Critical Issues (and Solutions) Facing the Physics Community · University of Alaska 1 December...
Transcript of Critical Issues (and Solutions) Facing the Physics Community · University of Alaska 1 December...
University of Alaska
1 December 2017 Fairbanks, AK
Critical Issues (and Solutions) Facing the Physics Community: Teacher shortages, Diversity
Theodore Hodapp
Director of Project Development Sr. Advisor to Education and Diversity
American Physical Society
www.aps.org ©2017, American Physical Society; Email: [email protected]
APS Education and Diversity Programs
• PhysTEC • APS Bridge Program • STEP UP 4 Women • National Mentoring Community • Conferences for Undergraduate
Women in Physics (CUWiP) • New Faculty Workshops • APS Guide to Assessment:
Effective Practices, Program Review • Physics chairs meeting (7-9 June) • REU site leaders • Prof. skills development workshops • Graduate education conference
• Advocating for physics education • Childcare at meetings • Mentoring seminar materials • Ethics case studies
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Percentage of Women in Physics
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High School College Entrance
BS (degree) PhD (degree) Assistant Professor
High School College Entrance
BS (degree) PhD (degree) Assistant Professor
High School College Entrance
BS (degree) PhD (degree) Assistant Professor
www.aps.org ©2017, American Physical Society; Email: [email protected]
Percentage of Women in Physics
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0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
High School College Entrance BS (degree) PhD (degree) Assistant Professor
Sources: NCES/IPEDS, AIP-SRC, HERI
www.aps.org ©2017, American Physical Society; Email: [email protected]
Percentage of Women in Physics
5
0%
5%
10%
15%
20%
25%
1965 1975 1985 1995 2005 2015
Bachelor's
PhD
Source: National Center for Education Statistics and APS
www.aps.org ©2017, American Physical Society; Email: [email protected]
Undergraduate Physics Degrees Awarded to Women
IUPAP International Conference on Women in Physics Proceedings (2005-2013)
0%
10%
20%
30%
40%
50%
60%
Germany
USA
Canada
Australia
Italy
Argentina
India
Albania Ira
n
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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
8
112
650
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
22%
1995 2000 2005 2010 2015
Biology Engineering Chemistry Physics Math and Stats Earth Sciences
US College-Age Hispanic Population
Source: National Center for Education Statistics, US Census, and APS
www.aps.org ©2017, American Physical Society; Email: [email protected]
African American Bachelor Degrees
9
182 195
0%
2%
4%
6%
8%
10%
12%
14%
16%
1995 2000 2005 2010 2015
Biology Chemistry Math & Stats Engineering Physics Earth Sciences
US College-Age Black Population
Source: National Center for Education Statistics, US Census, and APS
www.aps.org ©2017, American Physical Society; Email: [email protected]
Underrepresented Minority (URM) Physics degrees
Only ~30 students!
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307 860
28 67
0%
6%
12%
18%
24%
30%
36%
1995 2000 2005 2010 2015
Bachelor's
PhD
US Graduate-Age URM population
Source: National Center for Education Statistics, US Census, and APS
www.aps.org ©2017, American Physical Society; Email: [email protected]
APS Bridge Program: Key Features
• Recruit students through graduate (unaccepted), undergraduate 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 (23): • 65 graduate programs looked at “other” applications (2017),
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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Member and Partner Institutions
Member Institutions • 125 in 38 states
Partnership Institutions • 32 in 18 states
§ 24 PhD § 8 MS
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Institution Involvement
• Member Institution (any institution, 125) Free; receive information / updates; reduced fees for APS-BP conferences
• Partnership Site (graduate only, 32) APS COM approval process; recommended site for Bridge Fellows (and others) to attend; demonstrate effective practices in graduate student support
• Bridge Site (graduate only, 6) Receive significant funding from APS; build sustainable program; prepare 2+ students each year for graduate study; significant institutional commitment
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APS Bridge Partnership Sites *Bowling Green State University
*California State University Long Beach *California State University, Los Angeles
Columbia University Delaware State University
*DePaul University Embry-Riddle Aeronautical University
Fisk-Vanderbilt Florida International University
Florida State University Illinois Institute of Technology
Indiana University MIT
North Dakota State University Ohio State University Princeton University
*Texas State University *Towson University
University of Central Florida University of Chicago
University of Cincinnati University of Connecticut
University of Hawai'i at Manoa *University of Houston Clear Lake
University of Michigan University of North Carolina at Chapel Hill
University of Rochester University of South Florida
University of Texas at Arlington University of Texas, San Antonio
University of Virginia *Wright State University
www.aps.org ©2017, American Physical Society; Email: [email protected]
Bridge Program Achievements
Bridge Program Physics PhDs
² 23% Women (20%) ² 93% URM (6%)
§ 64% Hispanic § 24% African
American § 5% Native
² 88% Retention (60%)
0
5
10
15
20
25
30
35
40
45
50
Stu
dent
s
Left Program
Placed/Retained
Project Funding
2013 2014 2015 2016 2017
National Achievement Gap
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Where did the 48 students go (2017)?
