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Van Schaik 1
M. Alden van Schaik
Professor Sally Griffin
UWRT 1102-092
November 2, 2015
Society of Physics Students (SPS) Inquiry
When people ask questions, they intend on seeking a deeper understanding of something.
That is the foundation of this inquiry in several ways. Here, the question, How does an
organization such as the Society of Physics Students encourage intellectual growth? will be
explored which will achieve a deeper understanding of that particular community. It may also
reveal how asking questions in a social setting may be beneficial to our intellectual growth and
understanding. Along this exploration, other issues will be addressed and additional questions
will arise.
The Society of Physics Students is an interesting community to use for this inquiry
because it is a group of individuals who, for the most part, prefer to live an introverted lifestyle

and keep to their own interestsas with most intellects. In this way, the Society of Physics
Students is almost an oxymoron. Each member has a field that they find particularly interesting.
By collaborating, they can communicate their knowledge and form a collective understanding of
a wide spectrum of topics. By doing this, it broadens each individuals perspective and prevents
narrow mindednesswhich in the sciences is self-destructive. (Previously, this was two
paragraphs. I combined them due to their relevance and the fact that they were both awkwardly
short. In two paragraphs, it felt as if there was some of sort of discontinuity.)

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One major function of SPS is that they have weekly study nights where students from
varying courses meet. Study groups like this are very healthy academic environments. From
personal experience, the group dynamic provides an opportunity to process information more
effectively through discussion. One subject may be challenging for one person while it is simple
for another and vice-versa. Therefore, each persons strength bolsters their companions
weakness. Through the social exchange of information, we achieve enlightenment much quicker
than if we were alone.
A 2006 study (Living/Learning) observed students who lived in close-knit, unique
communities within a larger student body and how their perception of their own intellectual
growth developed as a result of interacting in these social learning environments. The unique
communities involved in the study were framed with similar parameters to that of our discourse
communities. A social learning environment included group discussions with peers and/or

faculty involving sociocultural and academic issues while utilizing abstract critical thinking
skills.
At the end of the study, the students measured their perceived intellectual growth in two
forms: growth in cognitive complexity and growth in liberal learning. On average, both areas
were perceived to have increased. Liberal learning was perceived to have grown more overall,
while cognitive learning wasnt seen as growing until the underclassmen (freshmen and
sophomore) became upperclassmen (junior and senior) when they started applying the critical
thinking skills they developed as freshmen/sophomore

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From that study, we can see that discussion and social interaction helped some groups
perception of their own intellectual growth. Interestingly enough, it seemed to have a more
significant impact on learning skills involved in liberal studies. This could be due to the cultural
relevance of many of the issues observed in that field and/or the innate affinity those subjects
have with humanity. There wasnt as much of an increase in perceived intellectual growth for
cognitive complexity. This could be due to the method of measurement for the study, since
cognitive development could occur indirectly as a result of better developed critical thinking
skills.
This particular study focused on students living together on campus; so, those involved in
the study came from relatively different backgrounds. Both the students and the subjects they
were learning were diverse. The study provides a general perspective on how social learning can
promote positive intellectual development. It also serves as a comparison to the Society of

Physics Students. The Society of Physics Students is much more homogenous than the groups
involved with the study. Also, the subjects discussed within the Society are typically aligned
with the physical sciences; however, there can be some deviation into biology and chemistry in
some interdisciplinary fields. Overall, the topics they cover are significantly narrower than in the
L/L study. (This paragraph was instrumental in applying the L/L study to my community.
Before, the purpose of including the study wasnt immediately obvious.)
Academically-focused group communication provides a setting where individual flaws,
doubts, and insecurities are phased out of existence to create a stable social environment. In
doing so, we are abolishing several of the factors that result in poor academic performance. Too
often, our downfall is from second-guessing our abilities and overthinking simple problems.
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When alone, a student does not have the option to be reassured by a fellow classmate as to the
accuracy of their information. With that social support, each person can make the most of their
abilities with the help of their peers.
In a social academic setting, it is easier to frame the unknowns and collectively reach a
definitive answer to questions. More diverse groups provide more variety of knowns and
unknowns, which generates a dynamic set of interactions designed to achieve a better
understanding. With more people a part of the conversation, you have access to more
perspectives on the topic. It prevents linear-thinking where individual biases cause one to only
take a single approach to a subject.
When you discuss a subject, you are not only getting a better understanding of the subject
itself; you are also seeing how others understand it. It adds in a social and cultural

comprehension of academic material alongside the better fundamental understanding of the

material. It has the potential to open ones mind to ideas they hadnt previously considered.
Why is it that those in an academic environment seem to benefit from active/cooperative
learning? One of the major roles of active learning is engaging the student to think about
something and to contemplate why they are thinking about it. This way they are using their
critical thinking skills to become observant and skeptical. When introducing a persons thought
process to their peers, they must first translate that process into words which stimulates the mind.
One must have a profound understanding of something to have the ability to explain it fluently to
others.

