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FIU physics professors and researchers lead new pilot program to help promote physics as a career path to young women.

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Armed with a National Science Foundation grant, FIU researchers Zahra Hazari, Geoff Potvin and Laird Kramer are leading a pilot program to encourage more women to pursue careers in physics.

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In a study, conducted by FIU post-doctoral researcher Justyna P. Zwolak and alumnus Remy Dou, suggests increasing the interactions among students in introductory science courses may hold the key to increasing the number of STEM graduates.

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The FIUteach program enables STEM students like Blanch to earn both a degree in their major and a teaching certification

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This article in The Atlantic features comments from biology and STEM professor Sarah Eddy.

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The Women in STEM Initiative will provide education on the issues faced by women in STEM fields, resources for enhancing their involvement, and will propel the University to succeed in recruitment efforts and applications for available grants that will strengthen both our faculty and our student population.

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Students excel as peer coaches. At FIU, home to the country’s largest Learning Assistant (LA) program. LAs are undergraduates who have excelled in certain courses, take a seminar about effective instruction, and then help their fellow students master the course content and competencies. In fall 2016, close to 300 LAs were working within and outside of our classrooms to help their peers learn.

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Chemistry professor Sonia Underwood published two research papers which focus on how to design assessment protocols and questions that are aligned with three-dimensional learning.

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Women are underrepresented at all levels of physics, even though the number of girls taking physics classes in U.S. high schools is increasing. Lock and Hazari examined the relationship between gender narratives and who students believe can be a physicist. They analyzed documentation of the classes of one high school teacher who engaged students in discussions on the underrepresentation of women in physics, along with student and teacher interviews and relevant student work.

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In this paper we report a decrease in students' physics self-efficacy after participating in an active-learning introductory physics course. We find that despite the drop, students who have meaningful classroom interactions with academically popular peers tend to have higher self-efficacy scores.

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