SBP: Identifying best practices for inclusive physics learning environments

这个重要的项目将分享大学物理系的例子，有效地支持妇女和少数民族;了解物理教师知道什么，相信，和价值，可以帮助他们创造包容性的学习环境;并提供基于证据的指导物理教师谁想要包括更多的妇女和少数民族在物理学。这个项目的智力动机被美国物理学会的联合多样性声明所捕获：“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，评估和录取可靠地确定了”最好的学生“，尽管有证据表明，这些做法歧视代表性不足的群体。为了使物理学更具包容性，物理教学应进行改革，以提高其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，而不歧视弱势群体;物理系应制定招生，指导和建议的做法，支持所有学生的智力和专业成长。在这个项目中，物理教育研究人员，社会正义专业人士和物理专业协会将共同努力（1）确定物理教师和部门已经通过具体的教学工作或部门的做法，努力为包容性的物理学习环境，提供实践的例子，价值观，知识和支持物理公平的计划;（2）了解什么知识，信仰，价值观和优先事项物理教师共享，可以支持他们在创造更具包容性的学习环境;和（3）生产试点资源物理教师改变他们的教学和部门的做法，以更好地支持妇女和少数民族的包容性。这些试点资源将包括有关物理教学和学习的课程，这些课程基于视频短片，说明了物理教室的最佳实践，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.