Student Storytelling in Physics Courses to Promote Engagement and Diversity

Knowledge is better assimilated and remembered when framed in a story. I will report the results of student story-telling as a pedagogical technique in physics that I have applied to four college courses: a two-semester Introductory Physics course, Modern Physics, and Statistical Mechanics. Storytelling can enhance the learning of physics by providing context, promoting student engagement and promoting diversity by celebrating the unique contributions of physicists from different cultures, ethnicities and gender. As part of course requirements, students researched biographies of physicists and presented 5-7 minute summaries - either in youtube videos or live talks, that went beyond a narration of facts and events. Students were asked to frame stories according to the 4 C's of storytelling (character, conflict, context, conquest) and focus on what motivated physicists to study physics in their youth, what unique challenges they faced, their contributions and hobbies apart from physics, and how they interacted with other scientists in their time. A special effort was made to promote story-telling of the background and contributions of women and minorities in physics. I will report on student responses and reactions to this effort, based on blind surveys, exam results and general observations.