Kristine Washburn

Faculty

Everett Community College

Pedagogical Methods Used

Peer Instruction / Think-Pair-Share, Collaborative problem-solving, Conceptually-oriented activities, Context-rich problems, Ranking tasks, Project-based learning, Guided inquiry, SCALE-UP / studio / workshop physics, Modeling Instruction, Mathematically-focused activities, Experimentally-focused activities, Tutorials, Computationally-focused activities

Educational Interests

My primary drive in teaching Physics has always been to increase presence and success of under-represented populations in STEM. I've tried countless new pedagogies and practices over the last couple decades and am still learning what works. These last few years, I've tried being more direct in conversations about equity with students. While it can be scary and uncomfortable talking to students about racism, sexism, ableism, and all the -isms, it's raising awareness of topics crucial to creating a more equitable world.

Describe the courses that you teach

Algebra-based, Calculus-based, and conceptual Physics, and non-majors Astronomy

What does it mean to you to integrate science and equity?

I'm interested in integrating equity in Physics education in many ways. Content-wise, I am connecting content to issues of equity and social justice by adding reflections to some of my Physics homework problems. I am also interested in directly teaching Physics students about equity issues in STEM through short lessons weekly. Another tack I've taken is community building in STEM among students and among faculty to create a more welcoming space for inclusion.

What else would you like to share with others in this learning community?

I teach at a community college in the Pacific Northwest in a semi-rural county. My classes are generally 24 students. My Calc-based Physics students are largely engineering majors, my Algebra-based Physics students are pre-engineering majors and other science majors (biology, allied health, geology, chemistry). My astronomy students are primarily non-science majors whose highest level of math is high school algebra.