Bulletin of the American Physical Society
APS April Meeting 2013
Volume 58, Number 4
Saturday–Tuesday, April 13–16, 2013; Denver, Colorado
Session R15: Physics Education, Outreach and Policy |
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Sponsoring Units: FEd Chair: Melissa Dancy, University of Colorado Room: Plaza Court 4 |
Monday, April 15, 2013 1:30PM - 1:42PM |
R15.00001: Student evaluations of their physics teachers: Evaluative bias and its relationship to classroom pedagogy and students' career aspirations Geoff Potvin Using data collected from a nationally-representative sample of college students, the evaluation of high school physics teachers by their students is examined. Confirming earlier work, student evaluations (of both male and female students) exhibit bias with respect to the gender of their teacher. Pedagogical practices that impact student evaluations are explored, but these factors do not change the gender bias effect. We also consider how this evaluative bias is affected by students' career intentions. Grouping students according to their career intentions (e.g. physics majors, engineering majors, and health/medical science majors) shows that physics and engineering majors exhibit this bias to the same extent as the general population, but health/medical science majors exhibit a bias with nearly twice the size as average. The implications of this research for our understanding of physics culture regarding stereotypes and students' gendered expectations of teacher behavior is discussed. [Preview Abstract] |
Monday, April 15, 2013 1:42PM - 1:54PM |
R15.00002: Examining how discussing underrepresentation may mediate female engagement in physics Robynne M. Lock, Reganne Tompkins, Zahra Hazari Despite the large number of female students taking high school physics, only about a fifth of physics bachelor's degrees are awarded to women. In a previous study, we tested five factors commonly proposed to positively impact female students' choice of a physical science career using multivariate matching methods on national survey data. Four of these factors (having a single-sex class, having female scientist guest speakers, having a female physics teacher, and discussing the work of female scientists) were found to have no effect. The only factor found to have a positive effect was the explicit discussion of the underrepresentation of women in physics. In order to explore this further, a case study of the classes of one teacher reported to discuss the underrepresentation of women was conducted. Two classroom underrepresentation discussions were recorded, students and teacher were interviewed, and relevant student work was collected. Analyzing the case study data, we report on how discussing underrepresentation may mediate female engagement in physics. [Preview Abstract] |
Monday, April 15, 2013 1:54PM - 2:06PM |
R15.00003: Santa Fe Alliance for Science: The First Eight Years Robert A. Eisenstein The Santa Fe Alliance for Science (SFAFS) was founded in May, 2005. SFAFS exists to provide assistance in K-14 math and science education in the greater Santa Fe area. It does this via extensive programs (1) in math and science tutoring at Santa Fe High School, Santa Fe Community College and to a lesser degree at other schools, (2) science fair advising and judging, (3) its ``Santa Fe Science Cafe for Young Thinkers'' series, (4) a program of professional enrichment for K-12 math and science teachers, and (5) a fledging math intervention program in middle school math. Well over 150 STEM professionals, working mostly as volunteers, have contributed since our beginning. Participation by students, parents and teachers has increased dramatically over the years, leading to much more positive views of math and science, especially among elementary school students and teachers. Support from the community and from local school districts has been very strong. I will present a brief status report on SFAFS activities, discuss some of the lessons learned along the way and describe briefly some ideas for the future. More information can be found at the SFAFS website, www.sfafs.org. [Preview Abstract] |
Monday, April 15, 2013 2:06PM - 2:18PM |
R15.00004: Who cares about physics today? A marketing strategy for the survival of fundamental science and the benefit of society Umberto Cannella It is often said that the major stumbling block for doing scientific outreach is money because of funding issues. Ignoring that the true issue is the lack of time and/or inclination on the part of practicing scientists, this statement is too generic to be quantitative or even complete: in fact, as for every project or investment, the discussion should be based on context and impact. Initiatives are at hand to do outreach that cost nothing more than the budget already in place for a University, its Departments and its scientific research groups: it is more a matter of capitalizing existing assets at a University in a concerted way and taking full advantage of these assets by means of synergetic collaborations. I will describe one such collaboration among the School of Dance and the Astronomy and Physics Departments at the University of Maryland: the dance performance ``Gravity,'' inspired by gravitational-wave astronomy. Similar types of partnerships represent new promising ways of doing science communications according to what can be rightly called a marketing strategy (http://arxiv.org.abs/1210.0082). [Preview Abstract] |
Monday, April 15, 2013 2:18PM - 2:30PM |
R15.00005: Art as a Vehicle for Nuclear Astrophysics Micha Kilburn One aim of the The Joint Institute for Nuclear Astrophysics (JINA) is to teach K-12 students concepts and ideas related to nuclear astrophysics. For students who have not yet seen the periodic table, this can be daunting, and we often begin with astronomy concepts. The field of astronomy naturally lends itself to an art connection through its beautiful images. Our Art 2 Science programming adopts a hands-on approach by teaching astronomy through student created art projects. This approach engages the students, through tactile means, visually and spatially. For younger students, we also include physics based craft projects that facilitate the assimilation of problem solving skills. The arts can be useful for aural and kinetic learners as well. Our program also includes singing and dancing to songs with lyrics that teach physics and astronomy concepts. The Art 2 Science programming has been successfully used in after-school programs at schools, community centers, and art studios. We have even expanded the program into a popular week long summer camp. I will discuss our methods, projects, specific goals, and survey results for JINA's Art 2 Science programs. [Preview Abstract] |
Monday, April 15, 2013 2:30PM - 2:42PM |
R15.00006: Celebrating Einstein Joey Shapiro Key, Nicolas Yunes The Gravity Group at Montana State University (MSU) hosted Celebrating Einstein, a free public arts and multimedia event celebrating Einstein and his ideas in Bozeman, Montana April 2-6, 2013. The products of our efforts are now available to any party interested in hosting a similar event. Celebrating Einstein is a truly interdisciplinary effort including art, film, dance, music, physics, history, and education. Events included a black hole immersive art installation, a series of public talks by physicists, and Einstein lessons in the public schools leading up to a live free public multimedia performance including a professional dance company, a live interview with a renowned physicist, and an original score composed for the MSU student symphony to be performed with an original film produced by the Science and Natural History film program at MSU. This project is funded by the Montana Space Grant Consortium, Montana State University, and the National Science Foundation. [Preview Abstract] |
Monday, April 15, 2013 2:42PM - 2:54PM |
R15.00007: Science Hack Day: an opportunity for public engagement, art/science mash-ups, and inspiration Matthew Bellis The idea of a Science Hack Day (http://sciencehackday.com/) is to put non-scientists (designers, web developers, artists, interested enthusiasts) in a room with scientists and some good ideas, and see what science-themed project they can create in a weekend (about 24 hours of real hacking). The motto of the organizers is ``Get Excited and Make Things with Science!'' I have participated in several of these events including the first one held in the United State in Palo Alto in 2010 and as a remote advisor to participants in Nairobi, Kenya. To these events I have brought particle physics data from both the BaBar and the CMS (Compact Muon Solenoid) experiments, data from the CoGeNT dark matter direct-detection experiment, and my expertise and enthusiasm. The experience has been transformative for me as both a scientist and a science advocate. This talk will recount my experiences with Science Hack Day events in general and detail some projects that have come out of these days, including the Particle Physics Wind Chime (http://www.mattbellis.com/windchime/) and the Standard Model of Cocktail Physics (http://www.physicsdavid.net/2012/11/standard-model-of-cocktail-physics/). Opportunities for other scientists to take part in similar events will be discussed. [Preview Abstract] |
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