Teacher Preparation Section

Alma Robinson, Virginia Tech

Physics, as a discipline, continues to suffer from an underrepresentation of traditionally marginalized groups. This issue of the Teacher Preparation Section discusses ways that we, as educators of future physicists and physics teachers, can help to address this lack of diversity. Although the following articles had already been planned to be published in the Summer 2020 newsletter, the recent murders of George Floyd, Breonna Taylor, Ahmaud Arbery, Dominique “Rem’mie” Fells, Riah Milton, among others, alongside the ensuing public outrage have made the neccesity for all of us to combat systemic racism even more urgent.

Danny Doucette and Johan Tabora describe the Underrepresentation Curriculum, a collection of lessons, with accompanying teacher guides, that has students engage in conversations about inclusion and equity in physics. The lessons are organized in a modular fashion, giving instructors (ranging from middle school to college) the ability to adopt a lesson, a unit, or multiple units to fit their particular needs.

Eleanor Close and Xandria Quichocho illustrate how the Physics Learning Assistant (LA) Program at Texas State University has been successful in fostering positive physics identities among the LAs. By normalizing mistakes and having the LAs help each other during the LA Prep meetings, the LAs develop a deeper understanding of physics and an increased confidence in their physics ability.

Disclaimer – The articles and opinion pieces found in this issue of the APS Forum on Education Newsletter are not peer refereed and represent solely the views of the authors and not necessarily the views of the APS.