Presentation description

We have recently reformed an introductory physics lab course for life science majors to promote physics learning in a biology context. In this lab course, students work together in groups of four to design and execute their own investigations. It is vital to us as educators that all students are able to engage in scientific practices, yet group interactions can surface power dynamics that may inhibit equitable access for some students. In an effort to improve equity in this lab, we designed a study to explore students' access to group discussions and lab equipment (e.g., computer monitors, microscopes, etc.). We qualitatively analyzed video data of students working in five different lab groups across two sections of our Summer 2024 course. In this poster, we focus on two contrasting case studies: a group that showcased equitable group dynamics, and a group where one member was consistently excluded. We found that group conversation can be characterized as inclusive when group members turn to face each other, ask each other for input, and ensure everyone has access to the conversation through open positioning. Furthermore, equitable access to equipment includes the rotation of equipment usage, the ability for all students to see the equipment, and the ability for all students to approach the space surrounding the equipment. In characterizing group-based inequity, we discovered that teaching assistants (TAs) and learning assistants (LAs) play a vital role in group dynamics. In particular, TAs and LAs can reinforce or disrupt inequitable dynamics through their body positioning when supporting a group during a troubleshooting episode. Future work involves using short examples of these inclusive and exclusive dynamics to create a series of training videos. These videos will be used to support TAs and LAs in recognizing inequitable dynamics, and help them leverage their physical position to disrupt these dynamics.