SBP: Identifying best practices for inclusive physics learning environments

这个重要的项目将分享大学物理系有效支持妇女和少数民族的例子；学习物理教师所知道、相信和重视的东西，帮助他们创造包容性的学习环境；并为那些想让更多女性和少数族裔参与物理学的物理教师提供基于证据的指导。这个项目的学术动机被美国物理学会的联合多样性声明所捕捉：“为了确保美国科学和技术的富有成效的未来，我们必须使物理学更具包容性……不幸的是，许多教师仍然相信，传统的教学、评估和录取方法可靠地确定了“最好的学生”，尽管有证据表明这些做法歧视了代表性不足的群体。为了使物理更具包容性，应该改变物理教学，以提高对妇女和少数民族的有效性；物理评估应准确反映学生的学习情况，不歧视弱势群体；物理系应该制定招生、指导和建议实践，以支持所有学生的智力和专业发展。在这个项目中，物理教育研究人员、社会公正专业人士和物理专业协会将共同努力：(1)通过具体的教学努力或部门实践，确定已经在努力创造包容性物理学习环境的物理教师和院系，提供支持物理公平的实践、价值观、知识和项目的例子；(2)了解物理教师共享哪些知识、信仰、价值观和优先事项，以支持他们创造更具包容性的学习环境；(3)为物理教师提供试点资源，以改变他们的教学和部门实践，更好地支持女性和少数民族的融入。这些试点资源将包括基于视频短片的物理教学和学习课程，这些视频短片说明了物理课堂的最佳实践，并指导教师分析学生评估的人口统计数据。

This significant project will share examples of university physics departments that effectively support women and minorities; learn what physics faculty know, believe, and value that could help them create inclusive learning environments; and provide evidence-based guidance to physics faculty who want to include more women and minorities in physics. The intellectual motivations of this project are captured by the American Physical Society's Joint Diversity Statement: "To ensure a productive future for science and technology in the US, we must make physics more inclusive...Underrepresented groups constitute a largely untapped intellectual resource and a growing segment of the U.S. population" Unfortunately many faculty remain convinced that traditional instruction, assessment, and admissions reliably identify the "best students", in spite of evidence that these practices discriminate against underrepresented groups. To make physics more inclusive, physics teaching should be transformed to increase its effectiveness for women and minorities; physics assessments should accurately reflect student learning without discriminating against disadvantaged groups; and physics departments should enact admissions, mentoring, and advising practices that support all students' intellectual and professional growth. In this project physics education researchers, social justice professionals, and physics professional societies will work together to (1) identify physics faculty and departments that are already striving for inclusive physics learning environments through specific teaching efforts or departmental practices, providing examples of practices, values, knowledge, and programs that support equity in physics; (2) learn what knowledge, beliefs, values, and priorities physics faculty share that could support them in creating more inclusive learning environments; and (3) produce pilot resources for physics faculty to change their instruction and their departmental practices to better support inclusion of women and minorities. These pilot resources will include lessons about physics teaching and learning based on short episodes of video illustrating physics classrooms' best-practices and guidance for faculty on analyzing demographic data on student assessments.