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Shahnaz Vatankhah
Table of Contents
1. Inquiry Into the Disciplinarity of Physics as an undergraduate program at
The University of Texas at El Paso............................................. 2
1.01 Introduction............................................................................. 3
1.02 Literature review/Background................................................. 4
1.03 Procedure/Methodology.......................................................... 4
1.04 Results/Discussion.................................................................. 8
1.05 Conclusion.............................................................................. 10
1.06 Appendices............................................................................. 12
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Shahnaz Vatankhah
Inquiry Into the Disciplinarity of Physics as an Undergraduate Program at
the University of Texas at El Paso
Shahnaz Vatankhah
The University of Texas at El Paso
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Shahnaz Vatankhah
Introduction
Object of Study
The Disciplinarity of Physics as an undergraduate program at the University of Texas at El Paso
(UTEP) is my object of study. The Department of Physics is part of the College of Science at
UTEP and is located in the Physical Sciences building on Hawthorn Street, adjacent to the
Department of Chemistry. Currently, the physics department is actively researching atomic,
nuclear, environmental and molecular physics, along with condensed matter, astrophysics, and
physics education. Its total research expenditures are about $1 million annually.
The department’s faculty consists of five associate professors, four professors, and two assistant
professors. Five lecturers and four staff members also work with the Department of Physics.
Over 120 students are enrolled in a physics program, and around 100 of those students are
undergraduates. The community, consisting of faculty and staff working in the department,
undergraduate, graduate, and PhD students, is small in relation to most department of STEM
fields. It is filled with extremely intelligent people (mostly men) who share a common interest in
science and mathematics.
Position and Investment with Object of Study
I am conducting an ethnographic inquiry into the Department of Physics because I am interested
in studying physics at UTEP in the future. I do not know if this program is what I am expecting,
and I want to enter it with a greater understanding of what the culture and academia entails.
Physics as a discipline is something that I wish to expand my knowledge on, so as a current
novice, I want and need to know about the disciplinarity of physics so that I can more easily
become an insider in its discourse community and culture, and thus be a more successful student.
I have attempted to understand the inner-workings of this community by following various
research methods, collecting data, and analyzing it for future students or novices who may be
interested in the discipline. The research methodology in which I am directing this inquiry was
put together by the Department of Writing and Rhetoric at UTEP as a semester-long project
assigned to students taking RWS1301 course.
In order to conduct this ethnographic research, certain questions need to be addressed; my
research questions are geared towards exploring the culture and process of being a physics
student at UTEP. Primarily, this inquiry asks “How does a novice submit to and engage the
disciplinarity of physics to become an insider in its discourse community and culture and thus
become a more successful student?” This is an important question that many incoming students
have and try to answer. In order for me to answer this, I must first answer the following: What is
the student/faculty culture of the Physics department, and how are student/professor relationships
important for discourse and the success of a physics student? What are the habits, customs, and
values one must adopt as a physicist to become and insider in its discourse community and
culture, thus becoming a more successful student? What clubs, organizations, internships, or
learning opportunities must a physics student take advantage of in order to become part of its
discourse community and thus become a more successful student? These secondary questions are
important because they address specific areas and aspects of what it takes to be a successful
participant in this community at UTEP.
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Shahnaz Vatankhah
Literature Review/Background
The background information that I used to proceed with this inquiry was provided to me by the
Rhetoric and Writing Studies Department at UTEP. I received extensive knowledge and
information on the process of writing a research paper and how to be rhetorically effective. The
methods for data collection and analysis are specific for conducting an ethnographic inquiry; in
this case, it is for researching the disciplinarity of an academic major that I wish to expand my
knowledge on. I am accomplishing my process of inquiry and learning to be an effective writer
by studying the disciplinarity of physics, which, to my knowledge, has not been studied through
these methods. My project explores the requirements for inclusion and success in the community
and discourse of Physics as a major discipline. Because this is an ethnographic inquiry, my
research questions are aimed towards the values, customs, relationships and work done in the
field of physics; this makes it possible to gain knowledge about the disciplinarity of physics and
physicists as a community in an academic setting at UTEP.
Procedure/Methodology
Data Methods
I used four research methods to collect data in order to execute triangulation. I needed at least
three different primary sources to be able to gain many perspectives and pinpoint how the
physics community works. The research methods implemented in this inquiry are face-to-face
interviews, direct site observations, web document analyses, and surveys. Interviews gave me the
opportunity to get to know members of the community and ask them specific questions, thus
gaining very particular insights on specific topics. Directly observing the environments that
physics students inhabit allowed me to understand how members interact with each other and
socialize. I also used a survey as a way to gather logistical information from students about
academia and personal success.
I utilized these methods in order to collect data and answer my primary and secondary research
questions. They are appropriate for an ethnographic inquiry because they allow the collection of
direct information by observing the locations that physics students inhabit, talking to people that
are part of the community, and gaining insight from what the department provides online. It
would not have been possible for me to understand the community extensively and from many
angles without the use of at least three primary data collection methods. These are all direct
sources of information that can be coded and analyzed to understand the howness (culture and
community) of the Department of Physics.
