Bulletin of the American Physical Society
APS April Meeting 2021
Volume 66, Number 5
Saturday–Tuesday, April 17–20, 2021; Virtual; Time Zone: Central Daylight Time, USA
Session D07: Excellence in Physics Education Award Session: Supporting a More Diverse Physics CommunityDiversity Education Invited Live Undergrad Friendly
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Sponsoring Units: FED Chair: Catherine Crouch, Swarthmore College |
Saturday, April 17, 2021 1:30PM - 2:06PM Live |
D07.00001: Excellence in Physics Education Award (2021): Excellence in Physics Education Award Talk: Transforming Diversity and Equity in K-12 STEM Education Research, Practice, and Policy Invited Speaker: Anderson Sunda-Meya Although in the last few decades students from underrepresented groups have made strides in science and mathematics, only a small percentage of these students become scientists, mathematicians, and engineers. Recent studies have focused on issues of preparation, emphasizing the need for advanced coursework to be made available in schools where there is high enrollment of underrepresented students. Other studies have highlighted the need for project-based learning. The purpose of our work has been to address persistent barriers to the pursuit of higher education and careers in STEM fields for students from underrepresented and economically disadvantaged backgrounds arising from lack of rigorous middle and high grades preparation and a lack of parent and student engagement in STEM. We believe a really change will come from the change of focus from individual to society by addressing the structural or institutional inequities of STEM education that are socially, culturally, politically, and historically defined. Our conceptual model will employ theoretical framework such as critical race theory, antideficit achievement, opportunity hoarding, to reverse the commonly focused question about disadvantages in education, underrepresentation, inadequate preparation, academic deficits, detachment, to one of how STEM education research, policy, and practice are seeking to unpack and understand the social, cultural, political, and historical nature of identity and experience. [Preview Abstract] |
Saturday, April 17, 2021 2:06PM - 2:42PM Live |
D07.00002: The National Mentoring Community Invited Speaker: Daniel Salazar-Gallegos Co-presenters: Simone Hyater-Adams (APS), Nadya Mason (UIUC), Daniel Salazar-Gallegos (MSU). The APS National Mentoring Community (NMC), formed in 2015, facilitates mentor/mentee relationships in underrepresented groups by connecting African American, Hispanic American, and Indigenous undergraduate physics students with local physicists. NMC's mentoring includes dialogue about career planning and racial discrimination through our mentor/mentee relationships and NMC annual mentoring conference. This panel will provide student, faculty, and APS staff perspectives on the NMC. We share our experiences with NMC and the vision for how it contributes to developing a more inclusive and equitable physics community. [Preview Abstract] |
Saturday, April 17, 2021 2:42PM - 3:18PM Live |
D07.00003: The APS Bridge Program Invited Speaker: Jon Urheim The APS Bridge Program (APS-BP) was established to address the observed drop in the number of Physics bachelor degree recipients from underrepresented groups who go on to Ph.D. studies, relative to non-minority peers. To do this, it has seeded the development of post-baccalaureate or M.S. degree programs within a network of physics departments. These programs aim to prepare students with undergraduate degrees in physics or related fields who either had not applied to Ph.D. programs, or had applied but not been admitted, to successfully enter them. Over the past eight years, the APS-BP sites have collectively erased the Ph.D. studies enrollment shortfall through programs that emphasize holistic admissions approaches, attention to induction and course placement, research engagement, mentoring, and professional development. This mini-panel will present the perspectives of a faculty member (Urheim) directing an APS-BP site, a current Ph.D. student (Ashley Brooks) who has transitioned through it, and a member of the APS staff (Bri\'an Clash) who has been engaged in multi-faceted aspects of the administration of the program. [Preview Abstract] |
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