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Abstract Title: Diversity of Faculty Practice in Workshop Classrooms
Abstract: We characterize the diversity of faculty practice at implementing a workshop-style introductory physics course through two complementary observational protocols: the Reform Teaching Observation Protocol (RTOP) provides a summative assessment of fidelity to reform-teaching, while the Teaching Dimension Observation Protocol (TDOP) records direct practice.  Both are used used during the same observing period, facilitated by a new online template that allows TDOP entry through any web-enabled device. Despite the common environment and core materials, there is significant variance in RTOP score across faculty.  When comparing Mechanics and Electricity & Magnetism classes, we find a fundamentally different use of lecture in the two.  In Mechanics courses, faculty use lecture after student activities as a summative tool.  In E&M, however, lecture precedes student work, and is used in a "Tell & Practice'' manner.  We can also compare faculty practice in workshop and traditional-seating environments, surprisingly finding no significant difference between the two.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Scott Franklin
Rochester Institute of Technology
Dept. of Physics/RIT
1 Lomb Memorial Drive
Rochester, NY 14623
Phone: 5854752536
and Co-Presenter(s)
Tricia Chapman
Rochester Institute of Technology

Contributed Poster

Contributed Poster: Download the Contributed Poster