Data Collection
Interviews
I requested six interviews and was able to conduct two of them in the Physical Sciences building
at UTEP. Both participants were asked a series of questions to provide insight into the culture
and lifestyles of undergraduate physics students. I used two different sets of interview questions
to help guide my interviews; one with questions directed towards professors, and another
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Shahnaz Vatankhah
towards students and TA’s (refer to appendix A). I asked five professors to be interviewed
through email, but unfortunately, four professors were not able to participate (appendix B & C),
either politely declining or not replying at all.
The first interview was with Professor Efrain Ferrer, who received his Ph D in Mathematical
Physics from the Lebedev Physical Institute along with his wife, Dr. Vivian Incera, who also
teaches at UTEP. The interview took place in his office (Rm. 317) on October 10th, 2014, and
lasted nearly an hour. Dr. Ferrer spoke of his interest in mathematics as a boy in Cuba and the
differences he saw in American academic culture. I asked him what it took for a student to
succeed as a physicist, to which he replied hard work and mathematical skill are the most vital.
He confirmed that, although academic sexism is still pertinent in many universities, the student
community at UTEP is encouraging of all sexes and races, and slowly more females are joining
the physics program. This conversation with Dr. Ferrer helped me understand the uniqueness of
UTEP and the position that students of the Department of Physics take on gender and race. I also
found his personal and academic life incredibly interesting, and it is worth reading online
through a simple Google search.
The second interview was taken by William Burman, a graduate student and teacher’s assistant
in the Department of Physics and a member of the Society of Physics Students (SPS). He was
interviewed on November 6th in the Society of Physics Students Common Room (Rm. 128) for
nearly thirty minutes. I asked him about his personal success as a student, and the general social
environment that physics students tend to create and inhabit. He stated some dissatisfaction with
the social disorganization of the SPS meetings; although many members were willing to
participate in civic events, such as food runs or ping-pong tournaments, not many members
attended club meetings either because of scheduling conflict or general lack of interest. Mr.
Burman said he was in the process of organizing a club/community party with light drinking to
see if that environment can work out some kinks or tension between socially introverted people.
As far as maintaining positive academic relationships with professors, Mr. Burman said it is
fairly easy and only works in a student’s favor. Because there is such a small number (around
100) of undergraduate students studying physics at UTEP, it is easy for professors to become
familiar with their students and recognize which of them are higher-achievers or more
analytically skilled. It is even better if students make an effort to contact professors for help or
research opportunities, making them stand out and seem motivated to succeed. My interview
with Mr. Burman gave me a much greater understanding of the student culture and general
importance of student/professor relationships at UTEP.
Survey
I created a survey through Surveymonkey.com for undergraduate students currently enrolled in
the physics program at UTEP. The survey consists of an introduction to this research project
followed by ten questions inquiring the personal and social habits observed and conveyed by the
participant. The questions are easy to understand and can be answered either on a graded scale
from “strongly agree” to “strongly disagree,” or through individual comments (refer to appendix
D). The survey was printed and distributed in the Society of Physics Students Common Room
(Rm. 127) in the Physical Sciences building. Three participants, all male, completed the survey
on paper. Their answers were transferred onto Surveymonkey.com for easier data coding.
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Shahnaz Vatankhah
Answers showed a consensus among the students about the importance of both hard work and
intelligence when it comes to succeeding academically. One student stated that exceptions do
exist, though, saying that he was intelligent enough to succeed academically with little effort, but
adding that not many other students would be able to pull this off. He said professors recognized
that he was lazy, and even though he excelled academically, it did not necessarily reflect
positively on him to do as little work as possible. The results of the survey gave me a broader
view of student opinion and personal academic habits that allowed me to understand what kind
of people physicists tend to be, and thus brought me a step closer to really understanding the
community.
Documents
Two documents related to the undergraduate Physics program at UTEP have been analyzed; they
are both web documents accessible through utep.edu. The first document is a current degree plan
for students planning on graduating with a BS in Physics and a concentration in Applied Physics
(appendix E). The purpose of this document is to serve as a strict guide for students in college to
complete their courses. This document is revised yearly, and depends greatly on the
concentration of study chosen by the student. It is fairly simple to follow and read; the degree
plan has abbreviated titles of all the classes required for a Physics degree. It separates designated
core classes (all strictly required) and university core curriculum, which has some room for
options. This document is written primarily for counselors, advisors, and admission/academic
faculty, as they must refer to degree plans regularly for advising students. Having this document
accessible to the public is important, as it gives prospective students the opportunity to prepare
their schedule or simply become familiar with what classes they will be taking to complete the
program. It has helped me realize how important it is to have a good foundational understanding
of mathematics, because almost every single course uses it.
The second document is the website for the Department of Physics, which can be visited at
science.utep.edu/physics/. The website is used as a portal for faculty/staff of the Department of
Physics and all physics students to remain updated about current opportunities and projects.
