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Abstract Title: Teaching Experience, Community of Practice Beliefs, and Teaching Strategies Predict Perceived IPLS Course Effectiveness
Abstract: In 2019, Living Physics Portal (livingphysicsportal.org) project leaders (NSF grant 1624185) in collaboration with the American Association of Physics Teachers (AAPT) administered a survey to physics faculty designed to document current pedagogical beliefs and practices in teaching introductory physics for life sciences (IPLS) courses. 383 instructors (out of 762 respondents) reported that they had, in the past two years, taught an IPLS course. We analyzed the beliefs of these instructors about the effectiveness of their IPLS courses in engaging students and examined predictors of differences in their perceived course effectiveness. We found that nearly half viewed their course as "moderately effective" in engaging students and there was considerable variability in respondents' answers. Hierarchical regression analyses identified teaching experience, perceptions of belongingness to a community of practice, and self-reported teaching strategies as independent predictors of perceived course effectiveness. We will discuss our findings and their implications for the IPLS community.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.E2

Author/Organizer Information

Primary Contact: Ellen Altermatt
Science Education Resource Center (SERC), Carleton College
and Co-Presenter(s)
Raluca Teodorescu, Montgomery College
Ellen Iverson, Science Education Resource Center (SERC), Carleton College