Wednesday, January 13, 2016

Astronomy Without a PhD

Jessica leading a bike ride along the Neponset River
in Boston, educating fellow Bostonians about the
open space in their community on a Girlz Roll ride,
along one of her many alternate paths.
As much as the astronomical community is spending more time considering alternate paths for PhD astronomers, we, as a community dedicated to inclusiveness, should look at alternate paths that have been and can be taken into professional astronomy. For various reasons, some of which may be related to my personal gender issues and others due to the way my mind works (or doesn't), I was not a great candidate for a PhD. program when I was in my 20's.

In the process of organizing and attending the Inclusive Astronomy conference last summer, I started out representing transgender people in astronomy, but realized that I was part of another group which had been largely excluded from consideration during that conference, astronomers without doctorates.

The first conference on inclusive astronomy of which I am aware was a meeting called "Space for Women" held at the Harvard-Smithsonian Center for Astrophysics in 1975. Organized by the CfA's Women's Program Committee, headed by geologist Ursula Marvin and astronomer Martha Liller, it was held in celebration of the International Women's Year, drew more than 300 young women, and featured women speakers and panelists working in a variety of capacities.  Research scientists, editors, computer programmers, administrators, and engineers all discussed their experiences. A popular booklet, entitled "Space for Women: Perspectives on Careers in Science" grew out of the conference. In addition to suggestions on how to prepare for scientific or science-related careers, it detailed several of the major issues raised at the conference, juxtaposed with thoughts expressed by different participants.  I am old enough to have been peripherally involved in this conference as my then-spouse worked as a programmer at the Center and was very involved in organizing the conference.  My participation involved drinking too much champagne at the final reception and enjoying a drunken, rainy bike ride through Harvard Square and down the Charles River to our home in Brookline.

The point of this story is that the 1975 conference focused on the many ways which an under-represented group, women, could contribute to the astronomical enterprise, and that, not just making sure that the pipeline into academia (or the commercial world) is fairer, is what I feel that being inclusive is about.  Although I didn't know it at the time, when I was between astronomy jobs and writing software for a financial services company, I already had my terminal professional degree, a Masters degree from MIT. My  thesis, which I finished a year earlier, attempted unsuccessfully to map the composition of the surface of Mars, included developing a data reduction system for a very early imaging vidicon spectrograph, understanding map projection and writing software to figure out where on Mars we were looking, and learning computer graphics.  If that project had been successful, my career might have gone in an entirely different direction, but as it was, I gained some knowledge and skills which have been the basis of much of the scientific work I have done in the 40 years since.

Although I didn't get into Cornell for a PhD, my programmer-turned-ecologist spouse did, and we moved to Ithaca in 1976, where I soon got a job in the Laboratory for Planetary Studies writing software for Jim Elliot, the possibility for which was suggested by Carl Sagan in my rejection letter.  I was soon putting some of my knowledge of data reduction to work reducing and modelling time series data from occultations of stars by planets.  Six months later, I was flying on the Kuiper Airborne Observatory over the Indian Ocean helping discover the Uranian ring system.  Because I worked in a small group with a senior researcher who consistently included everybody who contributed to scientific results, my first publication was a significant paper in Nature.  When my job moved, it was back to MIT and Cambridge, where I had friends, and I put down roots. I got wrapped up in the occultation enterprise, and was soon putting my mapping skills to work forecasting future occultations and publishing papers of those predictions and analysis of events.  I also got involved in image processing and wrote display software in exchange for getting our group time on a new CCD detector. Doing science was so much fun that I didn't want to stop and take courses, which I had never been as good at as I needed to be.

When that job ended, I had enough skills (and helpful contacts) to land a job at the Smithsonian Astrophysical Observatory across the city (and much closer to my apartment) working on the Space Shuttle Infrared Telescope under Giovanni Fazio.  When that project ended, I stayed on at SAO to work on spectroscopic data reduction. All of the skills and knowledge I accumulated along the way were useful in developing more image display software, a graphics terminal emulator for xterm, a radial velocity package, RVSAO, several more spectrograph pipelines, and a package of world coordinate, catalog, and image manipulation tasks, WCSTools.  I've also been a full member of the American Astronomical Society and its Division for Planetary Science and Division on Dynamical Astronomy for over 30 years, serving on organizing committees and the DDA committee, and running the DDA web site for 15 years.

I spent the extra time I would have spent doing my own research being a bicycle and open space activist in the Boston area, equally sharing the raising of a daughter (who is now in grad school working on what may or may not be a terminal Masters degree), and generally becoming involved in Boston, its history, its politics, and its arts.

When I occasionally regret not having done the extra work for the status of a PhD, I look at the work I have done and all of the people who have used my software or the results my pipelines have produced and feel like my life in astronomy has been successful after all.