Plenty of information is given about the department, physics degrees, student opportunities, and
research; the layout is simple and easy to navigate. The homepage has a banner on top with
current news/research projects and a welcoming letter underneath from the Physics Chairman,
Dr. Christian Botez. Faculty profiles and graduate student profiles with contact information are
provided. The website is a good place to start learning about the physics community at UTEP,
even if it gives more information on graduate and Ph D students and their research rather than
undergraduate news. Although the website doesn’t go too in depth about the community, it gives
an appropriate amount of introductory information and academic highlights. I chose to analyze
these web documents because they are frequently used by everyone in the physics community.
The degree plan is vital for obtaining a degree, and the Physics Department webpage is used for
news updates and student resources.
Site Observations
The site I observed for this project was the Society of Physics Students Common Room in the
Physical Sciences building on Hawthorn Street (Rm. 127). The room is used primarily by
members of the Society of Physics Students, but anyone is free to enter. Their common room is a
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Shahnaz Vatankhah
large, carpeted, cinderblock room. It is suited for students to study in large groups with each
other, study alone, or simply relax and take a snack-break.
Six book shelves are stocked with science and physics-related material, all available to students
through an honorary system. There is a Ping-Pong table and many worn out Ping-Pong paddles
in the center of the room; it is the communal pass-time sport for the Society of Physics Students.
There are three private cubicles and a wireless internet modem behind a portable wall for
students who need to study or do work alone. Two refrigerators and one microwave are also
available for students to refrigerate and warm up their lunch or dinner. A long table is
surrounded by random, unmatched old chairs and a stool. Two long green chalk boards are hung
on opposite sides of each other, covering most wall-space. There are many formulas and small
mathematical writing left on the chalkboards. People come in and out throughout the day, and
the room stays open for as long as students need it.
I observed the site on two occasions; once on October 30th from 4-5pm, and a second time on
November 4th from 4-9pm. I was seated at the long table, working on my laptop and observing
the room. For the majority of the time, I was the only person in the room. One male
undergraduate student entered the room on October 30th; he was the only person other than
myself that afternoon. On November 4th, I encountered three male physics majors and one
female biology major. No more than three people were in the room at one time during these
observations. The reason I chose to observe this room is because it is the meeting place of the
Society of Physics Students organization and it is where physics students relax with each other
extracurricularly. I got a clearer perception of what physics students are interested in, how they
prefer to relax, and how they freely share this space and academic materials with each other.
Data Coding
The data collected from interviews, site observations, surveys, and from the web pages have
been organized into five categories: Academia, demographic, ethos, and community. I examined
my data holistically, and these categories seemed to form naturally and complement each other.
Academia is obviously the most important, because most of a student’s success is placed on their
GPA and academic achievement. This category explores why a student must meet the academic
requirements put in place by the Department of Physics and how a student’s personal life is
affected by it. The demographic of the study is also incredibly important to categorize and
become familiar with because the type of people that make up the community create the unique
social environment in which a physics student must succeed. The physics community
experiences a distinctive effect due to the disproportionate number of females to males.
A student’s passion and willingness to work and succeed is also a prominently recurring theme
that I encountered when analyzing my data. These characteristics are what build a student’s
credibility and forms their reputation within their community as someone who has great
potential. To put this into one category called “ethos” seemed appropriate, as it is vital for a
student to build ethos if they want to succeed. Community is the final category that I chose for
analyzing my data because figuring out how the community works and how to be a part of it is
the main premise of this inquiry. Student events, organizations, and extracurricular activities can
all be put into this category to paint a broad picture of the interactions that future students can
expect.
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Results/Discussion
Academia
The academic courses needed to complete a Bachelor’s degree in Physics are rigorous. The
classes one needs to take to obtain a BS in Physics consists of the general college of science
requirements plus 30 hours of upper division math and chemistry courses and 45 hours of
physics courses (refer to appendix E). Although the courses cover complex mathematical
concepts regarding physical science, those participating in the survey (appendix D) claimed to be
able to keep up with their academic workload. Because they all had a solid understanding of
math, it was not a huge struggle for them to maintain a high GPA. The survey participants were
not absolute representatives of the undergraduate student body, though. Many students fail to
complete the undergraduate program due to inadequate math skills, according to Professor
Ferrer. It is apparent that a strong foundation in mathematics and problem-solving is necessary
for students who wish to advance past the third year of this degree.
If a student does not pass all courses required in the program, he or she will not be able to obtain
a BS in Physics. consequently, it is essential for students to study and do practice problems
frequently, either in a study group or alone, rather than frivolously waste time. Often times, a
physics student will have to give up social outings, nights of sleep, or even entire weekends if
they want to do well on an exam. This is the case for many college students, but the workload for
physicists is heavily influenced by mathematics and problem solving rather than memorization
and writing.
Demographic
It is obvious that the demographic that makes up the student body of the undergraduate physics
program is disproportionate by gender. The college of science has more males than females
despite the fact that women make up 53% of the student population at UTEP. Women make up
about 20% of the student body in physics, which is still slightly less than in engineering fields.
