Monday, October 28, 2019 at 11:00am to 1:00pm
Students’ motivational characteristics can play an important role in their engagement and success in STEM. For example, students’ sense of belonging in a physics class, their self-efficacy, and views about whether intelligence in physics is “fixed” or “malleable” can affect engagement and learning. These types of concerns can especially impact the learning outcomes of women and racial/ethnic minority students and stereotype threats can exacerbate these issues. In this workshop, we will discuss prior research studies that show how different types of social psychological interventions (e.g., social belonging and growth mindset) have improved the motivation and learning outcomes of all students, especially women and underrepresented minorities in STEM fields. The types of interventions discussed in this workshop are short, requiring less than one hour of regular class time even though they have the potential to impact student outcomes significantly—especially for women and other underrepresented students in physics classes.
Chandralekha Singh is a professor of Physics and Astronomy at University of Pittsburgh, the director of the Discipline-based Science Education Research center, and the President-Elect of the American Association of Physics Teachers. The goal of Dr. Singh's research is to identify sources of student difficulties in learning physics both at the introductory and advanced levels, and to design, implement, and assess curricula/pedagogies that may significantly reduce these difficulties. The objective is to enable students at all levels to develop critical thinking skills, and to become good problem solvers and independent learners.
Lunch will be provided.
RSVP at bit.ly/SinghSeminar
Center for Innovative Teaching, Research, and Learning
CITRAL, UC Santa Barbara Library, Room 1576