PERC 2015 Abstract Detail Page
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| Abstract Title: | Researching ourselves: How are we helping faculty to change their teaching? |
|---|---|
| Abstract: | Professional development workshops, like the the Physics and Astronomy New Faculty Workshop (NFW), are commonly used to promote the adoption and adaption of research-based instructional strategies. After attending workshops, faculty are often motivated to modify and adapt these strategies within their classrooms, but may be underprepared to do so in ways likely to maintain the intended student outcomes. We study the NFW using a real-time professional development observation tool and case study analysis. We show how the tool allows workshop leaders to formatively assess the prevalence of lecture and what goals could plausibly be met through their workshop design. We also analyze faculty engaging in a task as physics students, and find that their interactions poorly represent what we would like them to foster in their own classrooms. This suggests that if faculty are to learn to better faciliate group work based on these experiences, guided reflection may be necessary. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Alice Olmstead University of Maryland Department of Astronomy, University of Maryland 1113 Physical Sciences Complex College Park, MD 20742 Phone: 4133877876 |
| Co-Author(s) and Co-Presenter(s) |
Chandra Turpen (University of Maryland), Edward Prather (University of Arizona/Steward Observatory) |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
