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Physics, like many scientific disciplines, has long struggled with attracting and retaining a diverse population and fostering inclusivity. While there have been improvements in addressing equity issues within physics, significant challenges remain. Faculty members play a crucial role as change agents in promoting cultural transformation within academic environments. Empathy, a fundamental component of effective teaching, mentoring, and collegiality, is essential for fostering a student-centered and holistic approach in academia. However, understanding how empathy functions within the specific context of physics, including its interaction with power dynamics and other contextual factors, remains underexplored.This study presents a theoretical model of empathy development among physics faculty as they engage with students and colleagues. Conducted at a private R2 institution, the study involved four rounds of interviews from summer 2023 to spring 2024. The initial two rounds (summer 2023) included eight participants, followed by 19 participants in fall 2023, and nine participants chose to follow up with us in spring 2024. All participants were physics faculty members, either in teaching or tenure-track positions. The developed model builds on previous research by introducing new complexities in the understanding of empathy. It identifies key mediators, including reflective witnessing, personal experiences, and empathetic concern, as well as moderators such as individual experience, emotions, motivation, values, and situational information. The model delineates both cognitive and affective pathways of empathy, providing a nuanced framework for understanding how empathy develops and influences faculty interactions in the physics discipline.

The ability to emotionally or intellectually understand another person's thoughts and feelings-empathy-can foster critical connections that facilitate learning and collaboration. We present a case study of physics faculty that examines their experiences empathizing with students, both in and outside of the classroom. We expand on frameworks for understanding the empathy process by identifying key mediating factors, and note various barriers that faculty express as preventing them from taking empathetic action. Our analysis unpacks the mechanisms of communication and contextual information, which play key roles in the empathetic process, with implications for programs that rely on empathy to develop more inclusive STEM academic spaces., Comment: ISLS owns the copyright of this paper as it will appear in the upcoming 2024 Conference Proceedings. We have obtained permission to share this preprint

This study investigates how faculty acquire contextual information about students, examining mechanisms and motivations used when sharing their identity to facilitate empathy. Empathy is "the ability and tendency to share and understand others' internal state" (Zaki and Ochsner, 2012), and is a critical factor in both motivating faculty to enact large scale change and take immediate, smaller actions. This study explores the impact identity sharing has on obtaining contextual information that motivates empathetic action. Nineteen semi structured interviews with physics faculty explored participant identities and interactions across various contexts. Employing emergent thematic coding, we crafted four personas around faculty sharing, teaching values, and student reciprocity. Brooke, the Trust Builder, prioritizes creating an environment of trust by openly discussing their identity, aiming to foster student openness. Nour, the Identity Navigator, shares personal experiences to assist others in navigating their own identities, acknowledging the challenges of college years. Brooke and Nour had more students approaching them with personal issues, indicating a correlation between faculty identity sharing and student openness. Casey, the Cautious Sharer, expresses concerns about potential alienation or backlash, approaching personal sharing with caution. Wray, adopting a Walled Off approach, separates personal and professional life due to past negative experiences or a belief in the importance of that division. Among the faculty interviewed, 15 who were explicitly open about their identities reported that students approached them with personal issues. This study outlines mechanisms influencing when and what faculty share about themselves in different contexts. Our findings underscore the significance of fostering dialogue as the initial step in empathy development.

We present the first results from the Web Epoch of Reionization Lyman-$\alpha$ Survey (WERLS), a spectroscopic survey of Lyman-$\alpha$ emission using Keck I/MOSFIRE and LRIS. WERLS targets bright ($J<26$) galaxy candidates with photometric redshifts of $5.5\lesssim z \lesssim 8$ selected from pre-JWST imaging embedded in the Epoch of Reionization (EoR) within three JWST deep fields: CEERS, PRIMER, and COSMOS-Web. Here, we report 11 $z\sim7-8$ Lyman-$\alpha$ emitters (LAEs; 3 secure and 8 tentative candidates) detected in the first five nights of WERLS MOSFIRE data. We estimate our observed LAE yield is $\sim13$%, broadly consistent with expectations assuming some loss from redshift uncertainty, contamination from sky OH lines, and that the Universe is approximately half-ionized at this epoch, whereby observable Lyman-$\alpha$ emission is unlikely for galaxies embedded in a neutral intergalactic medium. Our targets are selected to be UV-bright, and span a range of absolute UV magnitudes with $-23.1 < M_{\text{UV}} < -19.8$. With two LAEs detected at $z=7.68$, we also consider the possibility of an ionized bubble at this redshift. Future synergistic Keck+JWST efforts will provide a powerful tool for pinpointing beacons of reionization and mapping the large scale distribution of mass relative to the ionization state of the Universe., Comment: 27 pages, 8 figures; ApJ submitted