DEI-Related Resources

This survey is being conducted through collaboration between the APS Forum on Education (FEd) and the Committees on Education (COE), Minorities (COM), and the Status of Women in Physics (CSWP). The purpose of this survey is to inform the creation of future APS professional development opportunities for physics faculty working to integrate equity, diversity & inclusion (EDI) into their own teaching practices. If you have any questions, please contact Marty Baylor, mbaylor@carleton.edu.

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* 1. What is your career stage?

Graduate student

Postdoc

Lecturer

Visiting Professor

Research Professor

Tenure-Track Professor

Tenured Professor

Emeritus

Lab scientist

Something not listed above

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* 2. Do you identify as an individual with an identity marginalized in physics? Yes, No

Yes

If yes, would you be willing to self-identify here?

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* 3. What size of courses do you typically teach? (Select all that apply)

<10 students

10-20

20-50

50-100

>100

I don’t currently teach courses.

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* 4. What level of classes are you teaching? (Select all that apply)

High School (Public)

High School (Private)

Undergraduate (Gen Ed)

Undergraduate (Service Courses for STEM Majors, professional programs)

Undergraduate (Introductory physics majors)

Undergraduate (Intermediate/upper-level physics majors)

Graduate (MS)

Graduate (PhD)

I don’t currently teach courses

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* 5. Are you using any curricular materials or exercises to address EDI in your courses? For each one indicate N = never used; O = use occasionally; R = use regularly; W = would like to try!:

	Frequency
STEP UP (in whole or part)	STEP UP (in whole or part) Frequency menu
Underrepresentation Curriculum Project (in whole or part)	Underrepresentation Curriculum Project (in whole or part) Frequency menu
Other formal curricular materials	Other formal curricular materials Frequency menu
Reflection exercise you read about in a paper or saw in a talk (e.g., here is an example)	Reflection exercise you read about in a paper or saw in a talk (e.g., here is an example) Frequency menu
Classroom welcoming space/norms exercise (e.g., here is an example)	Classroom welcoming space/norms exercise (e.g., here is an example) Frequency menu
Affirmation exercises (e.g., here is an example)	Affirmation exercises (e.g., here is an example) Frequency menu
Something you have developed	Something you have developed Frequency menu

If you use other formal curricular materials or something else you have developed, please provide the name of the materials or describe what you have developed.

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* 6. What type of training(s), workshops, or groups have you participated in to support advancing EDI in your classroom? Select all that apply.

I have not done any training in this area.

Training workshops for particular EDI curricula

Cultural Competence Training specific to the physics classroom

Cultural Competence Training in general

Implicit bias training specific to the physics classroom

Implicit bias training in general

A “What Would You Do?” Workshop where you work in small groups to role play/discuss real or plausible challenging EDI classroom situations in a brave space.

A Learning Community that discusses implementation of EDI in the classroom

A workshop on how to facilitate challenging conversations

Other training experience (please identify below)

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* 7. Do you have any concerns about explicitly addressing EDI in the classroom? If yes, what are they? Select all that apply.

I don’t have any concerns.

I will use the wrong words and offend a student.

A student will challenge what I am trying to do.

My department or institution will not support these efforts, and I am pre-tenure/non-tenure track.

I lack feedback mechanisms to ensure what I am doing is not problematic.

I lack expertise in these areas.

Majority students will make passive aggressive remarks or actions towards students with identities underrepresented in physics.

I am worried that students will complain that this is not relevant to the course content.

Concern for the burden it will place on students with identities underrepresented in physics.

If I add this material, I won’t be able to cover all the material I need to.

I have other concerns (please identify below)

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* 8. What do you feel are unmet needs for supporting your own EDI efforts in the classroom?

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* 9. What type of support for advancing EDI in your classroom would be of interest to you? Select all that apply.

I am not interested in EDI training and/or support.

Training workshops for particular EDI curricula.

Cultural Competence Training specific to the physics classroom.

Cultural Competence Training in general.

Implicit bias training specific to the physics classroom.

Implicit bias training in general.

A “What Would You Do?” Workshop where you work in small groups to role play/discuss anonymized actual or plausible challenging EDI classroom situations in a brave space.

A workshop where I can practice teaching an EDI module in a supportive environment and receive feedback.

A Learning Community that discusses implementation of EDI in the classroom.

A workshop on how to facilitate challenging conversations.

Other support (please identify below)

Question Title

* 10. Considering a training or workshop related to implementing EDI in the physics classroom: Does the background of the trainer(s) matter to your willingness to adopt the materials and/or techniques presented?

	Not Important	Somewhat important	Very Important	Essential
Advanced degree (PhD)	Advanced degree (PhD) Not Important	Advanced degree (PhD) Somewhat important	Advanced degree (PhD) Very Important	Advanced degree (PhD) Essential
Degree in physics or physics-related field	Degree in physics or physics-related field Not Important	Degree in physics or physics-related field Somewhat important	Degree in physics or physics-related field Very Important	Degree in physics or physics-related field Essential
Degree in STEM (not physics)	Degree in STEM (not physics) Not Important	Degree in STEM (not physics) Somewhat important	Degree in STEM (not physics) Very Important	Degree in STEM (not physics) Essential
Degree in Education	Degree in Education Not Important	Degree in Education Somewhat important	Degree in Education Very Important	Degree in Education Essential
Experience in EDI work	Experience in EDI work Not Important	Experience in EDI work Somewhat important	Experience in EDI work Very Important	Experience in EDI work Essential
Physics classroom experience	Physics classroom experience Not Important	Physics classroom experience Somewhat important	Physics classroom experience Very Important	Physics classroom experience Essential
STEM Classroom experience, not physics	STEM Classroom experience, not physics Not Important	STEM Classroom experience, not physics Somewhat important	STEM Classroom experience, not physics Very Important	STEM Classroom experience, not physics Essential
Level-appropriate classroom experience (e.g., K-12, undergraduate, etc.)	Level-appropriate classroom experience (e.g., K-12, undergraduate, etc.) Not Important	Level-appropriate classroom experience (e.g., K-12, undergraduate, etc.) Somewhat important	Level-appropriate classroom experience (e.g., K-12, undergraduate, etc.) Very Important	Level-appropriate classroom experience (e.g., K-12, undergraduate, etc.) Essential
Experience facilitating challenging conversations	Experience facilitating challenging conversations Not Important	Experience facilitating challenging conversations Somewhat important	Experience facilitating challenging conversations Very Important	Experience facilitating challenging conversations Essential

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* 11. How many EDI-specific training sessions or workshops would you be interested in attending each year?

0-1

1-2

2-3

More than 3

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* 12. What is the maximum duration of an EDI-specific training or workshop you would be interested in attending.

< 2 hours

2 hours

Half-day

Full-day (or two half-days on different days)

Two days

More than 2-days (perhaps spread over several weeks or a month)

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* 13. Assuming a time when in-person meetings and travel are possible, please rank your location preference for attending EDI trainings: (Rank in order from 1-6)

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* 14. In the box below, feel free to provide any additional comments related to activities you feel would support your ability to explicitly address EDI issues in the physics classroom. If we have follow-up questions on your responses and you would be willing to chat, please provide your name, institution, and email address in this box.

Thank you for your time. We appreciate your comments.