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Abstract Title: The influence of students on the practices of new faculty implementing research-based instructional strategies
Abstract: We are in the midst of a three year longitudinal study of faculty who attended the Physics and Astronomy New Faculty Workshop and who are highly interested in implementing research based reforms.  As part of this study we interviewed 15 faculty at the beginning and end of each semester they taught an introductory course and collected student evaluation data.  From the analysis of these interviews it is clear that faculty practices are directly influenced by students' reactions, both positively and negatively.  When students liked the innovations and responded positively, either by directly expressing their pleasure or by their increased participation in the course activities, faculty were motivated to continue using and possibly increase their level of use of research-based innovations.  Likewise, when faculty reported backing off of innovation use, it was most often due to student complaints about the innovation use and/or students not engaging in course activities.  It is unclear from our study why some faculty were successful at gaining student buy-in but others were not.  In this poster we highlight the need for more research on this issue to better support faculty in their impelentations of research-based instruction.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Melissa Dancy
University of Colorado
and Co-Presenter(s)
Charles Henderson, Western Michigan University