Studies on physics identity have shown that it is one of the main factors that can predict a person's persistence in the field; therefore, studying physics identity is critical to increase diversity within the field of physics and to understand what changes can allow more women and minorities to identify with the field. In this study, we investigate informal physics programs as spaces for physics identity exploration. These programs provide unique conditions under which to study physics identity development along with other identities. Informal physics spaces allow for voluntary engagement, as well as elements of agency and autonomy within the exploration of physics. Thus, these spaces allow an identity to form outside of the constraints traditionally found in academic settings. In this work, we operationalized the community of practice framework to study the development of physics identities within university students who facilitate informal physics programs. We present the stories from two physics graduate students out of our sample to provide a context for testing the feasibility of the extended framework and to identify how experiences within an informal physics program can shape physics identity development. This paper presents the operationalized constructs within the community of practice framework, how these constructs are applied to the narrated experiences of our participants and highlights how we can use this framework to understand the nuances of physics identity development as well as the factors that can influence that development.

Many undergraduate and graduate physics students participate in some form of public engagement throughout the course of their studies, often through groups supported by physics departments and universities. These informal teaching and learning programs can offer unique opportunities for physics identity development. Understanding how physics identities can be fostered will allow us to work toward a field that is inclusive of more identities. In this study, we build on previous work to investigate studentfacilitator experiences in three informal physics programs using an operationalized Communities of Practice framework. Through our analysis, we identify different structures within these programs that support physics identity development.

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In addition to research and classes, physics students may choose to participate in informal physics teaching experiences; however, these programs are understudied as part of the physics student experience. We investigate university educators' (UEs) negotiation of physics identity after they participate in an informal program for K-12 students as part of the Science Theatre student group at Michigan State University. We hypothesize that that the UEs' science identity is reshaped by the interactions and experiences they have in these programs, especially an intensive week-long trip to the Upper Peninsula. Pre-and post-interviews were collected with Science Theatre participants who went on the spring break trip. In analyzing this data, we demonstrate the efficacy of using a Community of Practice framework to understand UEs' experiences as they negotiate their memberships in the outreach and scientific communities.

Participation in informal physics programs as a facilitator has an effect on a person's identity within their own discipline. This paper discusses a case study, based on Lave and Wenger's Community of Practice framework, with analysis of three interviews of facilitators of an Irish informal learning program for eight to twelve-yearolds that aims to combine physics and music. The facilitators are university students in Music Education, Science Education, and Physics; an interview of a facilitator from each field was used. We look to see how the differing backgrounds of each interviewee affects their science identity within the various communities they are a part of. The identity code Nexus of Multimembership is studied in detail leading to a discussion of the importance of acknowledging multimembership in informal physics programs.

The need for physicists to work with others outside of the discipline of physics has become more prominent due to the growing necessity of interdisciplinary subjects and careers. While this need exists, there are few opportunities for physics students to gain collaborative experiences and skills. This study looks at how a community of practice formed within an informal physics program that was designed specifically to bring undergraduate physics and graphic design students together to create an aesthetic physics teaching tool. Throughout this 10 week summer project, we collected qualitative data in the form of interviews and written responses from a team of four undergraduate students, observed meetings, and interviewed the project co-developers. These data record the students' and co-developers' experiences as they work together to develop a public engagement project aimed at combining physics with art and design. Using an operationalized Communities of Practice framework to analyze these data, we are able to explore the formation of a Community of Practice and better understand how developing informal physics programs can foster a community of practice environment.

A physics student's identity is predicated on a multitude of factors, such as research, classes, and activities outside the classroom. Many students choose to participate in informal physics teaching programs during college; however, these programs are an understudied portion of a physics student's experience. We hypothesize that university students' science identity is reshaped by interactions and experiences they have in these programs. We focus on a student group that does demonstrations at local K-12 schools and organizations. Preand post-interviews were collected with undergraduate participants in this group who went on an intensive week-long trip to rural areas in the state. Here, we extend our previous work using a Communities of Practice framework to analyze these interviews. We operationalize students' movement toward or away from central membership as well as look at the intersection of other physics, academic, and personal communities with the informal physics program community.

Informal physics programs often have the aim of supporting and cultivating physics identities; however, a student is more than just a physicist. Students have multiple identities, including their racial, cultural, and gender identities, which we believe must be supported within their experiences in informal programs. Informal physics programs that intentionally blend physics learning with other areas of interest (art, music, sports, etc.) are supportive of more than a student's physics identity. In this work, we theorize that blended informal physics programs can be examined using both Critical Race Theory and Critical Physics Identity frameworks to understand how program design possibly supports diverse identities. To demonstrate this hypothesis, we analyze an informal physics practitioner's interview about a youth program involving both art and physics. We look at connections between the theoretical constructs from the two frameworks to understand how informal spaces can be designed to support multiple identities.