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In a group dynamic, where individuals are voicing their questions, speculations, and
insights, it can produce a sense of belonging. This feeling of social integration creates a more
comfortable atmosphere for discussion. It also allows for individuals to be analyzed, reviewed,
and critiqued by their peers. In some areas of academia, this can produce competition which can
be a beneficial influence. If each individual is under constant criticism, then each individual will
sustain constant revisionfor the sake of competition. This creates a higher caliber collective
from the continuous self-improvement.
Of course, there are some negative consequences of competition. It is possible for people
to be excluded by competition. Inherently, competition is meant to define the strong and weedout the weak. Therefore, those who are having the most difficulty may not improve as much as

those who are succeeding. Healthy competition is where there is a balance of maintaining the
self-improvement from competition and preventing the isolation caused by being overcompetitive. (I added this after a suggestion from a classmate. They made me realize that I
neglected to provide a negative aspect to supply contrast to the positive perspective. Originally, I
didnt consider it because it did not seem to support my argument. After reframing it, I managed
to incorporate it without it directly acting as a counter-argument.)
The Society of Physics Students is a casual (changed for better wording/phrasing)
professional academic environment. Active learning and cooperative learning are present in the
form of engaging academic conversations with faculty and students, as well as extra-curricular
activities that require teamwork. Within the Society, the students communicate with faculty in a
peer-mentor setting. Since physics is a passion for many of those studying it, it is natural for
academic topics to be intrinsic to their conversations. Personally, every member I spoke wanted
to know what areas of research other members found interesting.

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Peer-review is also how the validity of information is maintained. Misinformation can
create an unstable foundation of knowledge that will jeopardize future investigations. If one
individual is misled, it is possible for them to then mislead others with the same inaccurate
information. In a way, misinforming can become contagious if not met with skepticism.
In one-on-one interactions, it can result in compounding misinformation which leads to
incorrect conclusions. With a larger group or one with highly-educated members, inaccurate

information is more likely to be excluded or rectified through discussion. When the information
is corrected, it can provide a learning experience and clarity for those who participated.
Otherwise, if left uncorrected it can disrupt intellectual growth. (I added this, along with the
other bits regarding misinformation, to explain what role the accuracy of information has on the
quality of academic conversation.
With a group like the Society of Physics Students, many of the members that make up
that community are highly informed and highly educated individuals. This is partly due to their
adaptation to the academic environment, as well as their general curiosity and skepticism that
originally made them interested in physics. Naturally, those interested in physics want to get the
deepest understanding of the world around them.
Because of this, they are inherently thorough in their investigations. They are equally
thorough in their academic discussions as well. This creates a high-quality exchange of
information within their discussions. Often, physicists or physics majors aim to further their
understanding while ensuring the accuracy of informationwhether it is in their discussion or in
their own research. The Society of Physics Students creates a productive academic dialogue
aimed to help each of the members grow intellectually and professionally.
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From a historical perspective, intellects have been convening in groups to discuss issues
related to both academics and politics. In France, for example, during the 17th century there was
what the French referred to as salons. The salons were gatherings of prominent upper class
politicians and intellects. When they met, they partook in activities one would expect of upper-

class parties whilst they talked about the issues plaguing both the country and the rest of the
world.
A similar arrangement was seen with the founding fathersmany of them intellects
rather than politicians. Some of the notable founding fathers were known to assemble and
address political and intellectual conundrums. These types of support systems are essential to
social beings. Due to the isolated nature of most physicists, this is also why it is important for
them to break that barrier. It will allow for better self-improvement in the long run.
It is rare to find intellects working on their own in todays academic climate. Many fields
are becoming more interdisciplinary and require collaboration from other groups to further their
research. Humans are inherently social creatures and thrive off of social interactions. It
generates a determination that can be very productive in academia and to personal intellectual
development. (This all was added content to help provide a broader example to perpetuate my
argument. Not only that, it was meant to make a smoother transition to the conclusion. The first
half also helps create a discrepancy between the SPS group and any other group of individuals
which may not have been abundantly clear prior)

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Armbruster, P, M Patel, E Johnson, and M Weiss. "Active Learning and Student Centered
Pedagogy Improve Student Attitudes and Performance in Introductory Biology."Cbe Life
Sciences Education. 8.3 (2009): 203-13. Print.
This resource explored the effectiveness at enhancing academic performance by applying
active learning to the classroom setting. It helped me frame active learning in academics and
how that encourages someones educational and intellectual development.
Braxton, J. M., Jones, W. A., Hirschy, A. S. and Hartley III, H. V. (2008), The role of active
learning in college student persistence. New Directions for Teaching and Learning, 2008: 7183.
doi: 10.1002/tl.326
This article was useful with figuring out how active learning engages the student to strive
for improvement and development. It also put it in the context of a higher education
environment.
Rania N.,Siri A., Bagnasco A., Aleo G. & Sasso L. (2014) Journal of Nursing
Management 22,751760. Academic climate, well-being and academic performance in a
university degree course
This article investigated the individuals state of mind and how that influences their
academic performance. It was important to this paper because it defined the struggles of the
individual within the community as a whole .
Inkelas, Karen K, Dawn Johnson, Zakiya Lee, Zaneeta Daver, Susan D. Longerbeam, Kristen
Vogt, and Jeannie B. Leonard. "The Role of Living-Learning Programs in Students' Perceptions
of Intellectual Growth at Three Large Universities." Naspa Journal. 43.1 (2006): 115-143. Print.

This article served as a general perspective on the average social learning environment.
It provided comparison with SPS and perpetuated the point that social learning can promote
positive intellectual development.