Speaker
Description
Because physics is one of few STEM fields that has yet to successfully address its gender and diversity gaps, there is work to be done to encourage different types of people to pursue physics as a degree. Part of the responsibility for this work rests with undergraduate physics professors and teaching staff, whose influence on students is profound. One question that has not been adequately answered in the literature is exactly how physics departments should attempt to increase participation and belonging in physics. I will present a part of my Ph.D. dissertation research that focused on working with undergraduate physics instructors to make changes in their department that we hoped would encourage students to feel welcome, to feel they belonged, to build their physics identities, and ultimately, to increase and broaden participation in the undergraduate program. This in-depth, qualitative case study produced some expected results and some surprising ones. I will make recommendations for you to consider applying in your own contexts, and I hope to hear what has worked for others.
