SBP: Identifying best practices for inclusive physics learning environments

这个意义重大的项目将分享有效支持女性和少数族裔的大学物理系的例子；了解物理学教师的知识、信念和价值，帮助他们创造包容性的学习环境；并为希望让更多女性和少数族裔进入物理学的物理学教师提供循证指导。这个项目的智力动机体现在美国物理学会的联合多样性声明中：“为了确保美国科学和技术的富有成效的未来，我们必须让物理学更具包容性……代表性不足的群体构成了一种很大程度上未被开发的智力资源，并在美国人口中日益增长。”不幸的是，许多教职员工仍然坚信，传统的教学、评估和招生可以可靠地识别出“最优秀的学生”，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，物理教学应该进行改革，以提高其对妇女和少数族裔的有效性；物理评估应该准确地反映学生的学习，而不歧视弱势群体；物理系应该制定招生、指导和建议做法，以支持所有学生的智力和职业成长。在这个项目中，物理教育研究人员、社会正义专业人员和物理专业协会将共同努力(1)确定已经通过具体的教学努力或部门实践努力创造包容性物理学习环境的物理系，提供支持物理公平的实践、价值观、知识和计划的例子；(2)了解物理教员共享哪些知识、信念、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)为物理教员提供试点资源，以改变他们的教学和他们的部门实践，以更好地支持女性和少数族裔的纳入。这些试点资源将包括基于短片的物理教与学的课程，视频短片展示了物理课堂的最佳做法，并为教师分析学生评估的人口统计数据提供了指导。

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.