WORCESTER, MA – August 4, 2026 – A multigenerational team of educators and learners has come together to improve physics education, helping prepare the next generation of engineers, astrophysicists, and more.
The collaboration began when QCC Professor of Integrated Science & Physics Dr. Andria Schwortz noticed that many post-secondary physics teachers rely heavily on lecture-based lessons instead of active learning. Schwortz discovered little research on the topic and set out to learn more with help from Michael Frey, who was a QCC student at the time, and Dr. Andrea Borowczak, Schwortz’s former Ph.D. advisor.
Together, they conducted a qualitative study involving physics faculty from across the United States. Their findings were published in “Education Sciences,” a peer-reviewed international open-access journal, in an article titled, “How to Engage Active Pedagogy with Physics Faculty: Watch Out for Powerlessness.”
“Research has shown that active learning helps everyone more than lectures,” Schwortz said. “So why do we still use lectures so much?”
Frey was invited to join the project after Schwortz witnessed his intellectual curiosity in an astronomy course. For the study, Frey helped develop interview questions and conducted several interviews, a level of responsibility Schwortz described as significant for an undergraduate student.
“It's been surreal. I started out as a student with a love of space. Now I’ve published my first paper,” Frey said. “Working with Andria and Dr. B has been amazing. It's like a web; we’re all learning from each other.”
Borowczak, director of the School of Teacher Education at the University of Central Florida, served as an external mentor, contributing to the writing, review and development of the final article. Throughout her career, she has studied partnerships and believes collaborative research creates opportunities for new perspectives and deeper understanding.
“Working with Andria and Michael showcased our trust of each other, our unique voices and added another step in our relationship,” Borowczak said. “It was a pleasure working with them.”
For Schwortz, the project reflects the ongoing cycle of mentorship that drives both teaching and research.
“Dr. B is an amazing resource. If I’m stuck, I get on the phone with her, and she sets me straight. Now I’m teaching Michael, and in the process, I’m learning more as well,” Schwortz said.
Through their interviews, the team found that many faculty rely on lectures because they feel powerless to make change or believe they lack the time to prepare more in-depth active learning lessons. While perceptions of powerlessness may not always reflect reality, Schwortz noted that time constraints are a genuine obstacle. In addition to teaching, faculty members often balance research, student advising, and service commitments.
“It’s important to get this info out there. If people know why it’s a challenge, they can design things to get past the challenge,” Schwortz said.
Schwortz and Frey presented their findings at the last Massachusetts Undergraduate Research Conference and are already planning a follow-up paper.
“How to Engage Active Pedagogy with Physics Faculty: Watch Out for Powerlessness” is available at mdpi.com/2227-7102/16/1/8.