PERC 2019 Abstract Detail Page
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| Abstract Title: | Developing Reflective Practitioners: A Case from Faculty Online Learning Communities |
|---|---|
| Abstract: | One of the main goals of the New Faculty Workshop Faculty Online Learning Community (NFW-FOLC) program is to develop the reflective practices of our participants. By increasing the reflective teaching practices of new physics and astronomy faculty, we hope to promote the sustained adoption of research-based instructional strategies and a dedication to continuous teaching improvement. One of the ways we try to achieve these goals is by guiding our FOLC participants through the completion of Scholarship of Teaching and Learning (SoTL) projects. In this poster we report on our case study analysis of participants' conversations about their SoTL projects, from the beginning stages through final presentations, documenting their trajectories through different levels of reflectiveness. Additionally, we hypothesize about FOLC structures that seem to support participants through the stages of reflection. This work illustrates in detail one impact of FOLC participation and it offers implications for similar professional development efforts. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B80 |
Author/Organizer Information | |
| Primary Contact: |
Alexandra C Lau University of Colorado Boulder |
| Co-Author(s) and Co-Presenter(s) |
Melissa Dancy, University of Colorado Boulder Charles Henderson, Western Michigan University Andy Rundquist, Hamline University |