• Bowling Green State University • CSU Long Beach (2) • CSU Los Angeles (5) • Delaware State University (2) • DePaul University • Fisk-Vanderbilt University (3) • Florida State University (6) • Indiana University (2) • Ohio State University (3) • Texas A&M University,
Commerce • Texas State University • University of Central Florida (5)
• University of Cincinnati (3) • University of Connecticut • University of Houston, Clear Lake
(3) • University of Kansas (2) • University of Massachusetts
Dartmouth • University of Minnesota Duluth • University of North Carolina,
Chapel Hill • University of Rochester • University of South Florida (2) • University of Virginia
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www.aps.org ©2017, American Physical Society; Email: [email protected]
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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National Mentoring Community (NMC)
Mission: To increase the number of underrepresented ethnic and racial minorities who complete a physics BS degree Program components: • Pair undergraduates with local faculty mentors • Email prompts • Workshops/PD • BEAM fund • Annual meeting
Sign up now! • www.aps.org/nmc • Email: [email protected]
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APS Conferences for Undergraduate Women in Physics (CUWiP)
• Focus on professional development, networking, understanding pathways
• Attendance more than tripled since APS became involved in 2012
• Very good URM attendance • Departments using CUWiP as retention
event for 1st year students • Support from NSF, DOE • 11 sites for 2018, plus 1 in Canada • Directed research efforts to improve
messaging to women sees positive changes
• National leadership group; Current chair: Pearl Sandick, Utah; Overseen by CSWP
• Site applications due 1 November for 2019 conferences
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0
200
400
600
800
1000
1200
1400
1600
1800
2006 2008 2010 2012 2014 2016
CUWiP Attendance
US Female Physics Degrees
Canada
5 Cal Poly Pomona/Pomona College/Harvey Mudd College
AlaskaCalifornia (South of San Jose)Hawaii
7 University of Kansas
ArkansasKansasMissouriNebraskaOklahomaTexas
6 Arizona State University
ArizonaColoradoNevadaNew MexicoUtah
8 University of North Florida
AlabamaFloridaGeorgiaLouisianaMississippiPuerto RicoSouth Carolina
9 University of Virginia
KentuckyMaryland (Frederick and west)North CarolinaTennesseeVirginia (Fredericksburg and south) West Virginia
10 George WashingtonUniversity
District of ColumbiaDelawareMaryland (East of Fredrick)New Jersey (Trenton and south)Pennsylvania (Eastern, Lancaster)Virginia (North of Fredricksburg)
11 Columbia/Barnard/City College
ConnecticutMassachusetts (East of I-91, including Springfield)New Jersey (North of Trenton)New York (Poughkeepsie and south)Rhode Island
1 University of Oregon
California (San Jose and north)IdahoMontanaOregonWashingtonWyoming
2 Iowa State
IllinoisIowaMinnesotaNorth DakotaSouth DakotaWisconsin
3 University of Toledo
IndianaMichiganOhioPennsylvania (Pittsburgh and west)
4 Rochester Institute of Technology
MaineMassachusetts (West of I-91)New HampshireNew York (North of Poughkeepsie)Pennsylvania (Central - Harrisonburg)Vermont
12 Queens Universityin Canada
Site location includes all Canadian provinces
WASHINGTON
OREGON
NEVADA
CALIFORNIA
UTAHCOLORADO
ARIZONANEW
MEXICO
TEXAS
OKLAHOMA
KANSAS
NEBRASKA
MISSOURI
IDAHO
MONTANA NORTH DAKOTA
SOUTH DAKOTA
WYOMINGIOWA
MINNESOTA
WISCONSIN
ILLINOIS
KENTUCKY
TENNESSEEARK.
LOUISIANA
MISS. ALABAMA
INDIANA OHIO
GEORGIA
FL.