The percentage almost evens out when it comes to professors, though; out of eleven professors
and lecturers combined, five are women. It has been noted by Professor Ferrer and Mr. Burman
that more females have begun gradually showing interest in the field over the past few years, and
female professors are especially encouraging of this.
Many people enrolled in the undergraduate physics program come from foreign countries as
well. Although foreigners (excluding Hispanics/Mexicans) only make up 6% of UTEP’s student
body, they make up a larger percentage in STEM fields, including Physics. The professors are
also more ethnically diverse, and two foreign married couples teach within the same department.
Despite frequently occurring sexism and racially fueled academic jealously seen in other
universities across the country, UTEP has a very open, accepting, and nurturing physics
community. The infrequency of females does shift social dynamics, though. One participant
taking my survey half-jokingly said that because I am a girl, any male physicist at UTEP would
be willing to take my survey. Many male students have little interaction with women outside of
their family.
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Ethos
For a physics student to build credibility within an academic community, he or she must be
willing to work hard. Motivation, patience and determination are essential for completing all the
courses required to gain a Bachelor’s degree. Many successful undergraduate Physics students
go on to graduate and doctorate school, sometimes making their academic careers exceed a
decade in length. Students must gain a strong foundation of physics through their undergraduate
education by spending weekends studying instead of recreationally socializing. Although some
rare people may be intelligent enough to easily excel with minimal work, most students must
practice daily and do their best to be successful. Being perceived as a hard working, intelligent
physicist is optimal and preferred over “smart but lazy,” as it builds trust in professors, academic
institutions, or future employers that a physicist will stick with their goals and are willing to
reach far lengths to succeed.
During his interview, Professor Ferrer claimed that even students who are best in their class
when it comes to math and physics will rarely do extremely well if they are perceived as lazy and
unmotivated; professors or employers considering students for research or internships would
much rather give a hard working candidate the chance over someone who does not seem to
appreciate the value of the opportunity. It is key for students to exhibit motivation and curiosity,
and to create and maintain positive relationships with their professors and other students.
Because it is a relatively small community where everyone knows each other at least in passing,
students need to consistently present themselves as good contenders for the long stretch of hard
work and research that entails a career in physics. Although lazy genius’s can and have
succeeded academically, it is generally in a student’s interest to work hard.
As with most professions, students must also be passionate about physics in order to successfully
pursue it as a career. Those who come to realize that they are not as skilled at math as their peers
are can still succeed if they are driven by their passion to improve their skills by studying and
practicing. An unshakeable love for physics and a strong work ethic are the most essential
character traits a thriving physics student must have or develop in order to succeed in his field.
Creating this ethos by adopting a strong work ethic and demonstrating passion is how a student
can be positively recognized, gain more opportunities, and thrive in his academic career.
Community
Students in the physics program primarily interact with each other and other students in STEM
fields. No organizations or clubs are apparently connected to the Department of Physics or
associated with physics other than the Society of Physics Students. SPS as an organization and
community partake in civic events, such as collecting and donating food to shelters during winter
holidays, participating in ping-pong tournaments, and even creating “The Physics Circus”, an
interactive outreach program for physics education. The Physics Circus is a way for physicists
concentrating in physics education to gain experience in schools and foster curiosity in young
kids. The website for the Department of Physics (science.utep.edu/physics/) provides a lot of
information on the club and its events, and is a way for the community to keep insiders and the
public updated.
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The Society of Physics Student’s (SPS) common room (Rm. 127) is where the club and other
students engage the most. It is the community’s meeting place and lounge area, somewhat
comparable to the common room in Harry Potter. The room is large enough for more than twenty
people, and has many chairs and a couch to accommodate for groups of students, although it is
rarely fully occupied. There are refrigerators and a microwave for students staying late at night
or taking a lunch break, integrating a student’s lifestyle into the community. The common room
is so important to the community because it is a specifically designated place for like-minded
people to meet and create a discourse. According to Mr. Burman, SPS asked the Department of
Physics to allow them to fix up and occupy the room; it is now a reflection of the collaboration
and work done by the physics students and continues to be a central location for community
interaction.
Outside of SPS, physics students are known to be participants of strategy and fantasy video
gaming events rather than keg parties. Magic the Gathering is popular amongst many
undergraduates, along with many other games that exercise logic and analytical skills. Anime is
also a common interest among students. There are certainly students who are not interested in
video gaming or anime, but they tend to have more social interactions with people outside of this
field, thus participating less in the community. It is important to note, as a novice, that the
community of physics students is not the same as the community of business students in that
physicists tend to be more interested in “nerdy” things rather than recreational drinking or
clubbing. A physics student has little time to party because of school work, and recreational
activity usually involves analytical thinking. It is not important for a student’s interest to align
with all other physicists’ (everyone is different, after all), but in order to socialize with other
students in the program at UTEP, submitting to the gaming or anime culture is their best bet.
These are the habits of most members of the community, but of course each person offers
something different.
