Bulletin of the American Physical Society
APS April Meeting 2022
Volume 67, Number 6
Saturday–Tuesday, April 9–12, 2022; New York
Session D06: Teaching to Build Physics IdentityDiversity Education Invited Live Streamed Undergrad Friendly
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Sponsoring Units: FED Chair: Brian Beckford, Department of Energy - US Room: Marquis A |
Saturday, April 9, 2022 1:30PM - 2:06PM |
D06.00001: Building Identity in Physics through Teaching Invited Speaker: Narbe Kalantarians Over the past 9 years I’ve embraced the mission of recruiting Black physicists, motivated by the fact that physics has been largely monotone in culture for the majority of its existence. What I’ve been learning continually for my role as a faculty member and researcher in physics, is that it entails empathy, patience, and recognition. In order to be successful, students from underrepresented groups need a sense of belonging in a field that has been predominantly White. Helping their communities is also significant to them. Time and time again, we have seen that teaching and mentoring are crucial for these. It is also invaluable that they see physicists who look like them. Virginia Union University brought back its physics program in 2016 with a planning grant from the National Science Foundation. We started with 7 students and since then, it has grown to 25 majors at present [1]. In this talk, I will go in to detail about how we have grown this program and the lessons we have learned (and continue to do so) along the way. |
Saturday, April 9, 2022 2:06PM - 2:42PM |
D06.00002: TBD Invited Speaker: Anderson Sunda-Meya
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Saturday, April 9, 2022 2:42PM - 3:18PM |
D06.00003: The role of identity in the learning process Invited Speaker: Valerie K Otero Knowing and learning are inherently social, involving individuals, communities, tools, and identities. Identity is a central component of what transpires in, and results from, classroom instruction. In this presentation, I will discuss cognitive and sociocultural perspectives on learning in efforts of demonstrating how identity is central to learning and is always in play regardless of the teachers’ or students’ attention to it. As we seek to promote physics learning in the classroom, we set up rules for inclusion and what counts as success. Different approaches will lead to different outcomes for who succeeds and who struggles. I will provide results from research that illustrate different ways in which identities are at play in inhibiting and facilitating learning both for students who have historically been successful in science and for those who have not. |
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