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Abstract Title: Juried Talks I
Abstract: This session consists of four juried talks.
Abstract Type: Juried Talk Session
Session Time: Parallel Sessions Cluster I
Room: Cascade A

Author/Organizer Information

Primary Contact: Organizing Committee
PERC

Symposium Specific Information

Presentation 1 Title: Breaking with Tradition: How Informal Learning Experiences in Physics Contribute to Physics Identity Development
Presentation 1 Authors: Zahra Hazari, Remy Dou, Gerhard Sonnert, Philip M Sadler
Presentation 1 Abstract: While research exists on the effect of informal science experiences on students' broader science identities, little is known about how informal science education generally affects students' development of physics identities--a construct strongly associated with physics career choice. We administered a national survey to students from 27 different colleges and universities across the country (N = 15,847). The survey captured participants' engagement in a variety of informal learning experiences across their elementary, middle, and high school years, including talking with friends and family about science, mixing chemicals, tinkering, reading science fiction, and others. Using multiple regression, we tested linear models that reveal a positive relationship between traditional informal learning experiences in physical science (e.g., tinkering) and respondents' physics identity. We also find a negative relationship between life science experiences and physics identity. We use this evidence to suggest developing interdisciplinary experiences that better engage participants with diverse interests.
Presentation 2 Title: Longitudinal analysis of a student's identity trajectory within the physics community
Presentation 2 Authors: Gina M. Quan, Chandra A. Turpen; Andrew Elby
Presentation 2 Abstract: We study how undergraduate physics majors develop identities within the physics community. In this talk, we present a longitudinal case study of a single student, Cassidy. As a white woman and older transfer student, Cassidy held multiple intersecting nondominant identities in undergraduate physics which contributed to her unique experiences of marginalization. We analyzed Cassidy's experience through two constructs: 1) her perception of "normative identities," the accepted and valued roles within physics, and 2) her personal identity as it plays out in the physics community. We found that Cassidy experienced shifts in both her personal identity and her perceptions of normative identities. Because these shifts resulted in greater alignment between personal and perceived normative identities, they contributed to her deeper participation in the physics community. Finally, we discuss implications for future research and programmatic design.
Presentation 3 Title: Student activist strategies for creating a welcoming physics culture
Presentation 3 Authors: Mary Chessey, KC Brunk et al.
Presentation 3 Abstract: Connections between physics students' strategies of resistance and experiences outside the classroom are not well-documented. We carried out a 16-month critical ethnographic study centered around a cohort of transfer student physics majors by observing formal and informal learning spaces, interviewing, and participant-researchers autoethnographic memoing. Data were analyzed for emerging themes using a constant comparative method through a critical lens to understand power dynamics. During the study, participants created an equity and inclusion group, whose discussions and actions embodied students' resistance against marginalization. For example, a prevalent perception that instructors expected majors to sacrifice other parts of their lives in order to succeed in physics inspired participants to create an open mic night to celebrate talent in music and comedy. By documenting students' efforts to upend dominant ideas about the physics community and subsequent pushback they faced, we present key factors that shaped student activist experiences in a traditional physics department.
Presentation 4 Title: A framework for classifying learning opportunities in Faculty Online Learning Communities: A multipurpose tool with practical applications
Presentation 4 Authors: Alexandra C Lau, Adriana Corrales, Fred Goldberg, Chandra Turpen, and the Next Gen PET FOLC Research Team
Presentation 4 Abstract: Faculty Online Learning Communities (FOLCs) are a unique professional development environment for physics and astronomy instructors where they engage in sustained pedagogical reflection and growth. FOLC participants meet via a video conferencing platform to discuss their teaching. In order to capture the breadth and depth of learning that can occur by participating in a FOLC, we developed a taxonomy to characterize the opportunities to learn (OTLs) in a FOLC meeting. In this talk, we will present the taxonomy and discuss its development based on meetings from two different FOLCs: one centered around the Next Generation Physical Science and Everyday Thinking curriculum and another serving new physics and astronomy faculty. In order to accurately characterize OTLs, we consider both the content of the conversations and how participants engage in the conversations. We will present how our taxonomy captures these two dimensions. We will also discuss the broader utility of this framework.