Conclusion
Physics students are unique people with certain interests and skills, as physics is a very niche
subject to study. A person must like science, math, and problem solving, and they must be
willing to work hard. No student enters a Physics program because they don’t know what else to
study, although some who are interested may find that they do not have the determination to
remain in the field. Students who enter the undergraduate program at UTEP have a strong
interest in physics, and those that succeed and progress the furthest are often those who have the
greatest love for physics and mathematics. Habitually practicing analytical skills, developing a
strong work ethic, and being passionate about math and science builds a strong ethos and creates
a positive relationship between professors and students. Professors recognize students who
encapsulate these characteristics and are incredibly willing to help these students succeed by
presenting them with opportunities or giving them advice.
Because of the necessity of hard work and practice, many students do not have time to socialize
like the average college student. They must spend weekends studying alone or with each other,
and extracurricular social events are often activities that exercise those analytical problemsolving skills needed for physics. SPS provides their common room as a place for physics
students and outsiders of the community to interact with each other academically and
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Shahnaz Vatankhah
extracurricularly. To become an insider of the community is easy regardless of gender or race,
although females might have an easier time getting attention from males. Because the
community is so accepting of all people, one must only express a deep interest in physics and
mathematics and be willing to engage in gaming events or other nerdy but popular activities with
physics students. Joining and participating in SPS is an easy first step to initiate interaction and
socializing with other students, thus becoming an insider in the community.
The physics community is slowly changing, as any group of people would change over time. It is
exciting to see that more females are beginning to enter the field of physics. Professor Ferrer
noted that females are starting to have more presence in the community, even in their low
numbers. Women are exceeding socially, often leading organized events and voicing their
opinions. Dr. Ferrer’s wife, Professor Vivian Incera, is known for encouraging and supporting
female physics students to speak up and participate in scientific organizations. Little by little, the
percentage of females in the field of physics has grown over the last decade, especially at UTEP,
and it will only continue to grow as females are encouraged to be curious about science and
math. As long as a female or male student is extremely passionate, hardworking, and relatively
good at socializing, they will undoubtedly succeed as an undergraduate student of Physics at
UTEP.
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Appendices
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Appendix A
Interview Questions for Professors and Students
Name: Shahnaz Vatankhah
Primary question: How does a novice submit to and engage the disciplinarity of Physics to become an
insider in its discourse community and culture and thus become a more successful student?
Interview Questions for Students:
1. What initially got you interested
in Physics?
2. How did you prepare yourself for
studying Physics at the college
level?
3. Can you describe the culture that
physics students and professors
create in the Physics department,
and what was your experience
assimilating to the community?
4. How did your habits and
personality change in order to be
successful as a student of physics?
5. What motivates you as a student
to learn physics and to be part of
the academic field?
6. How important do you find
joining organizations to be in
order to attain internships and job
opportunities as a student?
7. Do you have any final thoughts or
advice regarding the disciplinarity
of Physics?
What is the
student/faculty
culture of the
physics
department, and
how are
student/professor
relationships
important for
discourse and the
success of a
physics student?
What are the
habits, customs,
and values one
must adopt as a
physicist to
become and
insider in its
discourse
community and
culture, thus
becoming a more
successful
student?
What clubs,
organizations,
internships, or
learning
opportunities must
a physics student
take advantage of
in order to become
part of its
discourse
community and
thus become a
more successful
student?
x
x
x
x
x
x
x
x
x
x
x
x
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Shahnaz Vatankhah
Name: Shahnaz Vatankhah
Primary question: How does a novice submit to and engage the disciplinarity of Physics to become an
insider in its discourse community and culture and thus become a more successful student?
What is the
student/faculty
culture of the
physics department,
and how are
student/professor
relationships
important for
discourse and the
success of a physics
student?
What are the
habits, customs,
and values one
must adopt as a
physicist to
become and
insider in its
discourse
community and
culture, thus
becoming a more
successful
student?
1. Can you describe the culture that
physics students and professors
create in the Physics
department?
x
x
2. What was your experience
assimilating to the community?
x
x
Interview Questions for Professors:
3. After which efforts did you begin to
feel like an insider in the Physics
department and community?
x
What clubs,
organizations,
internships,
or learning
opportunities
must a
physics
student take
advantage of
in order to
become part
of its
discourse
community
and thus
become a
more
successful
student?
x
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Shahnaz Vatankhah
4. Is there something you might
change about the culture of the
Physics student/faculty community,
and how would you change it?
x
x
5. How important do you find joining
organizations to be in order to attain
internships and job opportunities as
a student?
x
6. How would you describe a
successful student of Physics?
x
x
x
7. What are common factors that often
lead to a student's imminent success
or failure?
x
x
x
x
x
x
8. What was the biggest struggle that
got in the way of your
success/career as a student of
Physics, and what did you do to
overcome it?
9. Do you have any final comments or
advice regarding the disciplinarity
of Physics?
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Shahnaz Vatankhah
Appendix B
Unanswered Emails Regarding Interviews
svatankhah2@miners.utep.edu
Wed 10/8/2014 1:12 PM
Sent Items
To:
Li, Chunqiang;
Dear Professor Li,
My name is Shahnaz Vatankhah, I am currently a freshman in Pre-Engineering at UTEP. For
my RWS-1301 course, I must conduct an inquiry into the disciplinarity of an academic
major. My interest is the Physics Department. I am emailing you in request for a face-toface interview, as I must use primary sources for my project.
