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Proudness: What Is It? Why Is It Important? And How Do We Design for It in College Physics and Astronomy Education?

12 Jan 2016, 00:19 UTC
Proudness: What Is It? Why Is It Important? And How Do We Design for It in College Physics and Astronomy Education?
(200 words excerpt, click title or image to see full post)

The below post was originally written for the June 2015 Status: A Report on Women in Astronomy. The first few paragraphs are reproduced here (with permission).  Read the full article here. Photo credit: Matt BeardsleyAngela Little is a postdoctoral researcher at Michigan State University. Her current research asks: "How do students develop a sense that they are capable in physics?" She is also exploring multimedia as a tool to bring many cross-disciplinary and within/outside academia voices together around the idea of "feeling capable."  This article expands on her invited talk given at the 225th AAS Meeting, January, 2015, in Seattle, WA. [1]Transitions are tough on students, especially big transitions like the one between high school and college. Among the many reasons why this transition in particular can be tough, a big one is that students from a wide variety of high school preparations are often thrown together into large introductory STEM courses. In these courses, it’s easy to mistake background for innate ability, and students often compare themselves to their classmates through grades and through their relative speed on homework and exams. These comparisons can heavily influence students’ decision to major in, for example, computer science [2] and most likely ...

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