Session B01: Physics Education Research I

Developing the Future QIS Workforce

The policy goals of the National Quantum Initiative, the need for workforce development, and the current activities underway to support the growth of the next generation quantum information science (QIS) workforce will be discussed. The talk will be given from the perspective of the National Quantum Coordination Office and will pull from the policies outlined in the National Strategic Overview for QIS, while highlighting workforce activities underway across the nation. Particular attention will be given to efforts aimed at the pre-collegiate level that seek to broaden and diversify participation by fostering a community that can be galvanized to connect with educators and young learners, provide the requisite tools and training, and grow the QIS community. For more information on the National Quantum Initiative see https://www.quantum.gov.   

Facilitating Thinking and Learning in and Beyond the Physics Classrooms

I will discuss, using my research in physics education, how research can be used as a guide to develop curricula and pedagogies to reduce student difficulties. My research has focused on improving student understanding of introductory and advanced concepts, for example, in learning quantum mechanics.~ We are developing research-based learning tools such as tutorials and peer instruction tools that actively engage students in the learning process.~ I will discuss how we evaluate their effectiveness using a variety of methodologies. I will also discuss our research studies that provide guidelines for how to enhance physics by making it inclusive. We thank the National Science Foundation for support.   

Rethinking Teaching to Foster Student Success in a Fast-Changing World due to COVID-19 Disruption.

Higher education has been impacted by the COVID-19 pandemic disruption. In particular, STEM education, which relies much on hands-on and active learning teaching methods as well as laboratory-based learning, has been widely disrupted. Long-standing teaching pedagogies have to be rethought and reevaluated in order to survive in this rapidly changing new normal. Most first time college students as well as continuing students are finding it very difficult to connect with the community due to the lack of real face time with their peers, instructors, and mentors. At the New Jersey Institute of Technology, the Institute for Teaching Excellence led the efforts to embrace technology and innovative teaching methods to engage students in all modalities of instructional delivery. This presentation will cover an overview of the challenges we face, different tools and methodologies available to take on the challenge, and what has and what has not worked effectively for STEM students. The most effective methods in helping students succeed in the pandemic era classroom come from a synergetic blend of traditional and modern teaching pedagogies. This work was done in collaboration with NJIT's Institution for Teaching Excellence colleagues Melodi Guilbault. and Jaskirat Sodhi.   

Physics Innovation and Entrepreneurship (PIE) in the First-year Physics Course

The J-TUPP, Phys21 report reminds us that most physics bachelor graduates are employed outside academia and that important skills for these students include a creative ability to apply physics knowledge to real-world settings. We are introducing students to the ideas of innovation and entrepreneurship, to encourage them to think about applying their physics knowledge throughout their 4-year physics program. In this presentation we report on how we introduce these ideas into a typical first-year course without sacrificing a large proportion of course time. We have used the Hyperloop, a high-speed transport system proposed by a joint team from Tesla and SpaceX, to have students investigate technical feasibility and human desirability questions that can be addressed throughout their first semester course. With each new physics topic, we are able to present a design question related to the Hyperloop that requires students to apply their just-acquired knowledge to the question and then to brainstorm implications and possible solutions guided by design thinking principles. As a first example, we ask what maximum acceleration would be acceptable to passengers on a train and investigate how much time is added to a trip from Boston to Washington, DC if the Hyperloop is to make several stops along the way. Since the Hyperloop is expected to reach a maximum speed of 760 mph, a significant amount of time must be spent speeding up and slowing down. This leads students to discuss novel ideas for getting passengers on and off the train without requiring it to slow down.