Physics GRE Requirements Create Uneven Playing Field for Graduate Applicants
written by Lindsay M. Owens, Benjamin M. Zwickl, Scott V. Franklin, and Casey W. Miller
The use of the Physics GRE in graduate admissions has gained considerable attention in recent years. While studies have shown the problematic nature of the exam quantitatively, it is time that student experiences were also included in the discussion. In this qualitative study, we interviewed 69 current graduate physics and astronomy students about their process of deciding where to apply to graduate school. Physics GRE requirements played a substantial role in this decision, with 48 students mentioning the test as part of their process to narrow programs down to a personalized short-list. Participants discussed potential barriers (e.g., financial and travel) that affected some students, but not others, which created an unequal playing field for grad school applicants. Secondly, while the participants noticed a shift towards more departments having "optional'' GRE language, female student participants still felt the need to take and submit their Physics GRE scores, while male student participants truly saw "optional'' as optional. These results suggest that graduate programs requiring the Physics GRE are doing more than asking prospective graduate students to simply take a physics test, and that the use of 'optional' requirement language may be inadvertently disadvantaging the very students that they are trying to recruit.
Physics Education Research Conference 2020
Part of the PER Conference series
Virtual Conference: July 22-23, 2020
Pages 382-387
written by Lindsay M. Owens, Benjamin M. Zwickl, Scott V. Franklin, and Casey W. Miller
The use of the Physics GRE in graduate admissions has gained considerable attention in recent years. While studies have shown the problematic nature of the exam quantitatively, it is time that student experiences were also included in the discussion. In this qualitative study, we interviewed 69 current graduate physics and astronomy students about their process of deciding where to apply to graduate school. Physics GRE requirements played a substantial role in this decision, with 48 students mentioning the test as part of their process to narrow programs down to a personalized short-list. Participants discussed potential barriers (e.g., financial and travel) that affected some students, but not others, which created an unequal playing field for grad school applicants. Secondly, while the participants noticed a shift towards more departments having "optional'' GRE language, female student participants still felt the need to take and submit their Physics GRE scores, while male student participants truly saw "optional'' as optional. These results suggest that graduate programs requiring the Physics GRE are doing more than asking prospective graduate students to simply take a physics test, and that the use of 'optional' requirement language may be inadvertently disadvantaging the very students that they are trying to recruit.
Physics Education Research Conference 2020
Part of the PER Conference series
Virtual Conference: July 22-23, 2020
Pages 382-387
Identifying qualities of physics graduate students valued by faculty
written by Lindsay M. Owens, Benjamin M. Zwickl, Scott V. Franklin, and Casey W. Miller
Faculty members involved in graduate admissions decisions have to determine who will be offered admissions to their respective graduate programs. In this study, we interviewed faculty at four institutions who currently serve or have served on their program's graduate admissions committee. The focus of this study was twofold: first, to explore what qualities faculty value in graduate students and second, to identify what sources of evidence faculty utilize in determining if a student possesses a desired quality. Results from these interviews showed that while qualities such as content knowledge and programming skills were valued, non-cognitive qualities such as self-motivation, resilience, and self-learning were also highly desired. The faculty noted that while current admissions practices can easily identify if a student has taken certain coursework, they typically lack the means to quickly assess non-cognitive qualities, which must often be inferred from the contents of personal statements and letters of recommendation. These results suggest that transparency on the part of graduate programs to better advertise the qualities they desire will assist letter writers and students writing personal statements to increase the impact of their application materials.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Pages 441-445
written by Lindsay M. Owens, Benjamin M. Zwickl, Scott V. Franklin, and Casey W. Miller
Faculty members involved in graduate admissions decisions have to determine who will be offered admissions to their respective graduate programs. In this study, we interviewed faculty at four institutions who currently serve or have served on their program's graduate admissions committee. The focus of this study was twofold: first, to explore what qualities faculty value in graduate students and second, to identify what sources of evidence faculty utilize in determining if a student possesses a desired quality. Results from these interviews showed that while qualities such as content knowledge and programming skills were valued, non-cognitive qualities such as self-motivation, resilience, and self-learning were also highly desired. The faculty noted that while current admissions practices can easily identify if a student has taken certain coursework, they typically lack the means to quickly assess non-cognitive qualities, which must often be inferred from the contents of personal statements and letters of recommendation. These results suggest that transparency on the part of graduate programs to better advertise the qualities they desire will assist letter writers and students writing personal statements to increase the impact of their application materials.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Pages 441-445
Misaligned Visions for Improving Graduate Diversity: Student Characteristics vs. Systemic/Cultural Factors
written by Lindsay M. Owens, Benjamin M. Zwickl, Scott V. Franklin, and Casey W. Miller
Physics departments are increasingly working to improve diversity in graduate programs by using more holistic strategies in their admission and retention practices. However, completion rates for traditionally underserved groups are still problematic. By understanding and accounting for faculty and student divergence on challenges faced in retention, graduate programs will be better equipped to enact change. In this study of two graduate programs (one physics and the other astrophysics), faculty and graduate students were asked why graduate students leave their program, and to identify ways to reduce attrition. While the goal of improving retention was shared between faculty and graduate students, their visions for how retention could be improved were not aligned. Faculty believed that retention could be improved by reforming admissions practices to select for students with attributes critical for success in graduate school, such as resilience. In contrast, the graduate students noted more systemic or socio-cultural factors as impacting retention.
Physics Education Research Conference 2018
Part of the PER Conference series
Washington, DC: August 1-2, 2018
written by Lindsay M. Owens, Benjamin M. Zwickl, Scott V. Franklin, and Casey W. Miller
Physics departments are increasingly working to improve diversity in graduate programs by using more holistic strategies in their admission and retention practices. However, completion rates for traditionally underserved groups are still problematic. By understanding and accounting for faculty and student divergence on challenges faced in retention, graduate programs will be better equipped to enact change. In this study of two graduate programs (one physics and the other astrophysics), faculty and graduate students were asked why graduate students leave their program, and to identify ways to reduce attrition. While the goal of improving retention was shared between faculty and graduate students, their visions for how retention could be improved were not aligned. Faculty believed that retention could be improved by reforming admissions practices to select for students with attributes critical for success in graduate school, such as resilience. In contrast, the graduate students noted more systemic or socio-cultural factors as impacting retention.
Physics Education Research Conference 2018
Part of the PER Conference series
Washington, DC: August 1-2, 2018