Our fall meeting will be at Contra Costa College on November 3/4. Registration is closed. You will still be able to pay at the door, but prior registration makes our food ordering go more smoothly.
A Google Maps link to their location is: https://maps.app.goo.gl/xwygS98RVa94iiq67
On the night of Friday the 3rd we’ll gather for an optional social event at CCC’s planetarium for pizza. For our main event on Saturday we are happy to announce that we’ll have Clausell Mathis from Michigan State University and Tom Noddy (The Bubble Guy) as our invited speakers. In addition we’ll have share & tell, a poster session, opportunities for networking and more.
We will meet in GE-225 for Saturday’s events. A campus map can be found at: https://www.contracosta.edu/wp-content/uploads/2023/02/Map-CCC-8.5-x-11_Current-2-2023.pdf
Tentative Schedule:
8-9 Registration/Poster Session
9-9:15 Welcome
9:15-10:15 Community-Based Breakout Groups
10:15-10:30 Break
10:30-11:45 Keynote #1: Clausell Mathis “Culture-Based Approaches to Physics Instruction”
11:45-1:00 Lunch & Network
1:00-2:15 Keynote #2: Tom Noddy
2:25-3:25 Topic-Based Breakout Groups
3:30-4:30 Share & Tell
There are also subsidy opportunities for those who need help with dependent care in order to join us: https://ncnaapt.org/dependent-care-grants/
More information on Dr. Mathis’s talk:
Physics faculty and secondary teachers have a variety of methods at their disposal to embrace a culturally based approach to teaching. In this context, we want to spotlight the endeavors of professional learning communities composed of physics instructors. These educators have made deliberate efforts to infuse culture-based pedagogical elements into their classrooms, focusing on three key areas: (1) cultivating a strong physics teacher identity, (2) designing effective curricula, and (3) assessing the impact of curriculum materials on students’ comprehension of physics concepts.
The outcomes of this study reveal that these instructors exhibit notable signs of employing culturally relevant pedagogy. They exhibit a willingness to tackle sensitive subjects, consistently motivate students to strive for academic excellence, and adapt their curricula to incorporate students’ strengths. Despite these positive aspects, instructors still grapple with certain challenges. These challenges include encouraging students to adopt a critical stance towards physics knowledge and effectively managing students’ ability to take charge of their own learning process. The implications of the research findings are significant for physics instructors aiming to implement culturally relevant pedagogy in their teaching methodologies.
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