I would greatly appreciate sitting down and talking with you, perhaps during your office hours
or whenever you may have free time. I realize professors are incredibly busy, but even fifteen
minutes with you would be helpful. Please let me know if or when you are available. Thank you.
Shahnaz Vatankhah
80509146
svatankhah2@miners.utep.edu
svatankhah2@miners.utep.edu
Wed 10/8/2014 1:13 PM
Sent Items
To:
Manciu, Felicia S.;
Dear Professor Manciu,
My name is Shahnaz Vatankhah, I am currently a freshman in Pre-Engineering at UTEP. For
my RWS-1301 course, I must conduct an inquiry into the disciplinarity of an academic
major. My interest is the Physics Department. I am emailing you in request for a face-toface interview, as I must use primary sources for my project.
I would greatly appreciate sitting down and talking with you, perhaps during your office hours
or whenever you may have free time. I realize professors are incredibly busy, but even fifteen
minutes with you would be helpful. Please let me know if or when you are available. Thank you.
Shahnaz Vatankhah
80509146
svatankhah2@miners.utep.edu
17
Shahnaz Vatankhah
svatankhah2@miners.utep.edu
Wed 10/8/2014 1:08 PM
To:
Lopez, Jorge;
Dear Professor Lopez,
My name is Shahnaz Vatankhah, I am currently a freshman in Pre-Engineering at UTEP. For
my RWS-1301 course, I must conduct an inquiry into the disciplinarity of an academic
major. My interest is the Physics Department. I am emailing you in request for a face-toface interview, as I must use primary sources for my project.
I would greatly appreciate sitting down and talking with you, perhaps during your office hours
or whenever you may have free time. I realize professors are incredibly busy, but even fifteen
minutes with you would be helpful. Please let me know if or when you are available. Thank you.
Shahnaz Vatankhah
80509146
svatankhah2@miners.utep.edu
18
Shahnaz Vatankhah
Appendix C
Email Correspondence Regarding Interview Requests
svatankhah2@miners.utep.edu
Wed 10/8/2014 1:10 PM
Sent Items
To:
Fitzgerald, Rosa;
Dear Professor Fitzgerald,
My name is Shahnaz Vatankhah, I am currently a freshman in Pre-Engineering at UTEP. For
my RWS-1301 course, I must conduct an inquiry into the disciplinarity of an academic
major. My interest is the Physics Department. I am emailing you in request for a face-toface interview, as I must use primary sources for my project.
I would greatly appreciate sitting down and talking with you, perhaps during your office hours
or whenever you may have free time. I realize professors are incredibly busy, but even fifteen
minutes with you would be helpful. Please let me know if or when you are available. Thank you.
Shahnaz Vatankhah
80509146
svatankhah2@miners.utep.edu
From: Fitzgerald, Rosa <rfitzgerald@utep.edu>
Sent: Wednesday, October 08, 2014 5:03 PM
To: Vatankhah, Shahnaz
Subject:
Hi, I am not too clear, do you want to become a Physics student? MS or BS?
Rosa F.
svatankhah2@miners.utep.edu
Thu 10/9/2014 7:35 PM
Sent Items
To:
Fitzgerald, Rosa;
Professor Fitzgerald,
Apologies for my lack of clarity; I am currently in the College of Engineering as an
undergraduate student, planning to go into Electrical Engineering. For my Rhetoric and Writing
Studies class (RWS1301), students must write a research paper on the disciplinarity of their
major. My professor (Justin D. Stone) allowed me to do my research outside of my
major. Although I am not studying Physics right now, I have been interested in studying Physics
19
Shahnaz Vatankhah
since I was in high school. Not surprisingly, I have been much more encouraged by family and
mentors to study Engineering. My curiosity remains, though, and if I were ever to switch
majors, this research would be very helpful in my decision.
The research I am conducting is only at the undergraduate level. I will not be inquiring into
MS or PhD levels of the College of Physics.
Shahnaz v.
svatankhah2@miners.utep.edu
Thu 10/23/2014 8:30 PM
Professor Incera,
My name is Shahnaz Vatankhah and I am a freshman in the college of Engineering. I am
emailing you to ask for some of your time so that I can interview you. I am writing a research
paper on the disciplinarity of Physics (in other words, the culture and community of the Physics
department at UTEP) for my RWS 1301 course. I would like to get a female
professor's perspective on the Physics community at UTEP, so it would be a great help to speak
to you for about 20 minutes during your office hours, or whenever/wherever you would prefer.
Please let me know if you are available or if you have any questions.
Thank you,
Shahnaz Vatankhah
Incera, Vivian <vincera@utep.edu>
Sun 10/26/2014 6:45 PM
Inbox
To:
Vatankhah, Shahnaz <svatankhah2@miners.utep.edu>;
Dear Shahnaz,
Thanks for considering me for this interview. Unfortunately, I will not be able to help you. This
month I will be very busy with many previous commitments and will not be able to meet you.
