Bulletin of the American Physical Society
APS April Meeting 2023
Volume 68, Number 6
Minneapolis, Minnesota (Apr 15-18)
Virtual (Apr 24-26); Time Zone: Central Time
Session G05: Rethinking the Culture of (Nuclear and Particle) PhysicsEducation Invited Undergrad Friendly
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Sponsoring Units: DPF DNP Chair: Marco Muzio, Pennsylvania State University (Penn State) Room: MG Salon E - 3rd Floor |
Sunday, April 16, 2023 10:45AM - 11:21AM |
G05.00001: Large scale patterns in STEM demographics, 1970-2020: why so slow in the physical sciences, compared to biomedicine? Invited Speaker: Sharon Traweek STEM equity policies focus on all science and engineering fields, but the range of change among them is stark. In many countries the proportion of many under-represented groups in biomedical fields is now higher than in engineering, the humanities, physical sciences, and social sciences, from undergraduates to full professors; the physical sciences now have the least. This presentation addresses the causes and implications of that disparity between the biomedical and physical sciences, as well as why some physical sciences are changing more than others, plus why policies do not address the disparity. In addition, new kinds of data collection are recommended. |
Sunday, April 16, 2023 11:21AM - 11:57AM |
G05.00002: The Gender Gap in Physics, the Search for Root Causes and Lessons for Transforming Our Climate Invited Speaker: Prajval Shastri While it is well-known that men are over-represented in physics at all levels globally, interventions to mitigate this gender-gap have taken a range of forms across space and time, which reflect a range of assumptions about its cause. I will discuss an attempt to understand the root cause(s) of this over-representation primarily in the Indian context. Combined with the obvious disparities along dimensions other than gender, this attempt leads us to the importance of interrogating the idea of merit itself, in order to transform the culture of physics. |
Sunday, April 16, 2023 11:57AM - 12:33PM |
G05.00003: How our classrooms and departments signal opportunities for learning and inclusion Invited Speaker: Kathryn Boucher A sense of belonging and beliefs about intelligence are predictors of college students' experiences in science, technology, engineering, and math (STEM) courses and equity gaps in academic performance (e.g., Canning et al., 2019; Walton et al., 2014). A growing evidence base points to the situational cues in the classroom and other campus spaces that can signal to students the opportunity to feel a strong sense of belonging and supported in the belief that they can grow in their skills and knowledge to succeed. These cues can be communicated verbally in instructors' and administrators' speech and highlighted in course content and exemplar scholars in the field (e.g., Cundiff et al., 2011; Kroeper et al., 2022). Course structures and departmental policies additionally serve as powerful signals of belonging and growth-minded practices. Understanding the content of these cues in one's local environment and their consequences for students' persistence and achievement is critical then to developing classroom and campus interventions that foster belonging and growth for students. In this talk, insights from a multiple university project, the Student Experience Project, will be shared as a case study for how instructors, departments, and campuses can assess their current contexts and integrate evidence-based, field-tested practices in their work advancing inclusion. |
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