PERC 2025 Abstract Detail Page
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| Abstract Title: | Evaluating Students' Attitudes and Learning in an Undergraduate Particle Physics Online Course |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | As part of an NSF-funded initiative to broaden career pathways for physics majors at Hispanic-Serving Institutions (HSIs), we developed and implemented an online particle physics course through the CSU Fully Online system. The course integrates active learning strategies, including pre-recorded lectures, weekly assessments, structured office hours, and research term papers. Select students engage in follow-up summer research at national and international labs such as CERN. This paper presents preliminary findings from the first implementation, focusing on changes in students' self-efficacy, physics identity, and interest, and their relationship to pre/post-assessment performance. Survey results showed stable interest, modest gains in identity, and a significant correlation between post-course identity and post-assessment scores. These results suggest online physics courses can support both affective development and learning. |
| Session Time: | Poster Session B |
| Poster Number: | B-130 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Qing Ryan Cal Poly Pomona Pomona, CA 91768-2557 Phone: 6128682563 |
| Co-Author(s) and Co-Presenter(s) |
Nguyen L. Ho, Cal Poly Pomona; Jahnea Ordona, Cal Poly Pomona; Lee R. Deng, Cal Poly Pomona; Shohreh Abdolrahimi, Cal Poly Pomona |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
