Making diversity, equity, inclusion integral part of physics education
By reflecting on what it means to be a physicist, instructors emphasize
the human component of science.

Date:
March 4, 2022
Source:
American Institute of Physics
Summary:
While many physics instructors are beginning to incorporate lessons
on diversity, equity, and inclusion in the classroom, it can often
feel like an add-on rather than an integral component of becoming
a physicist.

Scientists are helping to change this by presenting discussions and
activities on DEI as a fundamental and essential part of physics
training. The team created two approaches for DEI curriculum,
replacing a question on a weekly homework assignment with a
reflection essay on a topic important to physicists and including
activities and discussions during a two-day unit on representation.



FULL STORY ========================================================================== While many physics instructors are beginning to incorporate lessons on diversity, equity, and inclusion (DEI) in the classroom, it can often feel
like an add-on rather than an integral component of becoming a physicist.


==========================================================================
In The Physics Teacher, by AIP Publishing, scientists from Carleton
College and the University of Colorado Boulder are helping to change
this narrative by presenting discussions and activities on DEI as a
fundamental and essential part of physics training beyond the introductory physics level.

"Diversity, equity, and inclusion are a part of being a physicist, just
as much as knowing about quantum mechanics or using an oscilloscope,"
said author Martha-Elizabeth Baylor.

The team created two separate approaches for DEI curriculum at the
intermediate level in 30-person and 75- to 120-person classrooms. The
former replaced one question on a weekly homework assignment with a
reflection essay on a topic important to physicists. The latter included activities and discussions during a two-day unit on representation.

"On the whole, students respond positively to covering this material
in a physics class," said author Jessica Hoehn. "They are eager for
these conversations." The reflection essays in the first approach were
a small component of a larger "Practicing Professionalism" framework,
which explored what physicists know, do, and care about. Meanwhile, the
second approach tested students on the ideas within their DEI activities
and discussions, just as it would with other course content.

Baylor said students began the term by writing themselves out of the
definition of a physicist. However, that changed by the end of the class.

"Many students come to see that the physics community thinks about
the things that they think about, the things they care about," said
Baylor. "They find that anybody can be a physicist. They just have to
care about physics, choose to do physics, and choose that as part of
their identity." For women in these classes in particular, a large
theme emerged: Their feelings about being in physics were particular to
the cultural environment in the U.S.

The authors believe instructors can look at each curriculum and design
their own lessons that they are comfortable enacting. The individual
reflection activities in the first approach may be an easier start for instructors who want to engage with students on an individual basis,
rather than lead a class discussion.

The researchers recommend looking at their resources for ideas, then
gathering feedback and iteratively improving the curriculum. They hope
to help other instructors frame physics as a human endeavor.

"We're doing this, because if you enter the physics community, you need to
be able to engage intelligently and respectfully in these conversations,"
said Baylor.


========================================================================== Story Source: Materials provided by American_Institute_of_Physics. Note: Content may be edited for style and length.


========================================================================== Journal Reference:
1. Martha-Elizabeth Baylor, Jessica R. Hoehn, Noah
Finkelstein. Infusing
Equity, Diversity, and Inclusion Throughout Our Physics Curriculum:
(Re)defining What It Means to Be a Physicist. The Physics Teacher,
2022; 60 (3): 172 DOI: 10.1119/5.0032998 ==========================================================================

Link to news story: https://www.sciencedaily.com/releases/2022/03/220304124020.htm

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