PoS(LeptonPhoton2019)091 https://pos.sissa.it/ ∗ [email protected] Speaker. A physics education provides studentsa with wide a variety valuable and of flexible careeralmost skill paths, universally set including unpopular that in industry, opens education our doors locala and to schools, long-term finance. especially scientific among However, and Physics girls. culturalCanada, is outreach This especially program paper we rural describes developed youth, for girls,nous youth and role in models, Indigenous Newfoundland, engage students. Indigenousand storytelling, We emphasize feature discuss a a female diverse wide and set range Indige- ofmunication. of skills career required As opportunities, in these modern students science,developed enter such to our focus as post-secondary on cooperation physics subatomic and program, physics com- as and which their astrophysics, is second we specifically year, engage making them suretheory in they and research are experiment. as well early prepared to continue at graduate schools in both ∗ Copyright owned by the author(s) under the terms of the Creative Commons c Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). XXIX International Symposium on Lepton PhotonAugust Interactions 5-10, at 2019 High Energies -Toronto, LeptonPhoton2019 Canada Memorial University of Newfoundland, Grenfell Campus,E-mail: Corner Brook, Canada Svetlana Barkanova Subatomic Physics Education and Outreach in Newfoundland PoS(LeptonPhoton2019)091 Svetlana Barkanova 1 Currently, in Canada, only about 20% of bachelor’s degrees in physics are held by women There are three main objectives in our science outreach program. First, given that our tar- [1]. The large variations inculture the has percentage a large of influence female on physicistsUS the and in participation Japan different of ranking countries women near in suggest thea physics, that bottom with very [2]. Canada small along fraction The with choosing situation the never is physics-related even similar careers. meeting with a With physicist, Indigenous most it students, of is with profession. no the wonder Yet, rural most a youth of physics in them background would ourfocus not is region consider required is physics in science as many outreach a science-related viable in careers,economies physics, that so especially are our for based primary girls, on rural innovationthe and youth, sciences new and and technology, Indigenous recruitment engineering students. and are retentionan crucial. In of enormous Women, talent potential rural in resource youth, for andthese both Indigenous under-represented industry students groups and constitute in academia, science sotalents and increasing of engineering the our will participation population. tap of In more general,our fully there region, the and is potential only lower of than 16% the of averageat interest Corner bachelor in Brook level university population or education above, has in in university comparison, certificate,may for diploma be example, or to that degree 29% most in of St.main the John’s campus [3]. local of high One Memorial of school the University students reasons of[3], are Newfoundland especially reluctant (MUN) to students in leave St. from the smaller John’sMUN island (population communities. campus, or 109,000 Grenfell Campus move Now, in to they Corner the Brook doprograms, (population not 19,800 in [3]), have particular has to: expanded opening many a of the its BScphysics second program and largest in astrophysics. Physics, with The abut focus program our specifically was next on an subatomic challenge immediateinclusive, is success, and making probably comfortable sure due environment. thattheoretical to students particle We its physics stay, are novelty, via and St. also we John’sin now campus, Newfoundland. do offering the first this PhD graduate by and program in creating MSc subatomic engaging, programs physics in 2. Methodology: Outreach get demographic resides in ation formerly and resource-based economy, economic we diversification aim bypromotion to attracting support of local future natural youth innova- sciences to inmales, science-related Western and careers Newfoundland, through Indigenous particularly the students. toand youth Second, resources in we at rural MUN’s build areas, Grenfell ona fe- Campus, the long-term, the complementary Qalipu sustainable knowledge, First scientific expertise, Nation,national and and and cultural Parks provincial Canada outreach parks. to programexisting develop on And, provincial campus, school third, in curriculum, we schools,sional develop coordinate teacher and resources our development, in especially for science in teachers, outreach theastrophysics