As educators, we would like to prepare our physics students for 21st century careers. In the most recent Phys21 report, the authors outline specific goals for departments that would promote career readiness: (1) physics-specific knowledge, (2) scientific and technical skills, (3) communication skills, and (4) professional and workplace skills. Overall, to ensure all students will become successful scientists, physics departments need to be able to provide evidence to make sure that we are reaching these goals. In addition to providing the robust set of skills that students are expected to have after receiving a degree in physics, the physics community seeks to increase diversity within our classrooms. Science educators have explored various practices that impact student academic success for different groups of students but largely, undergraduate assessment has had limited space in that conversation. The importance of fairness and equity in assessment for undergraduate Science, Technology, Engineering and Mathematics (STEM) education is greater than ever.
- Descriptions coming soon….
- 2019-2020: Demonstrating a mixed methods approach to studying self-efficacy developmental patterns for 2-year college transfer students — MSU Discretionary Funding Initiative, $19,102; V. Sawtelle (PI) and R. Henderson (co-PI)
- 2019: Domestic Travel Award — Physics Education Research Leadership and Organizing Council, $500; R. Henderson
- 2019: Domestic Travel Award — APS 2019 Conference on Equity for Discipline Based Education Research in the Mathematical and Physical Sciences, $500; R. Henderson
- 2018: Postdoctoral Spring Travel Award — MSU Postdoc Association, $500; R. Henderson
- 2018: Domestic Travel Award — Topical Group on Physics Education Research (GPER) Mini-Grant, $500; R. Henderson