Monday, January 11, 2016

Proudness: What Is It? Why Is It Important? And How Do We Design for It in College Physics and Astronomy Education?

The below post was originally written for the June 2015 Status: A Report on Women in Astronomy. The first few paragraphs are reproduced here (with permission).  Read the full article here.
Photo credit: Matt Beardsley
Dr. Angela Little is a postdoctoral researcher at Michigan State University. Her current research asks: "How do students develop a sense that they are capable in physics?" She is also exploring multimedia as a tool to bring many cross-disciplinary and within/outside academia voices together around the idea of "feeling capable."  This article expands on her invited talk given at the 225th AAS Meeting, January, 2015, in Seattle, WA. [1]

Transitions are tough on students, especially big transitions like the one between high school and college. Among the many reasons why this transition in particular can be tough, a big one is that students from a wide variety of high school preparations are often thrown together into large introductory STEM courses. In these courses, it’s easy to mistake background for innate ability, and students often compare themselves to their classmates through grades and through their relative speed on homework and exams. These comparisons can heavily influence students’ decision to major in, for example, computer science [2] and most likely have similar effects on majoring in STEM in general. This tendency to mistake background for ability is likely amplified in courses and majors in physics, math, and computer science, where students face additional U.S. cultural narratives around the need for inherent “genius” ability: either you’re a math person or you’re not [3]. Researchers have also shown that such genius narratives particularly affect African Americans and women from all racial backgrounds due to U.S. stereotypes about these groups [3], [4], [5], [6].

Instructors can play a critical role in either pushing back on these genius narratives or amplifying them further. When instructors don’t point out to students that they might be coming from different backgrounds than their peers, don’t teach the holistic set of skills important to succeeding in science and college more generally, and don’t support students in learning how to give effective self- and peer-feedback to improve their work, no wonder students frame their struggle as something inherent to failures in their own brains.

I’m one of the co-founders of The Compass Project, an APS-award winning program at the University of California, Berkeley that supports undergraduate physical science majors, particularly from marginalized backgrounds. Compass builds an encouraging community, engages students in physics projects, and has a special focus on being reflective about the learning process. In my curriculum and program design work for Compass, I often felt that I was fighting against students’ experiences in introductory calculus-based physics. Among the experiences with negative impact on students is that courses were often graded on a curve, which served to amplify students’ comparisons with one another on every exam. Previously, as a TA for introductory physics, I even had one student in a section refuse to work with anyone else because he had done well on the first exam and “didn’t want to bring up the curve.”

What would it look like for students to have additional information, beyond comparison with other
introductory physics students, in deciding whether to major in physics and astronomy? How might it influence students’ decisions on a major if they were also engaged in a challenging project of interest to them in which they could acknowledge their strengths and weaknesses, be supported to grow and improve, and feel really good about the outcome?

This is just the first few paragraphs of this article. Read the Full Article in the June 2015 Edition of Status.

References Cited
[1] https://guidebook.com/guide/28858/event/10150262/
[2] Lewis, C. M., Yasuhara, K., & Anderson, R. E. 2011 August, “Deciding to major in computer science: a grounded theory of students’ self-assessment of ability. In Proceedings of the seventh international workshop on Computing education research, pp. 3-10. ACM.
[3] Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. 2015, “Expectations of brilliance underlie gender distributions across academic disciplines, ”Science, 347, 262
[4] Nasir, N. I. S., & Shah, N. 2011, “On defense: African American males making sense of racialized narratives in mathematics education,” Journal of African American Males in Education, 2 (1), 24
[5] Steele, C. M., & Aronson, J. 1995, “Stereotype threat and the intellectual test performance of African Americans, ”Journal of personality and social psychology,” 69 (5), 797
[6] Spencer, S. J., Steele, C. M., & Quinn, D. M. 1999, “Stereotype threat and women’s math performance", Journal of experimental social psychology, 35 (1), 4
[7] http://www.berkeleycompassproject.org

Wednesday, January 6, 2016

The Discovery Program Series: DAVINCI (PI: Lori Glaze, Managed by NASA Goddard Space Flight Center)

This post is part of a series discussing the recent NASA Discovery Program mission selections for further refinement.  From the 27 proposals submitted in November of 2014, NASA has selected 5 missions for further refinement in the next year. Part 1 of the series focused on the overview of the Discovery refinement selections and an interview with the Lead Program Scientist for the Discovery Program, Dr. Michael New. Part II focussed on the Psyche Mission (PI: Linda Elkins-Tanton, Arizona State University, Managed by JPL). Part III will focus on the NEOCam Mission (PI: Amy Mainzer, Jet Propulsion Laboratory, Managed by JPL).  Part IV will focus on the Lucy Mission (PI: Hal Levison, Southwest Research Institute, Managed by NASA Goddard Space Flight Center). Part V will focus on the DAVINCI Mission (PI: Lori Glaze, Managed by NASA Goddard Space Flight Center).

