Physics Bridge Program

物理桥梁课程

• 批准号: 1143070
• 负责人: Theodore Hodapp
• 金额: $ 300.41万
• 依托单位: American Physical Society
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1143070&HistoricalAwards=false
• 关键词: Physics; Bridge; Program

Physics ranks at the bottom of science disciplines in educating the growing US population of African-, Hispanic-, and Native-Americans. The situation is not improving, as the fraction of PhDs in physics awarded to underrepresented minorities (URM) among US citizens, about 5-6%, has not increased over the past decade. We propose to increase, within the next decade, the fraction of physics PhDs awarded to URM students toward levels more representative of the fraction of URMs that currently receive physics Bachelor?s degrees. We will do this by creating a national network of sustainable research-focused programs that bridge the transition from institutions where URM students receive their undergraduate education to top research universities. The American Physical Society (APS) occupies a unique position in the community to catalyze action and leverage resources to succeed in these goals and to bring about sustainable change in physics graduate education. This project will establish "Bridge Experiences" that will help diverse students prepare for and make the transition to doctoral studies in physics. These Bridge Experiences will adopt best practices from existing programs, and follow either a Master?s degree or a post-Baccalaureate example. We have brought together Doctoral Granting Institutions (DGIs), Minority Serving Institutions (MSIs), and concerned organizations to inform and help build a national effort that will offer sustainable solutions to improved support, mentoring, and progress monitoring to ensure that students make the transition smoothly and complete their studies. Physics offers an ideal test-bed for Bridge Experiences, as only modest numbers of students are required to demonstrate success in mitigating the losses that currently occur in the transition to doctoral studies. We choose to focus on doctoral students because these students will become a cadre of future leaders who can catalyze national change in science education. In addition, the research and assessment components of this project will identify, document, and disseminate best practices that can serve as a model for other disciplines to encourage more of the nation?s capable underrepresented minorities (URM) undergraduates to pursue doctoral degrees. Intellectual Merit This program will use existing knowledge of Bridge Experiences that have demonstrated effectiveness in increasing minority participation at the doctoral level. Our project incorporates strong evidence about support structures that predict academic success of URM students, and establishes links between MSIs and DGIs through research activities, collaboration, and visits. We will conduct research on admissions and retention in physics doctoral programs, and the correlation of GRE scores with successful completion of a PhD. The program will utilize our 30+ year experience in supporting minorities through our Minority Scholarship Program and its associated mentoring efforts, our long-standing connections with the physics research community, and our decade-long efforts in working with individuals and universities to promote teacher education through the Physics Teacher Education Coalition (PhysTEC) project. Broader Impacts This project will provide a model of graduate education for URM students that can be applied to other Science, Technology, Engineering and Mathematics (STEM) fields as well as improved links between MSIs and DGIs. In addition, physics is taken by nearly every STEM student, and significantly increasing the number of minority PhDs in physics will enhance the diversity of the physics academy and professional workforce. This project is intended to meet the challenges posed by the National Academy?s report Rising Above the Gathering Storm, including ensuring that the workforce brings a diverse perspective to scientific and technological challenges. Since many doctoral students we prepare will become tomorrow?s academic, industrial and government leaders, educating more minority PhDs will have a multiplicative effect in educating and inspiring students at all stages in the system, and will help address disparities that persist today.

物理学在教育不断增长的非洲，西班牙裔和原住民美国人的人口方面处于科学学科的底部。这种情况并没有改善，因为在过去的十年中，美国公民中授予代表性不足的少数民族（URM）的物理学的一部分并没有增加。我们建议在接下来的十年内增加向URM学生授予的物理博士学位的一部分，以更多地代表当前获得物理学学士学位的URM的水平。我们将通过建立一个以可持续研究为中心的计划来建立国家网络来做到这一点，该网络弥合了从URM学生接受本科教育到顶尖研究所的机构的过渡。美国体育社会（APS）在社区中占据了独特的地位，以促进行动并利用资源来成功实现这些目标并实现物理研究生教育的可持续变化。该项目将建立“桥梁经验”，这将帮助多元化的学生为物理学的博士研究做准备并过渡。这些桥梁的经验将采用现有计划的最佳实践，并遵循硕士学位或后库后的示例。我们将博士学位授予机构（DGIS），少数民族服务机构（MSI）和有关组织汇集在一起​​，以告知和帮助建立全国性的努力，以提供可持续的解决方案，以改善支持，指导和进步监测，以确保学生使学生顺利进行过渡并完成他们的学习。物理学为桥梁体验提供了理想的测试床，因为只有适度的学生才能证明在减轻过渡到博士研究中发生的损失方面取得成功。我们选择专注于博士生，因为这些学生将成为可以催化科学教育变化的未来领导者的干部。此外，该项目的研究和评估组成部分将识别，记录和传播最佳实践，这些实践可以作为其他学科的模型，以鼓励更多国家能力不足的少数民族（URM）本科生攻读博士学位。智力优点该计划将使用现有的桥梁经验知识，这些知识表明在增加博士学位的少数群体参与方面具有有效性。我们的项目结合了有关支持URM学生学术成就的支持结构的有力证据，并通过研究活动，协作和访问建立了MSIS和DGI之间的联系。我们将对物理博士课程的入学和保留率进行研究，以及成功完成博士学位的GRE分数的相关性。该计划将利用我们30多年的经验通过我们的少数民族奖学金计划及其相关的指导工作，与物理研究社区的长期联系以及我们与个人和大学合作的长期联系，通过物理教师教育联盟（PHYSTEC）项目来促进教师教育。更广泛的影响该项目将为URM学生提供研究生教育模型，这些模型可应用于其他科学，技术，工程和数学（STEM）领域，以及MSIS和DGIS之间的改进联系。此外，几乎每个STEM学生都采用物理学，并且显着增加物理学中的少数族裔博士学位将增强物理学院和专业劳动力的多样性。该项目旨在应对在聚会风暴之外的国立学院报告所带来的挑战，包括确保劳动力为科学和技术挑战带来了不同的观点。由于许多博士生将成为明天的学术，工业和政府领导者，因此教育更多的少数博士学位将对系统中的各个阶段进行教育和启发学生产生多重影响，并有助于解决当今持续存在的差异。

项目成果

Fixed and growth mindsets in physics graduate admissions

• DOI: 10.1103/physrevphyseducres.13.020133
• 发表时间: 2017-11-29
• 期刊: PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
• 影响因子: 3.1
• 作者: Scherr, Rachel E.;Plisch, Monica;Hodapp, Theodore
• 通讯作者: Hodapp, Theodore

Making physics more inclusive

• DOI: 10.1038/d41586-018-05260-4
• 发表时间: 2018-05-31
• 期刊: NATURE
• 影响因子: 64.8
• 作者: Hodapp, Theodore;Brown, Erika
• 通讯作者: Brown, Erika

Investigating approaches to diversity in a national survey of physics doctoral degree programs: The graduate admissions landscape

全国物理学博士学位课程调查中调查多样性的方法：研究生招生情况

• DOI: 10.1103/physrevphyseducres.13.020142
• 发表时间: 2017
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Potvin, Geoff;Chari, Deepa;Hodapp, Theodore
• 通讯作者: Hodapp, Theodore