The C2C design team: insights from the experiences of disabled physics students

We present a study stemming from the Courses to Careers (C2C) project, aimed at creating a mutually beneficial professional development experience for physics faculty and disabled students. A central component of the C2C project is to build partnerships, including in the design of the workshop. To that end, we recruited the C2C design team, comprised of six disabled physics students with different disability identities and academic trajectories. The design team and primary investigators meet virtually for one hour every week to discuss their experiences as disabled students in postsecondary physics, what they wish instructors knew or considered about their experiences, and the challenges they've faced in their own career preparation. Prior to the meetings, the design team members answer a couple questions in an asynchronous working document that prompt ideas for that week's meeting. From the working documents and recordings of the design team meetings, we utilize frameworks such as community cultural wealth, critical disability theory, and critical discourse analysis to identify emergent themes. In this talk, we present the analysis and emergent themes elucidated from the design team's experiences. This work is supported in part by NSF Grant Nos. DUE 2336367 and DUE 2336368.