areas and content related and participate with to cosmology. in quantum the physics, profes- subatomicyoung Since physics, women’s career there choices, is but much acommon less significant assumption data that on body Indigenous “what of and works rural research for youth, women on we works build factors for on affecting the everyone”, for now, while we try to Subatomic Physics Education and Outreach in Newfoundland 1. Motivation PoS(LeptonPhoton2019)091 Svetlana Barkanova 2 Subatomic Physics Education and Outreach in Newfoundland identify local factors influencing the participationsearch rates shows of [4, underrepresented 5, groups 6] in that science.affecting the young Re- future women’s ability career to choices. be Another ablechoices deciding to is factor help affecting society having young is a women’s one career jobselves of creatively. the where Thus, deciding they we factors can introduce science workphysicists, through with include a people, creative context-relevant and rather examples historical thanengage lens, of things, feature Indigenous females female and story-telling, and express minorities emphasize them- involved as the in successful beauty doing scientists, physics, of discuss ourquired career in universe, modern opportunities, showcase science and such the emphasize asgeneral creativity a cooperation, public communication diverse events, and set emotional we of intelligence. cansubatomic skills For choose physics; re- the any however, content schools andvisit that often their bring focus classes, their on require students many usprovincial fascinating on to school topics campus, cover program. of or their invite curriculum, Wea address our and faculty this team there member gap is to or in no alines two physics subatomic her major ways: physics own with in experiences first, research the andthe the experience career curriculum-related presenter, in choices material subatomic who during to physics, is the be brieflyBeyond either introductions; presented, Standard out- going and, Model, from for second, astronomy example. we totivities Our build Dark centered action on Matter plan around to is youth basically Physics programs three-pronged,in on focusing Gros campus, on Morne in ac- National schools, Park. andinto public On smaller events campus, on sub-groups, the campus up youth and activities, groups to such (mostly as 15 Grade the students observatory 6 tours, in and shortGrenfell each, lectures, older) Observatory, and are and which hands-on split houses exercises rotated or several through experiments. telescopesflector The various including with age-appropriate the Ritchey-Chretien 60cm Cassegrain main re- many mirror local under its schools 6-metre bring dome, theirare is student harder a to to major organize, campus but attraction on we in strive aper the to regular year, visit region, with about basis. and ten curriculum-relevant Western lectures Our Newfoundland and schools, team’sappropriate; demos mostly visits supplemented rural, we to by also schools the develop cultural content andyear, where provide we resources have very for popular teachers.campus (fully and And, booked community events finally, with related several prior tonized times registration science jointly per on and with dark Eventbrite) Parks sky public Canada. atin events Gros A on Corner Morne high National Brook percentage Park which of orga- ing has MUN with 24% students our Indigenous are science Indigenous, population outreach especially science-outreach [3], activities. project, and The collect Qalipu many relevant First Indigenous of Nation, knowledgeincorporate them our such them have community as into been partners stories some on help- related this of toThe our the “Muin sky, and programs, the and Seven collaborate Birdample, on Hunters” can be (MuinaqqL’uiknekTe’sijikNtuksuinu’k) school story read [7], visits by for and one ex- following of public the our events. community motion partners of or Muin, GrenfellStar a student Wheels. volunteers bear Qalipu while is chased kids a by Mi’kmaq are First birdsIndian Nation Act, (Ursa established and, in Major) with 2011 around as some an 24,000 Tatapn Indigenouslargest members (Polaris) Band spread First under with across the Nation many groups communities, in Qalipu isit Canada. one is Qalipu of made the has up of no 66 reserve[8]. traditional land Mi’kmaq and communities The located no staff in separate of western schoolin and the system; central integrating Qalipu Newfoundland the First Indigenous Nation knowledge head in office our in science Corner curriculum Brook and are establishing especially contacts instrumental with PoS(LeptonPhoton2019)091 Svetlana Barkanova 