Bulletin of the American Physical Society
Graduate Education & Bridge Program Conference
Friday–Sunday, February 10–12, 2017; College Park, Maryland
Session W2B: Workshop 2B |
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Room: Chesapeake Salon B |
Saturday, February 11, 2017 2:15PM - 3:15PM |
W2B.00001: Implicit bias and self-advocacy Angela Johnson Grad school in physics can be hard for everyone, especially if you don't fit the physics mold. In this workshop, we will work together to find ways we can improve this situation. We will begin with a look at who studies physics (for instance Black, Latina and American Indian women were less than 1.5{\%} PhD completers from 2002-2012). Next we will look at the experiences of women of color who persisted despite the odds, including both the obstacles they faced (isolation and hostility) and their strategies for success. We will look at how implicit bias and stereotype threat contribute to this situation (and how to mitigate them), and at how growth mindsets can protect students. Workshop participants, in groups, will examine stories collected from women in STEM. Established physicists will think about actions they could take to prevent similar incidents at their institutions; students will brainstorm how they might handle similar situations, or support friends in doing so. Participants will leave with an understanding of the experiences of women of color in physics and concrete ideas about how to make things better. [Preview Abstract] |
Saturday, February 11, 2017 3:15PM - 4:00PM |
W2B.00002: Guided reflection to enable persistence Dimitri Dounas-Frazer, Daniel Reinholz Skills like reflection, organization, and collaboration are important both for practicing physicists as well as physics students at all levels. In addition, unforeseen obstacles are a normal part of doing physics, and perceiving such setbacks as challenges to overcome (rather than failures that justify giving up) is a normal part of being a physicist. Students can best develop a resilient mindset in learning environments where they feel groomed for success rather than weeded out. Based on these principles and working within the framework of design-based research, we have developed a tool---the Guided Reflection Form---that facilitates student-instructor dialogue about organization, collaboration, and resilience through cycles of student reflection and instructor feedback. In this presentation, we describe the GRF and present data from two studies that analyze the content and structure of students' reflections and instructors' personalized responses. [Preview Abstract] |
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