PER Seminar

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Can Performance Support Black Physics Identity?:  An investigation of the connections between identity, race, physics, and performance art
Simone Hyater-Adams, Ph.D student in the ATLAS Institute, University of Colorado Boulder

There is a current push to understand and address the underrepresentation of Black folks in physics, and STEM more broadly. This talk discusses research that works to explore this through studies of identity and practice. This work is premised on an understanding that the systems of oppression operate within the culture of physics, and postulates that bridging the gaps between science and art can help us begin to address this challenge. In this talk, I will describe three ongoing studies that explore these ideas. The first is an overview of the Critical Physics Identity (CPI) framework, a methodological tool to understand the structural and systemic factors that impact the ways that folks identify with the physics discipline. The second applies the CPI framework for an analysis of Black physicists' narratives in order to highlight themes in the institutional and structural resources that mold their physics identities. The third explores ways that the performance arts might be used as a tool to address the issues found from the analysis of these narratives. This talk concludes with a working model for informal physics programs designed to support student identity, that incorporates the content and practices from the performing arts and from physics.

Kelsey wins Excellence in Teaching Award
November 16, 2018
Kelsey wins Excellence in Teaching Award

PhD student Kelsey Funkhouser has been awarded an Excellence-in-Teaching Citation from the College of Natural Science.

Vashti Publishes Article About an Analytic Framework to Characterize Student Reasoning
September 5, 2018
Vashti Publishes Article About an Analytic Framework to Characterize Student Reasoning

PERL co-director Vashti Sawtelle, PERL alumni K.K. Mashood, and colleagues have published an article in Life Science Education title Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes.

Angie publishes article in The Physics Teacher
August 30, 2018
Angie publishes article in The Physics Teacher

Angie Little and colleague published a paper in The Physics Teacher titled On the Importance of Engaging Students in Crafting Definitions.

Dr. Alanna Pawlak Defends Her PhD!
July 23, 2018
Dr. Alanna Pawlak Defends Her PhD!

Dr. Alanna Pawlak Defends Her PhD!

Katie Publishes Article on a Critical Look at Physics Identity
June 1, 2018
Katie Publishes Article on a Critical Look at Physics Identity

Prof. Katie Hinko and her collaborators, Simone Hyater-Adams, Claudia Fracchiolla, Noah Finkelstein, have published an article investigating a framework for examining race and physics identity.

Vashti Publishes Article on Modeling Instruction for University Physics
May 11, 2018
Vashti Publishes Article on Modeling Instruction for University Physics

PERL co-director Vashti Sawtelle and colleagues have published an article on Modeling Instruction for University Physics in the European Journal of Physics

Dr. Daryl McPadden Defends Her PhD!
March 21, 2018
Dr. Daryl McPadden Defends Her PhD!

Daryl McPadden successfully defended her PhD. Congratulations Daryl!

PERL Members Publish 10 PERC Papers
March 13, 2018
PERL Members Publish 10 PERC Papers

We're proud to annouce that the PERL Team has contributed to 10 PERC Papers in 2017.

Prof. Katie Hinko Wins $10,000 S3 Grant
February 8, 2018
Prof. Katie Hinko Wins $10,000 S3 Grant

Prof. Katie Hinko is leading a team that was awarded a $10,000 Science and Society @ State grant. Working with Prof. Megan Halpern, their project titled: Hidden Value: Investigating the Physics Demonstration as Aesthetic Experience looks to explore physics demonstrations as meaningful experiences.

Angie publishes in Journal of Science Teacher Education
February 2, 2018
Angie publishes in Journal of Science Teacher Education

Angie Little and colleagues published a paper in the Journal of Science Teacher Education titled: Building Reflective Practices in a Pre-service Math and Science Teacher Education Course That Focuses on Qualitative Video Analysis