SBP: Identifying best practices for inclusive physics learning environments

SBP：确定包容性物理学习环境的最佳实践

• 批准号: 1925823
• 负责人: Rachel Scherr
• 金额: $ 7.53万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-02-07 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1925823&HistoricalAwards=false
• 关键词: SBP; Identifying; best; practices; inclusive

This significant project will share examples of university physics departments that effectively support women and minorities; learn what physics faculty know, believe, and value that could help them create inclusive learning environments; and provide evidence-based guidance to physics faculty who want to include more women and minorities in physics. The intellectual motivations of this project are captured by the American Physical Society's Joint Diversity Statement: "To ensure a productive future for science and technology in the US, we must make physics more inclusive...Underrepresented groups constitute a largely untapped intellectual resource and a growing segment of the U.S. population" Unfortunately many faculty remain convinced that traditional instruction, assessment, and admissions reliably identify the "best students", in spite of evidence that these practices discriminate against underrepresented groups. To make physics more inclusive, physics teaching should be transformed to increase its effectiveness for women and minorities; physics assessments should accurately reflect student learning without discriminating against disadvantaged groups; and physics departments should enact admissions, mentoring, and advising practices that support all students' intellectual and professional growth. In this project physics education researchers, social justice professionals, and physics professional societies will work together to (1) identify physics faculty and departments that are already striving for inclusive physics learning environments through specific teaching efforts or departmental practices, providing examples of practices, values, knowledge, and programs that support equity in physics; (2) learn what knowledge, beliefs, values, and priorities physics faculty share that could support them in creating more inclusive learning environments; and (3) produce pilot resources for physics faculty to change their instruction and their departmental practices to better support inclusion of women and minorities. These pilot resources will include lessons about physics teaching and learning based on short episodes of video illustrating physics classrooms' best-practices and guidance for faculty on analyzing demographic data on student assessments.

这个重要的项目将分享有效支持女性和少数族裔的大学物理系的例子；了解物理教师所知道的、相信的和重视的东西，这些可以帮助他们创造包容性的学习环境；并为希望让更多女性和少数族裔参与物理学的物理教师提供基于证据的指导。美国物理学会的联合多样性声明体现了该项目的智力动机：“为了确保美国科学技术的富有成效的未来，我们必须使物理学更具包容性......代表性不足的群体构成了很大程度上尚未开发的智力资源和不幸的是，许多教师仍然相信传统的教学、评估和招生能够可靠地识别出“最好的学生”，尽管有证据表明这些做法歧视代表性不足的群体。为了使物理更具包容性，物理教学应该进行变革，以提高其对女性和少数族裔的有效性；物理评估应准确反映学生的学习情况，不歧视弱势群体；物理系应该制定支持所有学生智力和职业发展的招生、指导和建议做法。在该项目中，物理教育研究人员、社会正义专业人员和物理专业协会将共同努力（1）确定已经通过具体教学工作或部门实践努力创造包容性物理学习环境的物理教师和部门，提供实践、价值观的例子支持物理学公平的知识和计划； (2) 了解物理教师共有哪些知识、信仰、价值观和优先事项可以支持他们创造更具包容性的学习环境； (3) 为物理教师提供试点资源，以改变他们的教学和部门实践，以更好地支持女性和少数族裔的包容性。这些试点资源将包括基于短视频的物理教学和学习课程，展示物理课堂的最佳实践，并为教师分析学生评估的人口统计数据提供指导。