Mission Overview: DAVINCI

The Deep Atmosphere Venus Investigation of Noble gases, Chemistry, and Imaging (DAVINCI) mission would send a probe on a journey down through Venus’ atmosphere, winding up in the planet’s roughest and most geologically complex terrain. The probe would explore the planet’s atmosphere essentially from top to bottom, even the deep layers largely hidden from Earth-based instruments and orbiting spacecraft. DAVINCI would be the first U.S. probe to target Venus’ atmosphere in nearly four decades.

The top-level goals of DAVINCI are to
Understand the origin of the Venus atmosphere, its evolution and why it is different than Earth and Mars,
Understand the history of water on Venus and chemical processes at work in its lower atmosphere, and
Provide insight into tessera origins and their tectonic and weathering history.

DAVINCI is designed to study the makeup of the planet’s atmosphere at a level of detail that has not been possible on earlier Venus missions and to investigate the surrounding surface with cameras. DAVINCI will fly two different types of mass spectrometers, as well as temperature and pressure sensors, to explore how Venus’ atmosphere formed and then changed over time, including what happened to its water. The findings would help scientists understand why Venus and Earth took such different paths as they matured and provide another point of comparison for studies of rocky planets in other star systems. Goddard would manage the mission, which launches in 2021 and descends through the Venus atmosphere in 2023.


Monday, January 4, 2016

Genetics, Race, and White Privilege


Stephanie Gogarten has a PhD in Astronomy but currently works as a staff scientist in the Department of Biostatistics at the University of Washington. She lives on an island near Seattle with her wife and three young children.

I recently read the book Seeing White, recommended by John Johnson. As an astronomer turned statistical geneticist (Career profile), I spend a fair amount of time at work thinking about genetic ancestry and how that relates to the social construct of race. As a person with some African-American heritage who looks white, I have also struggled with how to define my own race: other people see me as white, but how do I see myself?

In reading the book, I was especially struck by the stories of people whose identities cross the boundary between white and non-white. In particular, I was interested in the story of Gregory Williams, author of Life on the Color Line: The True Story of a White Boy Who Discovered He Was Black. I still remember the dinner table conversation when I was a young child in which my parents explained to me that although my family appeared white, my father's identity was mixed race European American, African American, and Native American. Due to pale skin and a strong resemblance to my white mother, I am seen as white by everyone I meet. My sister has darker skin and more closely resembles my father, so she is more frequently seen as mixed race (at least, people are not shocked when they learn she is mixed race, as they are with me). In the shuffling of genetic traits from one generation to the next, I got more of the external features usually associated with whiteness -- a chance occurrence that has shaped both our identities. 

Saturday, January 2, 2016

Events at the 227th American Astronomical Society Meeting


Several key events will be occurring at the 227th American Astronomical Society meeting, held January 4th-8th at the Gaylord Palms Resort in Kissimmee, Florida. Danny Barringer posted to Astrobetter for the upcoming meeting, and Jason Wright had previously written a first timer's guide to the AAS meeting for Astrobetter.

Below are highlights for events that may be of interest:

1. Student Pavilion and Mentoring Events:
The NEW Student Pavilion, located in the exhibit hall, will provide a unique space for students to meet, network, and collect information.  The Committee on the Status of Minorities in Astronomy (CSMA), the Committee on the Status of Women in Astronomy (CSWA), and the Committee for Sexual-Orientation & Gender Minorities in Astronomy (SGMA) have teamed up to provide table space and well as mentoring opportunities Tuesday-Friday.  Mentoring sessions will be held at 10 AM and 2 PM each day and will include mentors form various backgrounds (more information on mentors will be available in a future Women in Astronomy blog post).  The sign up sheets will be available starting at the UG Orientation Reception and will then be available at the student pavilion.

Friday, January 1, 2016

AASWOMEN Newsletter for January 1, 2016

AAS Committee on the Status of Women
Issue of January 1, 2016
eds: Daryl Haggard, Nicolle Zellner, Elysse Voyer, Heather Flewelling

This week's issues:

1. Women in Astronomy Events at the 227th AAS Meeting
2. Seeking Women to be Interviewed at AAS 227
3. Career Profile: Astronomer to High-School STEM Educator    
4. A Remarkable Year
5. The Discovery Program Series: Lucy
6. Why So Few? Unconscious Bias II   
7. Project to Tackle Stereotyping in Subject Choice Launches in Scotland       
8. Calculating Conference Diversity      
9. Job Opportunities
10. How to Submit to the AASWomen Newsletter
11. How to Subscribe or Unsubscribe to the AASWomen Newsletter
12. Access to Past Issues of the AASWomen Newsletter