3 With the graduation rates at Grenfell Campus of MUN quite below the national average, we have to plan especially carefullyby to introducing make an sure engaging our setand students of engaging physics stay. environment courses We for at approach our thenetworking this students and second-year in by collaborative level two projects. providing and ways: research creating Ideally,astrophysics we inclusive opportunities would content and like as encouraging to soon introducecurriculum subatomic as due physics possible, to and but the we requirementsstandard of do set other not of programs have such second-year theMechanics, as undergraduate freedom engineering. we courses to offer Thus, such one alter along course as thewith with applications in Modern first-year the such Subatomic as Physics energy Physics and and (introductory medicine;level) followed Computational nuclear by and Particle and two Physics courses particle course in at physics the Astronomyvarious third-year and Astrophysics. research After opportunities, the second mostly year,undergraduate in students student are research particle offered awards physics, by the providedof Natural with Sciences Canada and funding (NSERC Engineering by Research USRA), Council Canada’s MUN, summer Institute undergraduate the of research Particle Physics experience (IPP),Institute funding undergraduate of by research Nuclear CERN scholarships Physics by and (CINP), the2014, Canadian and Jessica Strickland, NSERC became grants the of firstto faculty MUN spend student a supervisors. to summer win working For at theby example, CERN IPP/CERN in CINP [9, research 10]; [11]. fellowship in 2018, The“”When Mallory accomplishments I Snow of first was the came both first to women toI Grenfell were be I realized supported widely really that publicized wanted I to inof really go the into Twente, loved local education...” the research.”” press. said Netherlands, Strickland. [10].The and undergraduate ... students gives She “Then are seminars is encouraged to to currentlyoutreach collaborate a our where [12, appropriate, 13], PhD undergraduate help present student with students student the at seminars whenand science on the experiment, she topics network University visits. relevant [14], to and theirphysics. research investigate So future field far, in study we both and had theory careerwill a opportunities continue. 100% in Most graduation of subatomic rate our in graduates fourand are years, currently abroad; continuing but in one it PhD is chose and toocampus. MSc to early programs in continue to Our Canada say to other if study graduate thiscampus students, trend theoretical for mostly particle a international, physics year who and at then take our come their St. to courses Corner at John’s Brook St. MUN to do John’s research, also act as part of our support Subatomic Physics Education and Outreach in Newfoundland schools. The impactscanned of and our processed programs statistically, is showingreers significant evaluated as increase a by result in multiple-choice of interest participating question inculture in polls our attracts science-related programs. a which ca- We significant have are number also learned ofof that Indigenous our incorporating participants participants Mi’kmaq to are our strongly publicnot in events, the and favor same that of as most recruitment, more of science-relateddid course, observe events and a in recruitment strong the is increase future. in nota student one Outreach numbers of combination in is the of our goals physics physics of courses, promotion, ourincreased though, introduction program. popularity which of We of is probably a a new wider BScphysics variety program and of in astrophysics. second-year Physics courses, which is and focused specifically on subatomic 3. Methodology: Retention PoS(LeptonPhoton2019)091 Svetlana Barkanova 4 Our overall goal is to develop and deliver a long-term, sustainable, scientific and cultural out- This science outreach work is supported by the PromoScience Program of the Natural Sciences reach program for youthgirls in and the Indigenous Western students, Newfoundland and to regionour create new (Canada), an BSc especially engaging program and rural inclusive inGrenfell youth, environment Physics. for Campus, students Combining in the complementary Qalipu expertiseEnglish and First School resources District, Nation, at we Parks MUN’s featurecuss Canada female career and and opportunities, Indigenous the and role Newfoundland emphasizeas models, and a creativity, engage diverse Labrador cooperation storytelling, set and dis- ofin communication. skills integrating required the Our Indigenous in knowledge Qalipu