arXiv subjects

Joel C. Corbo

Publications and source records attributed to Joel C. Corbo.

5 recordsLinked to original sources

arXiv2025

A Starter Kit for Diversity-Oriented Communities for Undergraduates: Near-Peer Mentorship Programs

This mentoring resource is a guide to establishing and running near-peer mentorship programs. It is based on the working knowledge and best practices developed by the Access Network, a collection of nine student-led communities at universities across the country working towards a vision of a more diverse, equitable, inclusive, and accessible STEM environment. Many of these communities, also referred to as sites, include a near-peer mentoring program that is developed to best support their local context. The format of these programs vary, ranging from structured classes with peer mentoring groups to student clubs supporting 1-on-1 relationships. To further support program participants as both students and as whole people, sites often run additional events such as lecture series, workshops, and social activities guided tailored to each student community's needs. Through this process, student leaders have generated and honed best practices for all aspects of running their sites. This guide is an attempt to synthesize those efforts, offering practical advice for student leaders setting up near-peer mentorship programs in their own departments. It has been written through the lens of undergraduate near-peer mentorship programs, although our framework could easily be extended to other demographics (e.g. high schoolers, graduate students, etc.). Our experience is with STEM mentorship specifically, though these practices can extend to any discipline. In this document, we outline best practices for designing, running, and sustaining near-peer mentorship programs. We provide template resources to assist with this work, and lesson plans to run mentor and mentee training sessions. We hope you find this guide useful in designing, implementing, and re-evaluating community oriented near-peer mentoring programs.

physics.ed-ph↗

arXiv2017

Number squeezed and fragmented states of strongly interacting bosons in a double well

We present a systematic study of the phenomena of number squeezing and fragmentation for a repulsive Bose-Einstein condensate (BEC) in a three dimensional double well potential over a range of interaction strengths and barrier heights, including geometries that exhibit appreciable overlap in the one-body wavefunctions localized in the left and right wells. We compute the properties of the condensate with numerically exact, full dimensional path integral ground state (PIGS) Quantum Monte Carlo simulations and compare with results obtained from using two- and eight-mode truncated basis models. The truncated basis models are found to agree with the numerically exact PIGS simulations for weak interactions, but fail to correctly predict the amount of number squeezing and fragmentation exhibited by the PIGS simulations for strong interactions. We find that both number squeezing and fragmentation of the BEC show non-monotonic behavior at large values of interaction strength a. The number squeezing shows a universal scaling with the product of number of particles and interaction strength (Na) but no such universal behavior is found for fragmentation. Detailed analysis shows that the introduction of repulsive interactions not only suppresses number fluctuations to enhance number squeezing, but can also enhance delocalization across wells and tunneling between wells, each of which may suppress number squeezing. This results in a dynamical competition whose resolution shows a complex dependence on all three physical parameters defining the system: interaction strength, number of particles, and barrier height.

cond-mat.quant-gas↗

arXiv2015

Towards a Model of Systemic Change in University STEM Education

Despite numerous calls for the transformation of undergraduate STEM education, there is still a lack of successful models for creating large-scale, systemic cultural changes in STEM departments. To date, change efforts have generally focused on one of three areas: developing reflective teachers, disseminating curricula and pedagogy, or enacting institutional policy. These efforts illustrate many of the challenges of departmental change; in particular, they highlight the need for a holistic approach that integrates across all three of these levels: individual faculty, whole departments, and university policymakers. To address these challenges, as part of our campus-wide AAU-sponsored effort in STEM education transformation, we import and integrate models of change from multiple perspectives. We draw from models in organizational change, from departmental and disciplinary change in STEM education, and from efforts to support individual efforts such as the development and dissemination model. As a result, our departmental cultural change efforts are an attempt at holistic reform. We will discuss our theoretical underpinnings and ground this theory in a sample of approaches in two departments.

physics.ed-ph↗

arXiv2015

A Framework for Transforming Departmental Culture to Support Educational Innovation

This paper provides a research-based framework for promoting institutional change in higher education. To date, most educational change efforts have focused on relatively narrow subsets of the university system (e.g., faculty teaching practices or administrative policies) and have been largely driven by implicit change logics; both of these features have limited the success of such efforts at achieving sustained, systemic change. Drawing from the literature on organizational and cultural change, our framework encourages change agents to coordinate their activities across three key levels of the university and to ground their activities in the various change perspectives that emerge from that literature. We use examples from a change project that we have been carrying out at a large research university to illustrate how our framework can be used as a basis for planning and implementing holistic change.

physics.ed-ph↗

arXiv2012

Building Classroom and Organizational Structure Around Positive Cultural Values

The Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students-especially those from populations typically underrepresented in the physical sciences. Compass fosters a diverse, collaborative student community by providing a wide range of services, including a summer program and fall/spring seminar courses. We describe Compass's cultural values, discuss how community members are introduced to and help shape those values, and demonstrate how a single set of values informs the structure of both our classroom and organization.We emphasize that all members of the Compass community participate in, and benefit from, our cultural values, regardless of status as student, teacher, or otherwise.

physics.ed-ph↗