Physical Sciences and Mathematics Commons^™

Chicago Alliance For Equity In Computer Science, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek

Computer Science: Faculty Publications and Other Works

In 2016, CPS enacted a high school computer science graduation requirement as a means to broaden participation in computer science. ECS is the primary course that supports enactment of this policy. With limited numbers of certified computer science teachers, CPS relied on teachers from a variety of disciplines to teach ECS. The ECS professional development program is designed to prepare teachers from all backgrounds to support student success in ECS. This study examines how the profile of ECS teachers changed and the impact of that change on teachers' experiences with ECS professional development.

“Enriching Lives Within Sedimentary Geology”: Actionable Recommendations For Making Sepm A Diverse, Equitable And Inclusive Society For All Sedimentary Geologists, R.C. Mahon, A.M. Fernandes, A. Abeyta, R. Martindale, K.D Bergman, C. Jackson, Et Al

Earth and Environmental Sciences Faculty Publications

Innovative science benefits from diversity of thought and influence at all waypoints along the scientific journey, from early education to career-length contributions in research and mentorship. Scientific societies, like the Society for Sedimentary Geology (SEPM), steward their innovators and the direction of the science, thereby defining the societal impact and evolution of a discipline. They are uniquely positioned to promote the representation and success of all scientists, including those from minoritized populations, through proactive advocacy, and inclusive mentorship, awards, and leadership. We introspectively review available records of SEPM membership, leadership, awardees, and editorial boards to identify areas for growth and …

A Diverse View Of Science To Catalyse Change, César A. Urbina-Blanco, Safia Z. Jilani, Isaiah R. Speight, Michael J. Bojdys, Tomislav Friščić, J. Fraser Stoddart, Toby L. Nelson, James Mack, Renã A.S. Robinson, Emanuel A. Waddell, Jodie L. Lutkenhaus, Murrell Godfrey, Martine I. Abboud, Stephen O. Aderinto, Damilola Aderohunmu, Lučka Bibič, João Borges, Vy M. Dong, Lori Ferrins, Fun Man Fung, Torsten John, Felicia P. L. Lim, Sarah L. Masters, Dickson Mambwe, Pall Thordarson, Maria Magdalena Titirici, Gabriela D. Tormet-González, Miriam M. Unterlass, Austin Wadle, Vivian W. W. Yam, Ying Wei Yang

Faculty and Student Publications

© 2020 Croatian Chemical Society. All rights reserved. Valuing diversity leads to scientific excellence, the progress of science and, most importantly, it is simply the right thing to do. We must value diversity not only in words, but also in actions.

Integrated Visionaries, David Ocelotl Garcia, Eden Knapp, Catherine Trujillo

Creative Works

Integrated Visionaries, David Ocelotl Garcia, University Art Collection, College of Science and Mathematics. Acrylic on board.

Cal Poly’s College of Science and Mathematics unveiled a 22’ by 6’foot diversity-themed mural on May 26, 2017 in the main lobby of the Warren J. Baker Center for Science and Mathematics (No. 180). The mural—“Integrated Visionaries”—represents the study and research of science and mathematics while considering themes of inclusivity, diversity and community. It integrates a stylized approach that allows viewers to see themselves in the mural. This catalog is based on the onsite installation and opening reception for the mural in May 2017.

College Students’ Images Of Mathematicians And Mathematical Careers, Katrina Piatek-Jimenez, Miranda Nouhan, Michaela Williams

Journal of Humanistic Mathematics

In this paper we report our findings of college students’ images of mathematicians and we reflect on different methodologies used to assess this information. The study reported in this paper was conducted in two stages. During the first stage, we asked 179 college students to “draw a mathematician” and also asked them to list five characteristics and five careers for a mathematician. In the second stage of the study, we conducted four focus group interviews with a total of twelve college students. During the focus group interviews, we showed the students 16 photos of real people and asked them to …

What Gets Checked At The Door? Embracing Students' Complex Mathematical Identities, Jennifer L. Ruef

Journal of Humanistic Mathematics

Identity formation is complex, ongoing, and context specific. To be successful in mathematics classes, students must negotiate and navigate the normative identity of the class--what counts as being "good at math" (Cobb, Gresalfi & Hodge, 2009). Within the constraints of normative identity, students must also negotiate a personal doer-of-math identity: who they are within the context of this particular mathematics class. When students are compelled to suppress key aspects of their identity in order to accommodate the normative identity of the class cognitive bandwidth for learning may be impeded (Steele, 1997). Conversely, when students are guided in braiding individual identity …

Centering Equity In Oregon’S 100 Year Water Vision: A Student-Led Policy Paper Prepared By The Oregon Water Stories Team At Portland State University, Clare T. Mcclellan, Sadie Boyers, Victoria Cali De Leon, Tony Cole, Laura Cowley-Martinson, Shersten Finley, Dustin Lanker, Julia Seydel, Aakash Nath Upraity, Janet Cowal, Melissa Haeffner

Environmental Science and Management Faculty Publications and Presentations

The purpose of this report is to provide evidence for the need to further intentionally incorporate equity into Oregon’s 100 Year Water Vision. Four case studies contextualize this need and highlight the variety of water issues throughout the state, supported by linguistic analyses of local newspapers. As Oregon policy-makers are responsible for ensuring working water systems for all Oregonians, we also suggest implementable criteria for the evaluation of equity in water issues and decision-making. This student-led and interdisciplinary report comes from the Haeffner-Cowal Oregon Water Stories research lab at Portland State University.

Looking Into The Dragons Of Cultural Ecosystem Services, Rachelle K. Gould, Alison Adams, Luis Vivanco

Rubenstein School of Environment and Natural Resources Faculty Publications

Cultural ecosystem services research is in a somewhat tumultuous state. The cultural ecosystem services (CES) idea is seen simultaneously as a welcoming, expansive addition to conservation policy-making and as a strange, square-peg-in-a-round-hole concept that should be replaced by a more appropriate metaphor or conceptual structure. This confluence of interest and skepticism suggests an opportune moment to take stock of CES, both as a concept and growing scholarly field. Here, we focus on dilemmas that characterize and constitute CES as a field of empirical inquiry and practice. We describe five tensions that characterize the field (and mirror tensions in interdisciplinary work …