modernschools. in science partners our Coordinating such are science the curriculum engaging especially and science-outreach instrumental lum establishing content can contacts with be the with a existing challenge provincial sometimes,and especially curricu- rapidly since subatomic developing physics, scientific one fields, ofdress is the that most not gap fascinating covered by in sharing thesuch personal provincial as research the school experiences space curricula. and unit. building Weby on In ad- related starting general, curriculum we with topics plan local to events,uating build visiting outcomes a schools scalable and and within building transportable driving partnerships,rural outreach distance, Newfoundland and program and collecting then coastal feedback, to Labrador. It expand eval- greatest is need to the of more most outreach isolated hard-to-reach and communities stimulation, communitiesto that so, in expand are in to in the fly-in-only the future, communities and andover with coastal a resources communities thousand permitting, reachable participants we only per plan year, byGrenfell our water. student science Engaging volunteers, outreach who program are would especially notmodels be instrumental (most possible in volunteers are without delivering female), programs, and acting establishingBSc as contacts program role with in high-school teachers. Physics with The new first a class focus in on 2015, subatomic seems physics toso and be far, astrophysics, with quite which some successful, graduated classes and its quadrupling weexciting have in research seen size. opportunities, a We celebrate steady aim increase theircomfortable to in successes, environment. provide enrollment our and We undergraduate are create students also ancle with offering physics engaging, new via inclusive, PhD MUN and St. andeducation MSc John’s campus, at programs with in Grenfell. graduate theoretical students While, parti- attracting contributing in to women the both to past research sciences and several inand decades, retention general Canada of [15], women has and there achieved other isphysics some equity-seeking groups still specifically, success in as room in physics, one for and of we improvementattracting believe the in and that most inspiring subatomic recruitment the fascinating next areas generation of of modern scientists. research, can help withAcknowledgments both and Engineering Research Council of Canada (NSERC). Subatomic Physics Education and Outreach in Newfoundland system for the undergraduate program, byseminars and filling mentoring roles junior of students. Teaching Assistants, delivering research 4. Summary and Conclusions PoS(LeptonPhoton2019)091 Svetlana Barkanova 5 female and male college students. Sex Roles", 44, 295-320 (2001). Goals of High-Achieving Female Science Undergraduates",Science Vol. (Spring 28, - No. Summer), 1/2, pp. Building 128-142 Inclusive (2000). al. model of achievement-related choices", Psychology of Women Quarterly, 18, 585-609 (1994). Interconnectiveness, Vitality and Nourishment", Communicating Astronomy(2010). with the Public Journal postsecondary Physics students in high school outreach”, Physics in Canada, 70.2 (2014). 73.3 (2017). Atlantic Canada”, Physics in Canada, 69.1 (2013). Campbell, S. Barkanova, M. Steinitz, “WomenIssue in 71 Physics (2015). in Canada”, “Physics in Canada”, Special [1] CAUT Almanac of Post-Secondary Education in[2] Canada (2010-2011). Karoline Wiesner, 2002 IUPAP Women in Physics[3] Conference (2002). Statistics Canada, Census Profile, Census 2016[4] (2016). Morgan, C., Isaac, J. D., Sansone, C., "The role of interest[5] in understanding thePatricia H. career Miller, choices Sue of V. Rosser, Joann P. Benigno, Mireille L. Zieseniss, "A Desire to Help Others: [6] Eccles, J. S., "Understanding women’s educational and occupational choices - Applying the[7] Eccles et. Harris, P., Bartlett, C., Marshall, M., Marshall, A., "Mi’kmaq Night Sky Stories; Patterns of [8] http://qalipu.ca/ [9] “Grenfell physics students conquer summer job market”, CBC News, March 5 (2014). Subatomic Physics Education and Outreach in Newfoundland References [10] “Grenfell student to work on Large[11] Hadron Collider”,“GRENFELL Western Star, MATTERS: Mallory Feb.9 Snow”, (2014). Western Star, Oct.[12] 3 (2018). M. Bluteau, S. Barkanova, “From CERN to high schools: an argument[13] for greaterM. involvement of Hewlett, S. Barkanova, “High School Outreach by Postsecondary Students”, Physics in[14] Canada, M. Ahmady, A. Aleksejevs, S. Barkanova, R. Sandapen, “Particle physics research and[15] education in Li-Hong Xu, S.Ghose, M. Milner-Bolotin, J. McKenna, S. Bhadra, A. Predoi-Cross, A. Dasgupta, M.