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<div style="text-align:center"><span style="font-size:11pt; font-family:Cambria; background-color:rgb(255,255,255); vertical-align:baseline; white-space:pre-wrap"><span id="docs-internal-guid-fce0865c-9013-8008-de92-5e39d1b81a04"><span id="docs-internal-guid-3fa6010e-b3ec-549b-3e4f-34f847ed86a7"><span id="docs-internal-guid-3fa6010e-b409-28b0-c377-0587f14475b6"><span id="docs-internal-guid-8c0ba808-d83b-9b36-2706-a07b406ca187">
<p dir="ltr" style="line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 28pt; color: rgb(192, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline;">Spring 2018 Colloquium</span></p>
<p dir="ltr" style="line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 16pt; background-color: transparent; font-weight: 700; vertical-align: baseline;">Department of Physics & Astronomy, TAMU-Commerce</span></p>
<p dir="ltr" style="line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 16pt; color: rgb(192, 0, 0); background-color: transparent; font-weight: 700; vertical-align: baseline;">Mar 1, Thursday, 4-5 PM in Science Building 127</span></p>
<p dir="ltr" style="line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 14pt; background-color: transparent; vertical-align: baseline;">(coffee and cookies will be served at 3:50 PM)</span></p>
<p dir="ltr" style="line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 18pt; color: rgb(0, 176, 80); background-color: transparent; font-weight: 700; vertical-align: baseline;">Physics Education</span></p>
<p dir="ltr" style="line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 18pt; color: rgb(0, 0, 255); background-color: transparent; font-weight: 700; vertical-align: baseline;">From Undergraduate To Graduate Physics: Building A
Strong Physics Community</span><span style="font-size: 18pt; color: rgb(0, 0, 255); background-color: transparent; font-weight: 700; vertical-align: baseline;"><br class="kix-line-break">
</span><span style="font-size: 14pt; background-color: transparent; font-weight: 700; vertical-align: baseline;">Dr. Deepa Chari</span></p>
<p dir="ltr" style="line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 14pt; background-color: transparent; font-weight: 700; vertical-align: baseline;">Florida International University
</span></p>
<br>
<span id="docs-internal-guid-8c0ba808-d83e-a1b3-cb69-9a50e36ca2d4"><img src="https://lh5.googleusercontent.com/lU9hnhPfGKzsNd2m98RXdzgd5iF3OY1iCSz4Llnn3ZsjkAZlxf_Eqw_imEDCoDvNCFsXymjtB6xfrDy7jT7UV2Z4JCSKwYkxK1CvSSnYmAJmpWdqxjsi0O9lPmiGMojTaTPVHpht" width="155" height="178" style="border: none; transform: rotate(0.00rad); -webkit-transform: rotate(0.00rad);"></span></span></span></span></span></span></div>
<div style="text-align: left;"><span style="font-size:11pt; font-family:Cambria; background-color:rgb(255,255,255); vertical-align:baseline; white-space:pre-wrap"><span><span><span><span><span style="font-size: 11pt; text-align: justify;">Dr. Deepa Chari is
a postdoctoral researcher at Florida International University (FIU), Miami. Her research is supported by American Physical Society’s Bridge program. She is researching the admission practices of nationwide graduate physics departments to identify normative
trends in admissions. She is also studying students’ enculturation in graduate physics communities. Prior to FIU, Deepa conducted her postdoctoral research in mathematization project at Kansas State University. She examined students' physics problem-solving
practices. She has earned an M.Phil. in medical physics and a Ph.D. in physics from Dublin Institute of Technology, Ireland</span></span></span></span></span></span></div>
<div style="text-align:center"><span style="font-size:11pt; font-family:Cambria; background-color:rgb(255,255,255); vertical-align:baseline; white-space:pre-wrap"><span><span><span><span><br>
<p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:4pt;"><span style="font-size: 12pt; background-color: transparent; font-weight: 700; vertical-align: baseline;">Abstract</span></p>
<p dir="ltr" style="text-align: left; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;">
<span style="font-size: 12pt; vertical-align: baseline;">Physics instructors play multiple roles in undergraduate education, as facilitators for learning physics to mentors for career decisions. An understanding of students’ perspectives about learning physics
and graduate careers is important to play these roles in better ways for individual students. In this talk, I will present a theoretical framework to understand students’ sense-making or epistemic framing of mathematically rich physics problems. Students’
epistemic framing knowledge is resourceful to develop constructive discourse dedicated to learning complex physics concepts through problem-solving. Similarly, students’ perceptions about graduate education provide insight into why they choose and persist
in graduate school. I will discuss results of recent surveys and interview studies on graduate education, and present the necessity of specific mentoring about admissions and enculturation practices. </span></p>
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