APS Education and Diversity Programs · APS Leadership Convocation 26 January 2017 Washington, DC...

APS Leadership Convocation

26 January 2017 Washington, DC

APS Education and Diversity Programs

Monica Plisch, Director of Education and Diversity

Theodore Hodapp, Director of Project Development

www.aps.org ©2017, American Physical Society; Email: [email protected], [email protected]

Education and Diversity

Committees: •  Education •  Status of Women in Physics •  Minorities Units: •  FEd •  FGSA •  GPER •  Forum on Diversity and

Inclusion (organizing)

Staff: •  Miranda Bard •  Erika Brown •  Michelle Campbell •  Brián Clash •  Renee Michelle Goertzen •  Theodore Hodapp •  Arlene Modeste Knowles •  Monica Plisch •  Anne Richard •  Susan Sargent •  Kathryne Woodle

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Departmental Programs

•  PhysTEC •  APS Bridge Program •  Conferences for Undergraduate

Women in Physics (CUWiP) •  National Mentoring Community •  Best Practices in Undergraduate

Physics Programs •  New Faculty Workshops •  Physics chairs meeting •  REU site leaders •  Professional skills development

workshops •  Graduate education conference

•  Advocating for physics education •  Childcare at meetings •  Mentoring seminar materials •  Ethics case studies

NNatatioionalMentontoringCommunommunityity

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Programs and Resources for Units

•  Childcare grants (Bard) •  Fellows, prizes, awards (COM, CSWP) •  LGBT Climate report •  Sessions: •  Education (COE, FEd) •  Diversity (CSWP, COM, Bouchet/MGM award winners)

•  Workshops: •  Mentoring (Plisch, Woodle) •  Professional skills development (Goertzen)

•  Documenting unit diversity (Plisch, Knowles) •  Talks: •  Educating high school teachers •  Graduate admissions and the GRE •  Physics demographics •  Education research highlights

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Code of Conduct for APS Meetings

It is the policy of the American Physical Society (APS) that all participants, including attendees, vendors, APS staff, volunteers, and all other stakeholders at APS meetings will conduct themselves in a professional manner that is welcoming to all participants and free from any form of discrimination, harassment, or retaliation. Participants will treat each other with respect and consideration to create a collegial, inclusive, and professional environment at APS Meetings. Creating a supportive environment to enable scientific discourse at APS meetings is the responsibility of all participants. Participants will avoid any inappropriate actions or statements based on individual characteristics such as age, race, ethnicity, sexual orientation, gender identity, gender expression, marital status, nationality, political affiliation, ability status, educational background, or any other characteristic protected by law. Disruptive or harassing behavior of any kind will not be tolerated. Harassment includes but is not limited to inappropriate or intimidating behavior and language, unwelcome jokes or comments, unwanted touching or attention, offensive images, photography without permission, and stalking. Violations of this code of conduct policy should be reported to meeting organizers, APS staff, or the APS Director of Meetings. Sanctions may range from verbal warning, to ejection from the meeting without refund, to notifying appropriate authorities. Retaliation for complaints of inappropriate conduct will not be tolerated. If a participant observes inappropriate comments or actions and personal intervention seems appropriate and safe, they should be considerate of all parties before intervening.

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Physics / STEM Bachelor Degrees

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

0

50,000

100,000

150,000

200,000

250,000

300,000

350,000

400,000

1965 1975 1985 1995 2005 2015

Physics

All STEM

Source: IPEDS

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Hispanic American Bachelor Degrees

0%#

2%#

4%#

6%#

8%#

10%#

12%#

14%#

16%#

18%#

20%#

1995# 2000# 2005# 2010# 2015#

Popula1on#

Biology#

Engineering#

Chemistry#

Math#and#Stats#

Physics#

Earth#Sciences#489

112# Sources: IPEDS Completion survey by race, US Census

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African American Bachelor Degrees

0%#

2%#

4%#

6%#

8%#

10%#

12%#

14%#

16%#

1995# 2000# 2005# 2010# 2015#

Popula1on#

Chemistry#

Biology#

Math#and#Stats#

Engineering#

Physics#

Earth#Sciences#169$182$

Sources: IPEDS Completion survey by race, US Census

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Percentage of Women in Physics

0%

5%

10%

15%

20%

25%

1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015

Bachelors

Doctorate

Source: IPEDS

9


0%

5%

10%

15%

20%

25%

30%

35%

1995 2000 2005 2010 2015

BS

PhD

63 PhDs on average

US College-age minority population

URM Physics PhDs to Minority Population

Sources: IPEDS Completion survey by race, US Census

Only ~30 students!

