PERC 2008 Abstract Detail Page
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| Abstract Title: | Does PER-Based Instruction Help Underrepresented Groups Succeed, and How Can It Do So Better? |
|---|---|
| Abstract: | An issue of widespread concern among physicists is the low representation of women and certain ethnic minorities in physics. As PER seeks to improve physics learning for all, we must ask whether PER-based instructional methods can also help ameliorate (or at least not aggravate) the underrepresentation of these groups. This poster session will facilitate a forward-looking discussion of how PER-based instruction can best foster the success of these groups by bringing together insights from work in three areas: (1) evaluating the success of underrepresented students with PER-based methods, (2) identifying barriers to these students' success in ordinary instructional environments, and (3) existing programs (not necessarily PER-based) aimed at improving the retention and learning of these underrepresented groups. After work in these three areas is presented and discussed, all attendees will participate in brainstorming future work that will identify strengths and weaknesses in the current PER-based methods, with the ultimate goal of developing improved instructional methods. |
| Abstract Type: | Targeted Poster Session |
Author/Organizer Information | |
| Primary Contact: |
Catherine H. Crouch Swarthmore College Department of Physics 500 College Ave Swarthmore, PA 19081 Phone: 610/328-8386 Fax: 610328-7895 |
| Co-Author(s) and Co-Presenter(s) |
see below |
Targeted Poster Session Specific Information | |
| Poster 1 Title: | The Persistence of the Gender Gap in Introductory Physics |
| Poster 1 Authors: | Steven Pollock and Lauren Kost Physics Department, University of Colorado steven.pollock@colorado.edu, Lauren.Kost@colorado.edu |
| Poster 2 Title: | Gender Differences in Both Force Concept Inventory and Introductory Physics Performance |
| Poster 2 Authors: | Kenneth Heller and Jennifer Docktor Department of Physics University of Minnesota heller@physics.umn.edu, docktor@physics.umn.edu |
| Poster 3 Title: | Gender and Student Achievement with Peer Instruction |
| Poster 3 Authors: | Catherine Crouch, Department of Physics, Swarthmore College ccrouch1@swarthmore.edu Mercedes Lorenzo, IES Universidad Laboral, Albacete, Spain mercepolo@hotmail.com Jessica Watkins and Eric Mazur Division of Engineering and Applied Science Harvard University watkinsj@seas.harvard.edu, mazur@physics.harvard.edu |
| Poster 4 Title: | Gender Differences in Student Responses to Peer Instruction |
| Poster 4 Authors: | Jessica Watkins and Eric Mazur Division of Engineering and Applied Science Harvard University watkinsj@seas.harvard.edu, mazur@physics.harvard.edu |
| Poster 5 Title: | Improving Learning for Underrepresented Groups in Introductory Physics for Engineering Majors |
| Poster 5 Authors: | Suzanne White Brahmia Director, Extended Physics Program Department of Physics and Astronomy Rutgers, the State University of New Jersey brahmia@rci.rutgers.edu |
| Poster 6 Title: | Learning and Success in Introductory Physics for Black Science Students in the Post-Apartheid Era |
| Poster 6 Authors: | Saalih Allie University of Cape Town Cape Town, South Africa Saalih.Allie@uct.ac.za |