There are other female professors in physics at UTEP. I suggest you contact one of them.
Best luck with your project,
Dr. Incera
20
Shahnaz Vatankhah
Appendix D
Undergraduate Physics Student Survey
This survey can be accessed at https://www.surveymonkey.com/s/RDZ3LH6
1. What is your gender?
Female
Male
2. How long have you been studying Physics at the college level?
1-2 years
3-4 years
5+ years
Other (please specify)
3. I have a strong understanding and feel at ease when studying and working on collegelevel mathematics.
Strongly Agree
Agree
Disagree
Strongly Disagree
Other (please specify)
4. I struggle to keep up with the academic workload as an undergraduate student.
Strongly Agree
Agree
Disagree
21
Shahnaz Vatankhah
Strongly Disagree
Other (please specify)
5. I am passionate and dedicated to physics, often spending full nights and weekends studying.
Strongly Agree
Agree
Disagree
Strongly Disagree
Other (please specify)
6. The Physics community at UTEP is friendly and open to sharing ideas. (Please leave any
comments in the comment box)
Strongly Agree
Agree
Disagree
Strongly Disagree
Other (please specify)
7. I am a successful and promising student, according to my grades or feedback from
professors. (Please leave any comments in the comment box)
Strongly Agree
Agree
Disagee
Strongly Disagree
Other (please specify)
8. Success as a student of physics is mostly due to skill and intelligence rather than hard work and
determination. (Please leave any comments in the comment box)
22
Shahnaz Vatankhah
Strongly Agree
Agree
Disagree
Strongly Disagree
Other (please specify)
9. I am a member and actively participate in three or more organizations relating to my major at
UTEP. (If yes, please list the organizations in the comment box)
Yes
No
Other (please specify)
10. What gender differences have you seen within the department of Physics at UTEP compared to
other academic or scientific communities you have experienced in the past?
Prev
Done
23
Shahnaz Vatankhah
Appendix E
Degree Plan for Undergraduate Physics Students
Areas:
PROGRAM
STUDENT LEVEL
REQUIRED CREDITS
MAJOR
MINOR
CONCENTRATION
Options Selected:
BS in Physics
UG
120
Physics
Physics, Physics
Applied Physics
denotes transfer
credit estimated
denotes that
course requires a C
of better
denotes that
course requires a B
of better
Designated Core
**Although the UTEP choice is larger, these choices satisfy the requirements of both the core and th
(show more)
All courses listed below are required:
CHEM 1105 | CHEM 1106 | CHEM 1305 | CHEM 1306 | MATH 1312 |
MATH 1411
(Complete MATH 1411)
Please Choose a Course Below:
MATH 1411 | MATH 1411A | MATH 1411B | MATH 1411C |
University Core Curriculum
NOTE: The department may make specific suggestions for courses which are most applicable towards your major.
Psychology and Criminal Justice majors and minors are required to take MATH 1320 or a higher level Calculus course.
Business majors are required to take MATH 1320 or a higher level Calculus course.
NOTE: All courses require a C or better
(show less)
Communication
(Select six hours from the following: COMM 1611; RWS 1301, 1302, 1601; NOTE: ESL students should take ESOL 1311 &
1312)
Please Choose a Course Below:
ESOL 1311 | ESOL 1312 | RWS 1301 | RWS 1302 | RWS 1601 |
American History
(Complete HIST 1301 and 1302)
Please Choose a Course Below:
HIST 1301 | HIST 1302 |
Language, Philosophy & Culture
(Select a course from ENGL 2311, 2312, 2313, 2314, 2318; FREN 2322; HIST 2301, 2302; PHIL 1301, 2306; RS 1301; SPAN
2340; WS 2300, 2350)
Please Choose a Course Below:
ENGL 2311 | ENGL 2312 | ENGL 2313 | ENGL 2314 | ENGL 2318 | HIST 2301 | HIST 2302 | PHIL 1301 | PHIL 2306 | RS 1301
| SPAN 2340 | WS 2300 | WS 2350 |
Mathematics
(Select a course from MATH 1319, 1320, 1411, 1508, 2301, 2326; STAT 1380, 2480)
Please Choose a Course Below:
MATH 1319 | MATH 1320 | MATH 1411 | MATH 1411A | MATH 1411B | MATH 1411C | MATH 1508 | MATH 1508A | MATH 1508B
| MATH 1508C | MATH 2301 | MATH 2326 | STAT 1380 | STAT 2480 |
Life & Physical Sciences - Lab
Complete a lab from the options listed for Life and Physical Sciences
Please Choose a Course Below:
ASTR 1107 | BIOL 1103 | BIOL 1104 | BIOL 1107 | BIOL 1108 | BIOL 2111 | BIOL 2113 | CHEM 1105 | CHEM 1106 | CHEM 1407
| CHEM 1408 | ESCI 1101 | ESCI 1102 | GEOG 1106 | GEOL 1103 | GEOL 1104 | GEOL 1111 | GEOL 1112 | PHYS 1403 |PHYS 1404
| PHYS 2420 | PHYS 2421 |
Life and Physical Sciences
Based on the major selected, options listed below might not be applicable; please refer to the prerequisite area at top if one is
present.
