-students were assigned to teams such that they had similar levels of prior coding experience-and a teamwork training lab session, amongst other elements [16,28]. Likewise, students were explicitly given tools to guide their collaborative coding experience using Colab.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Engagement in collaboration and teamwork using Google Colaboratory

Werth¹,

Oliver²,

West³

et al. 2022

2022 Physics Education Research Conference Proceedings

Self Cite

View full text Add to dashboard Cite

Google Colaboratory, or "Colab" for short, is a multiuser, collaborative environment that allows anyone with access to Google and the internet to write and execute arbitrary python code through their browser. With recent calls to increase use of computation in physics education, Colab has the potential to be a valuable tool to allow students to collaboratively code together-particularly in an online environment. Through this work, we examine how student teams navigated collaboration challenges related to using Colab in an online environment to conduct data analysis for a course-based undergraduate research experience in physics. We analyze students' final written assignment of the course, a "memo to future researchers," through the framework of sociallyshared regulation of learning, to understand the challenges, regulations, and perceived goal attainment students discussed relating to their experience programming in teams online with Colab. We found that students struggled with version control issues when simultaneously writing, editing, and saving their work. This led to the need to use socially-shared regulatory strategies, including assigning and rotating roles from week to week and having clear, regular communication. Highlighting these students' experiences and their advice to future researchers can help inform instructional guidance on how to best promote productive teamwork in collaborative coding environments both online and in person. 2022 PERC Proceedings edited by Frank, Jones, and Ryan; Peer-reviewed, doi.org/10.1119/perc.2022.pr.Werth Published by the American Association of Physics Teachers under a Creative Commons Attribution 4.0 license.

show abstract

Gamifying thermodynamics topic in physics subject using classcraft: A joyful learning approach

Muliyati,

Permana,

Rahma

et al. 2024

Electronic Physics Informatics International Conference (Epiic) 2023

View full text Add to dashboard Cite

Impacts on student learning, confidence, and affect in a remote, large-enrollment, course-based undergraduate research experience in physics

Cited by 19 publications

References 60 publications

Undergraduate program in nanoscience and nanoengineering: five years after the National Science Foundation grant including two pandemic years

Undergraduate program in nanoscience and nanoengineering: five years after the National Science Foundation grant including two pandemic years

Engagement in collaboration and teamwork using Google Colaboratory

Gamifying thermodynamics topic in physics subject using classcraft: A joyful learning approach

Contact Info

Product

Resources

About