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High school classes taught by teacher with degree in the field

0%#

10%#

20%#

30%#

40%#

50%#

60%#

70%#

80%#

90%#

Social#Studies# English# Biology# Math# Physics# Chemistry#Source: Schools and Staffing Survey

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High School Students Studying Physics

0

200

400

600

800

1000

1200

1400

1987 1990 1993 1997 2001 2005 2009 2013

1000'sofstud

ents

Honors/AP/2ndYearRegularConceptual/PhysicsFirst

Source:AIPStaGsGcalResearchCenter

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PhysTEC Member Institutions

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PhysTEC graduates

•  PhysTEC sites educate 1 in 8 new physics teachers with a degree

•  PhysTEC comprehensive sites nearly tripled their numbers of physics teachers

•  Retention rates for new PhysTEC teachers are over 70% for 5 years, above the national average

•  800 more physics teachers per year would solve the national shortage 0

1234567891011

0+ 1+ 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9+

Num

bero

fcom

preh

ensivesites

Averagenumberofphysicsteachersperyear

Pre-award

Post-award

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APS Bridge Program: Key Features

•  Recruit students through graduate programs (unaccepted), undergrad programs (promising but uncompetitive, or unsure )

•  Establish Bridge Sites (6): •  Year 1: Advanced undergraduate or grad courses, introduction to

grad-level research, active mentoring, progress monitoring, social integration into grad school (Project funds)

•  Year 2: Take 1st year grad courses, apply to PhD program, research underway (Department funds)

•  Place additional students (at Partnership Institutions): •  44 graduate programs looked at “other” applications (2016),

recruited additional students; No direct support, some travel •  “COM approved” Partnership Institutions; national recognition of

program •  Monitor student/site progress •  Research •  Disseminate / Advocate

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Bridge Program Achievements

Bridge Program Physics PhDs

•  23% Women (20%) •  93% URM (6%)

•  64% Hispanic •  24% African

American •  5% Native

•  88% Retention (60%)

0

5

10

15

20

25

30

35

40

Stud

ents

Le*Program

Placed/Retained

ProjectFunding

20132014201520162017

Na+onalAchievementGap

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Institutional Members

• Member Institutions •  112 in 36 states

• Partnership Institutions

•  27 in 16 states

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Program Components

•  Approved by APS Council: November 2014 •  Launched April 2015 •  Goal: Increasing the number of URM students who receive

undergraduate degrees in physics •  Pairing faculty and URM students •  160 mentors; 105 mentees paired •  Annual conference (21-23 October 2016) – in conjunction

with REU Site Leaders meeting, Houston, TX •  Planned: scholarship funds distributed via mentors •  Planned: recognition of mentoring

Register: www.aps.org/nmc

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APS Conferences for Undergraduate Women in Physics

•  Focus on professional development, networking, understanding pathways

•  Attendance more than tripled since APS became involved

•  Awarded 3-year grants from DOE, NSF for 2014-2020 conferences

•  10 sites for 2017, 12 in 2018 •  Coordination of Canadian site in 2017 •  Directed research efforts to improve

messaging to women sees positive changes

•  National leadership group; Current chair: Pearl Sandick, Utah; Overseen by CSWP

www.aps.org/cuwip

0

200

400

600

800

1000

1200

1400

1600

1800

2006 2008 2010 2012 2014 2016

CUWiP Attendance

Female Physics Degrees

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Physics GRE: Impact of Cutoff Scores

0.0#

0.1#

0.2#

0.3#

0.4#

0.5#

0.6#

0.7#

0.8#

0.9#

1.0#

400# 500# 600# 700# 800# 900# 1000#

Frac1on#(White)#

Frac1on#(Hispanic)#

Frac1on#(Black)#

Frac1on#(Asian)#

0.09 (Black)

0.34 (Hispanic)

0.44 (White)

650

0.61 (Asian)

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Guide for Undergraduate Physics Program Assessment, Review, and

Improvement 1.  Develop a guide for self-assessment of undergraduate physics

programs founded on documented best practices linked to measurable outcomes

The guide should provide a physics-community-based resource to assist programs in developing a culture of continuous self-improvement, in keeping with their individual mission, context, and institutional type. The guide should include considerations of curricula, pedagogy, advising, mentoring, recruitment and retention, research and internship opportunities, diversity, scientific skill development, career/workforce preparation, staffing, resources, and faculty professional development.

2.  Recommend a plan for ongoing review and improvement of this guide under the oversight of the APS COE

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APS Education and Diversity Programs · APS Leadership Convocation 26 January 2017 Washington, DC...

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