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Shahnaz Vatankhah
Select six hours from the following: ASTR 1107, 1307, 1308; BIOL 1103, 1104, 1107, 1108,
1203, 1304, 1305, 1306, 2111, 2113, 2311, 2313; CHEM 1105, 1106, 1305, 1306, 1407,
1408; ESCI 1101, 1102, 1301; GEOG 1106, 1306; GEOL 1103, 1104, 1111, 1112, 1211, 1212,
1230, 1231, 1313, 1314; HSCI 2302, 2303; MICR 2330; PHYS 1403, 1404, 2420, 2421
Please Choose a Course Below:
ASTR 1107 | ASTR 1307 | ASTR 1308 | BIOL 1103 | BIOL 1104 | BIOL 1107 | BIOL 1108 | BIOL 1203 | BIOL 1304 | BIOL 1305
| BIOL 1306 | BIOL 2111 | BIOL 2113 | BIOL 2311 | BIOL 2313 | CHEM 1105 | CHEM 1106 | CHEM 1305 | CHEM 1306
|CHEM 1407 | CHEM 1408 | ESCI 1101 | ESCI 1102 | ESCI 1301 | GEOG 1106 | GEOG 1306 | GEOL 1103 | GEOL 1104 | GEOL 1111
| GEOL 1112 | GEOL 1211 | GEOL 1212 | GEOL 1230 | GEOL 1231 | GEOL 1313 | GEOL 1314 | HSCI 2302 | HSCI 2303 |MICR 2330
| PHYS 1403 | PHYS 1404 | PHYS 2420 | PHYS 2421 |
Political Science
(Complete POLS 2310 & 2311)
Please Choose a Course Below:
POLS 2310 | POLS 2311 |
Social and Behavioral Sciences
(Select a course from ANTH 1301, 1302, 1310, 2320; CE 2326; COMM 2350, 2372; ECON 2303, 2304; EDPC 1301; EDU
1342; ENGL 2320; GEOG 1310; LING 2320, 2340; PSYC 1301; SOCI 1301, 1310)
Please Choose a Course Below:
ANTH 1301 | ANTH 1302 | ANTH 1310 | ANTH 2320 | CE 2326 | COMM 2350 | COMM 2372 | ECON 2303 | ECON 2304 | EDPC 1301
| EDU 1342 | ENGL 2320 | GEOG 1310 | LING 2320 | LING 2340 | PSYC 1301 | SOCI 1301 | SOCI 1310 |
Creative Arts
(Select a course from ART 1300; ARTH 1305, 1306; DANC 1304; FILM 1390; MUSL 1321, 1324, 1327; THEA 1313)
Please Choose a Course Below:
ART 1300 | ARTH 1305 | ARTH 1306 | DANC 1304 | FILM 1390 | MUSL 1321 | MUSL 1324 | MUSL 1327 | THEA 1313 |
Component Area Option
(Select two courses from BUSN 1301; COMM 1301, 1302; CS 1310, 1320; SCI 1301; UNIV 1301)
Please Choose a Course Below:
BUSN 1301 | COMM 1301 | COMM 1302 | CS 1310 | CS 1320 | SCI 1301 | UNIV 1301 |
Applied Physics Conc
All courses listed below are required:
MATH 2313 | MATH 2326 | MATH 3323 | PHYS 2230 | PHYS 2325 | PHYS 2420 | PHYS 2421
| PHYS 3323 | PHYS 3331 | PHYS 3351 | PHYS 4341 | PHYS 4355 | PHYS 4370 | PHYS 4371 |
Math Electives
(Select two courses from MATH 3335, 4329, 4336)
Please Choose a Course Below:
MATH 3335 | MATH 4329 | MATH 4336 |
PHYS 3243
(Complete PHYS 3243 three times)
Please Choose a Course Below:
PHYS 3243 |
Upper-division Physics
(Select six hours of upper-division PHYS)
Please Choose a Course Below:
PHYS 3352 | PHYS 3359 | PHYS 4327 | PHYS 4329 | PHYS 4330 | PHYS 4342 | PHYS 4348 | PHYS 4353 | PHYS 4356 | PHYS 4357 | PHYS 4377 |
PHYS 4393 |
Physics Minor
All courses listed below are required:
PHYS 2230 | PHYS 2325 | PHYS 2420 | PHYS 2421 |
MINR_ELEC
(Select five hours from PHYS 3323, 3243, 3331, 3351, 4341, 4342, 4355)
Please Choose a Course Below:
PHYS 3243 | PHYS 3323 | PHYS 3331 | PHYS 3351 | PHYS 4341 | PHYS 4342 | PHYS 4355 |
Upper Division Requirement
A total of thirty-seven hours of upper division coursework is required for all Bachelor of Science degrees.
Upper-division Hours
(Select a total of thirty-seven hours of upper division course work)
Please Choose a Course Below:
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Shahnaz Vatankhah