PHYSICS

Unpacking Grading & Assessment Practices in Upper-Division Physics (O)

Presenter: Jessica Searl

Faculty Project Advisor: David Ward

Racial and gender disparities in physics student outcomes have prompted research into a variety of possible contributing factors. There has, however, been very little research conducted examining the impact of grading and assessment methods in upper-division physics on student engagement and success. We examined the impact of different types of feedback and assessment, particularly comparing students’ experience in an ‘ungraded’ course, a class where the assignments were not graded but were assessed with verbal feedback, versus a traditionally graded course. We conducted semi-structured interviews with four upperdivision physics students about their experiences with both standard physics grading and feedback practices as well as in an ungraded course. The presentation examines the student responses and analyzes the impact of current practices.

The Long-Term Impacts of Attending a Low-Income School (O)

Presenter: Taylor Overcast

Faculty Project Advisor: David Ward

The issues with today’s educational system are multifaceted. There are issues relating to ethnic segregation, socioeconomic segregation, locational issues, and many more; however, the issue of socioeconomic segregation perpetrates several common dividers – gender, ethnicity, and location. Therefore, the long-term impacts of attending a low-income school will be the focus. Specifically, the relationship of a low-income childhood and attending a 4-year institution to study a STEM field will be the focal point of the presentation. The data behind the cyclical nature of poverty, and the impact of parental education level on students’ projected education completion will be studied. The additional hardships that low-income students face will be examined – lack of sleep, technology, and extracurriculars. In addition, the impacts of low-income conditions on test scores, teacher retention rates, and college attendance will be explored. Finally, the data of STEM-focused bachelor degrees achieved by low-income students will be presented. n