PERC 2019 Abstract Detail Page
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| Abstract Title: | Peer Support for instructors negotiating new pedagogical approaches with students |
|---|---|
| Abstract: | Many research-based curricula move classrooms toward more student-centered and activity-based formats. As a result, instructors are expected to attend and respond to students in ways that may not be familiar. Research has shown that one prevalent category of challenges college instructors face involves responding to students' in-class engagement (e.g. managing resistance, navigating expectations about learning, eliciting participation in discussions, and responding to varied understandings of specific concepts and representations). In this analysis, we examine the student-centered challenges instructors share, while adapting the Next Generation Physical Sciences and Everyday Thinking curriculum [1]. We analyze recordings of conversations within faculty online learning communities to understand the varied forms of support they offer instructors in responding to their students. Across these moments we see faculty at times blaming students, and at times analyzing classroom events to understand the ways that current instructional practices may be contributing to the emergent challenges. [1] Work supported by NSF#1626496 |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A84 |
Author/Organizer Information | |
| Primary Contact: |
Stephanie Williams University of Maryland |
| Co-Author(s) and Co-Presenter(s) |
Chandra Turpen, University of Maryland Sara Negussie, University of Maryland Melissa Dancy, University of Colorado, Boulder Edward Price, California State University, San Marcos Adriana Corrales, San Diego State University |
