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Register a new userLGBT+ Inclusivity in Physics and Astronomy: A Best Practices Guide
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We present the second edition of a Best Practices Guide for academic departments and other institutions striving to create more inclusive environments for physicists and astronomers in the LGBT+ community. Our recommendations incorporate new research since the original, 2014 edition, and are designed for anyone who wishes to become aware of -- and help mitigate -- the extra burdens that face members of the LGBT+ community in the physical sciences.
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The Physics GRE is currently a required element of the graduate admissions process in nearly all U.S. astronomy programs; however, its predictive power and utility as a means of selecting successful applicants has never been examined. We circulated a short questionnaire to 271 people who have held U.S. prize postdoctoral fellowships in astrophysics between 2010-2015, asking them to report their Physics GRE scores (this should not in any way be interpreted as a belief that a prize fellowship is the best or only metric of success in astronomy). The response rate was 64%, and the responding sample is unbiased with respect to the overall gender distribution of prize fellows. The responses reveal that the Physics GRE scores of prize fellows do not adhere to any minimum percentile score and show no statistically significant correlation with the number of first author papers published. As an example, a Physics GRE percentile cutoff of 60% would have eliminated 44% of 2010-2015 U.S. prize postdoctoral fellows, including 60% of the female fellows. From these data, we find no evidence that the Physics GRE can be used as an effective predictor of success either in or beyond graduate school.
In the field of astronomy, Maunakea is known as a prestigious site for observing and science. In Native Hawaiian culture, Maunakea is revered as the connection between past, present, and future generations and their ancestral lands of Hawaii. We have reached a juncture at which it is necessary to allow and enable Native Hawaiians to pursue careers in astronomy, especially on Maunakea. This paper serves to tell the accounts of four Kanaka astronomers and raise awareness of the barriers they have faced while pursuing astronomy careers. The authors identify issues that the community faces due to the disconnect between astronomy and Hawaii communities and propose resolutions to lead the way forward.
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Task Force on Best Practices for Software Registries: Alain Monteiln
, Alejandra Gonzalez-Beltran (Science
, Technology Facilitiesn Council
2020
Scientific software registries and repositories serve various roles in their respective disciplines. These resources improve software discoverability and research transparency, provide information for software citations, and foster preservation of computational methods that might otherwise be lost over time, thereby supporting research reproducibility and replicability. However, developing these resources takes effort, and few guidelines are available to help prospective creators of registries and repositories. To address this need, we present a set of nine best practices that can help managers define the scope, practices, and rules that govern individual registries and repositories. These best practices were distilled from the experiences of the creators of existing resources, convened by a Task Force of the FORCE11 Software Citation Implementation Working Group during the years 2019-2020. We believe that putting in place specific policies such as those presented here will help scientific software registries and repositories better serve their users and their disciplines.
Astronomy across world cultures is rooted in Indigenous Knowledge. We share models of partnering with indigenous communities involving Collaboration with Integrity to co-create an inclusive scientific enterprise on Earth and in space.
From 2001 to 2007, COSMOS provided a teaching and outreach venue for the Center for Adaptive Optics Professional Development Program (CfAO PDP). COSMOS is a four-week residential mathematics and science summer program for high-school students organized by the University of California on four of its campuses. Two topical science courses comprised each COSMOS cluster. An astronomy course has always formed a basis for the CfAO PDP-affiliated cluster. The course included a variety of pedagogical techniques to address a diversity of learners and goals. We outline the astronomy course---lectures, activities, etc.---and provide the rationale for what was taught, how it was aught, and when it was taught.
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