S. CAROLINA
N. CAROLINA
PENNSYLVANIA
VIRGINIA
W. VA.
MICHIGAN
MARYLANDDELAWARENEW JERSEY
CONNECTICUTRHODE ISLAND
MASSACHUSETTS
NEW HAMPSHIREVERMONT MAINE
NEWYORK
PUERTO RICOALASKA
HAWAII
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2 3
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2018 CUWIPCONFERENCE SITE
LOCATIONS
If you have any questions, please email
Indicates location of conference within regional area
www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
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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www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
Demand for new teachers
Top 5 education fields (greatest demand) Spec. Ed. – Severe/Profound Disability 4.57 Spec. Ed. – Emotional/Behavioral Disorders 4.54 Physics 4.51 Spec. Ed. – Visually Impaired 4.50 Spec. Ed. – Hearing Impaired 4.45
Bottom 5 education fields (least demand) Pre-K education 3.06 Intermediate education 3.00 English/Language Arts 2.97 Kindergarten/Primary Education 2.77 Health education 2.72
2015-16 AAEE (American Association of Employment in Education) Educator Supply and Demand in the United States Report
www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
Numbers of new physics teachers educated
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Source: Title II
0
20
40
60
80
100
120
140
160
180
200
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15+
Num
bero
fIns-tu-
ons
NumberofPhysicsMajorsCer-fiedin3-YearPeriod
1081 Institutions (72%)
PhysTEC Member Institutions
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www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
PhysTEC Supported Sites
• 46 PhysTEC Sites educate 1 in 8 physics teachers with a degree
• Comprehensive Sites nearly tripled their numbers of physics teachers
• Retention rates for new PhysTEC teachers are over 70% after 5 years
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Key Components • Recruiting • Course reform • Early teaching
experiences • Mentoring and induction • Learning Assistants • Teacher in Residence • Champion • Collaboration • Institutional commitment • Assessment
www.PhysTEC.org ©2017, American Physical Society; Email: [email protected] 24
What would it take to solve the problem?
600 with major/minor in physics or
physics education
800 without deep
content knowledge
Need 800 more new physics teachers / year
New physics teachers hired each year (1400 total)
Source: AIP Statistical Research Center
www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
APS Panel on Public Affairs report
• Recommendations to recruit more physics, chemistry, math and computer science majors to teaching
• Surveyed 8,000 STEM majors and recent graduates, including over 1,200 physics majors
• Partnered with the American Chemical Society, the Computing Research Association, and the Math Teacher Education Partnership
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RECRUITING TEACHERS IN
HIGH-NEEDS STEM FIELDS:
A Survey of Current
Majors and Recent
STEM Graduates
Michael Marder, R Casey Brown, and Monica Plisch, American Physical Society Panel on Public Affairs
www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
“How interested are you in being a middle or high school teacher?”
www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
“Middle or high school teaching is discussed as a career option in my major department.”
www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
“Middle or high school teaching is discussed as a career option in my major department.”
www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
Student misperceptions
• Teacher salaries are ~$20k higher than what students think, on average
• 40% of STEM majors listed uncontrollable or uninterested students as a significant worry about teaching, whereas less than 8% of actual teachers reported this as a concern
• See report for more: www.aps.org/policy/reports/popa-reports
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www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
Recruiting one more teacher
“Physics teacher candidates are in your program: They just need the opportunity to discover how rewarding teaching can be.” – Alma Robinson, Virginia Tech “I’ve been generally surprised how many physics students were interested once they knew that teaching is an option.” – Brian Thoms, Georgia State
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www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
Planned Project Activities
• Funding new “Comprehensive” sites (5); Spring 2018 RFP • Funding “Recruiting” sites (10) • PhysTEC “Fellows” (first cohort just identified) • Report Card to document national need • PhysTEC meeting (8-10 Feb 2018) • Workshops on “Learning Assistants” • Recruiting kit • Online physics methods course • Recognition of top producers: “5+ Club” • Recognition of top teachers: PhysTEC teacher of the year
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www.PhysTEC.org ©2017, American Physical Society; Email: [email protected]
Quick Tips from Successful Sites
• Identify and support a faculty “Champion” • Advertise your department’s education track • Host an informal departmental event for students interested in teaching • Ensure all undergrad advisors are knowledgeable about teacher education • Tell all intro classes whom students interested in teaching should contact • Track number of physics teachers graduating from your program each year • Ask your students if they have considered teaching • Invite a high school physics teacher to give a talk in the physics dept. • Invite a recent physics teacher grad from your dept. to meet students • Go to lunch with education faculty member • Survey your students to ask who has ever considered high school teaching • Know your local high school teachers, and make sure they know you • Learn about Learning Assistants
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Next Steps…
• Replicate Bridge Program in chemistry, math, astronomy, geosciences (apsbridgeprogram.org)
• Mentoring / tracking students into careers / postdoc positions • National Mentoring Community (aps.org/nmc) expansion • New BEAM (Bringing Emergency Aid to Mentees) fund available • Bridge Program / NMC Meeting: 19-21 Oct 2018: Stanford/Google • PhysTEC meeting: 8-10 Feb 2018, College Park, MD (phystec.org) • PhysTEC solicitation for new sites starts Spring 2018 • CUWiP: 12-14 Jan 2018 (each year on MLK wknd) (aps.org/cuwip) • STEP UP 4 Women: Pilot phase now (stepup4women.org)
Happy Physicists ⇒ Great Physics
www.aps.org ©2017, American Physical Society; Email: [email protected]
Email: [email protected], Phone: 301-209-3263
This material is based upon work supported by the National Science Foundation under Grant Nos. 1143070, 1346627, 1720810, 0808790, 1707990
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National Science Foundation.
Thanks!
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