United States

In recent years, addressing diversity, equity, and inclusion in STEM fields, including physics and astronomy, has received growing attention. To effectively promote equity and social justice, we need to acknowledge the role of oppression in disciplinary cultures and thus transform these cultures to be created by and for people of all identities and lived experiences. These actions will improve the teaching and learning of academic content. Here, we propose a culturally responsive framework for astronomy education that incorporates asset-building, reflection, and connectedness, and we present a sample curriculum created using this framework. Students learn astronomy content, such as about Solar System dynamics through physical modeling and simulations, as well as participate in discussions that problematize cultural norms and develop potential solutions. Our approach guides students to critically engage with the content and empowers them to become change agents for making astronomy equitable.

AAPT SM 21

Promoting Equity and Social Justice through Culturally Responsive Astronomy Education

culturally responsive

culturally relevant

justice

astronomy education

equity

inclusion

astronomy

diversity

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

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Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

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We reflect on the transition of our Technology Enabled Active Learning (TEAL) introductory physics courses – large-scale, general requirements – from fully in-person to fully remote during the Spring ’20, Fall ’20, and Spring ’21 semesters. First, we discuss the resources and tools we leveraged and consider their impacts on our course design; key resources included existing interactive content from parallel MOOC courses, randomized online formula response assessments, and video/audio/board collaboration tools. Next, we describe how the fully remote mode informed our structural changes to the course, such as increasing active engagement during class, lowering the stakes of graded components, and promoting group work and community. In addition, we catalog the modifications made to the workflows and collaboration strategies employed by our team of instructors, TAs, and course developers. Finally, wherever possible, we evaluate the impact of these many modifications to our performance as a team, the student experience in the course, and the instruction and learning achieved.

Remote Active Learning for Large-Enrollment Introductory Physics

As universities adjust to the COVID pandemic, many educational outreach efforts transitioned to the virtual world. In this presentation, I will discuss the challenges faced by university-based, student-led virtual physics outreach to middle school and high school students who were in remote and in-school environments. By collaborating with large STEM collectives, after-school programs, and partner schools, physics outreach efforts from our chapter of the Society of Physics Students led to audiences up to over 130. Successful strategies implemented included the use of accessible physics demonstrations using household materials, hands-on participation by target audiences, virtual tours of laboratories, an interactive Q & A forum, virtual games, and the participation of STEM Career speakers from diverse backgrounds.


Lessons from Student-led Virtual Physics Outreach Efforts during the Pandemic

The pandemic forced educators of instructional physics lab classes to rethink how labs are taught. We targeted introductory modern physics labs for remotification. When exploring the photo-electric effect, diffraction and interference, gamma-ray absorption, atomic spectra, and the Franck-Hertz experiment, which all involve sophisticated equipment, students engage primarily by pressing buttons, turning knobs, and reading displays. We were able to adapt and motorize classroom equipment for nearly equivalent remote engagement at relatively low cost. This was possible using consumer-grade technology that has matured over the last 15 years, namely 3D printing, single-board computers, webcams, and open-source programming libraries. In this presentation, we will demonstrate how students view and control our apparatus through a website and discuss elements and principles that have been key for successful deployment and student learning. Such remotified experiments may have post-pandemic relevance by providing students easier access to costly equipment, transcending constraints of space and time.


Remotification of Five Introductory Modern Physics labs for ~$1k apiece

I describe a directed reading course intended for Physics and Astrophysics majors on causes of, manifestations of, and ways to address underrepresentation. Students examined their own identities, and designed community projects to promote inclusivity in our department.

Engaging Physics Majors in DEI Work Through a Half-credit Course

Phoebe Sarah Marks was born on 28th April 1854 in Portsea, UK and was one of eight children. Sarah had a hard childhood but was very gifted and was helped by several benefactors. She attended Girton College, Cambridge studying mathematics; she passed her Tripos in 1880 but Cambridge did not award her a degree. While at Cambridge, she invented a sphygmomanometer. She obtained a London University degree a year later and began teaching. In 1884, she started a course on electricity at Finsbury Technical College, presented by Professor William Edward Ayrton; they were married a year later. Her career flourished and she made other valuable inventions. She was a committed suffragette. She died of blood-poisoning on 26th August 1923. 
It is now only two years to the centenary of her death, so we may expect to hear much more of her remarkable life in the near future.


Hertha Ayrton (1854-1923): physicist, inventor, engineer and suffragette.

As a teen, I read biographies and mysteries. I loved reading about scientists, my favorite was book "Madame Curie" by Eve Curie. One of my happiest times was when I actually attended a talk by Marie Curie's granddaughter. I got to hear firsthand stories from the granddaughter who has two Nobel Prizes in the family! I currently direct an LSAMP program at my university where many students in the program are Hispanic. Do my students know of others in physics that look like them? Do they know their stories? Moreover, do the non-Hispanics in my department know about these persons? Do you? I will share the contents of a poster(s) that will reflect Hispanics in the physical sciences, particularly physics. Hispanic students should read about the lives of their role models in history and about those that are currently successful in the field.

Hispanics in Physics for Today's Students

Many high-profile contemporary physicists have aligned themselves with paranormal skepticism, as espoused by organizations like the Committee for Skeptical Inquiry. Yet this attitude has not always been universal for physicists, nor do we need to reach back to the era of alchemy for counterexamples. In the modern era, we find prominent physicists who were members of the Society for Psychical Research, proponents of synchronicity and ESP, and believers in all manner of quantum spookiness. In this talk, I will review recent work from historians of science on the complex connections between experimental physics and paranormal belief, and argue that an appreciation of this history may help physicists to communicate their subject in a way that is more inclusive to diverse viewpoints.

Historical Flirtations with the Physics of the Paranormal

Whitewashing science goes back hundreds of years. An early victim was the medieval Arab scientist Ibn al-Haythem. His work combining experimental investigations with mathematical modeling anticipated by many centuries the rise of European science, and his breakthrough theory of light and perception was the first to be both physically grounded and mathematically rigorous. In the late medieval period his theory of light and perception became widely accepted throughout Europe, influencing the development of Renaissance art and providing the foundations for modern geometric optics. In the process, however, his name and ethnic background were obscured—likely due to racial or religious prejudice—and even to this day he is not given due credit for the significant contributions he made to physics. In this talk I will briefly review his work and how it entered into the European cannon while denying him due credit.

The Uncelebrated Arab Genius

The Islamic Golden Age was a time of great cultural and intellectual exchange lasting from approximately the 8th to the 14th century, located in the Middle East, Northern Africa, and parts of Europe. This time period was also characterized by major developments in science and medicine. Even words like “algebra” and “algorithm” can trace their origins back to this period. However, the importance of this era to the development of modern science ought to be better known. This talk will cover some of the background history of the Islamic Golden Age as well as some of the major contributions in mechanics, optics, and astronomy.

Importance of the Islamic Golden Age for Physics and Astronomy

Diversity in physics remains low despite a social shift towards STEM inclusion. According to AIP’s Statistical Research Center, women have seen some increases in representation at the post-secondary level, however that has stagnated even with consistent, equitable participation in high school. Moreover, among underrepresented minority groups, less than 15% of all physical science bachelor degrees awarded in the US are to African-American or Latino/a individuals. After decades of work promoting STEM inclusion, why does this disparity remain? The answer may lie in our marketing, and how we as teachers not only sell the course, but the truth that anyone and everyone can belong. In this talk, we will use the following questions to guide our discussion. What is the current state of diversity in physics? What is identity and how do we define the self? How can teachers better prime their students to see themselves in science careers?

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