PERC 2019 Abstract Detail Page
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| Abstract Title: | Interrogating a propagation model: How faculty respond to a semi-flexible curricula with sustained online community support |
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| Abstract: | Research-based curriculum development can create effective materials, but limited use often minimizes their impact. Recommendations to address this emphasize propagation rather than dissemination, and include developing flexible materials, anticipating implementation needs and variations, and providing interactive, sustained support for adopters. This talk examines faculty use of a partially flexible curriculum, and their experiences in an accompanying faculty online learning community (FOLC). Case studies of five faculty examined how they were implementing the Next Gen PET curriculum. Faculty respond proactively and deliberately to the materials' selective flexibility, with time constraints and content coverage expectations being important factors in their course design. In videoconference FOLC meetings, faculty share and seek input on the course design decisions required by the materials' flexibility, illustrating the need for ongoing faculty support. The combination of flexible materials and faculty community provides a model of propagation for an innovation that requires substantial shifts away from status-quo pedagogies. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C13 |
Author/Organizer Information | |
| Primary Contact: |
Edward Price California State University San Marcos 333 South Twin Oaks Valley Road San Marcos, CA 92096 |
| Co-Author(s) and Co-Presenter(s) |
Chandra Turpen, University of Maryland, Dept. of Physics Fred Goldberg, San Diego State University, Center for Research in Mathematics and Science Education Melissa Dancy, University of Colorado, Boulder Alexandra Lau, University of Colorado, Boulder Adriana Corrales, San Diego State University, Center for Research in Mathematics and Science Education |
