PERC 2024 Abstract Detail Page
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| Abstract Title: | Bridging Institutional Gaps in PER with Professional Society Programs |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | One potential approach to increase the PER conducted at primarily undergraduate institutions (PUIs), two-year colleges (TYCs), and K-12 physics courses is to leverage boundary-crossing activities created for and by the members of professional societies including the American Physical Society (APS) and American Association of Physics Teachers (AAPT). For example, the Physics Teacher Education Coalition (PhysTEC) connects four-year colleges and universities with K-12 physics classrooms through teacher education programs, and STEP UP is piloting activities that also connect higher education faculty with K-12 teachers. Other initiatives, such as Effective Practices for Physics Programs (EP3), Conferences for Undergraduate Women and Gender Minorities in Physics (CU*IP), and Faculty Teaching Institute (FTI), include participants from PUIs. These initiatives offer rich opportunities for researchers from larger institutions to engage with and build capacity for PER in other contexts, thus building collaborations that can start to address PER's institutional gaps. |
| Session Time: | Poster Session 2 |
| Poster Number: | B13 |
Author/Organizer Information | |
| Primary Contact: |
Christine O'Donnell American Physical Society |
| Co-Author(s) and Co-Presenter(s) |
Sean Costello (he/him), American Physical Society Miranda Gallagher (she/her), American Physical Society Adam LaMee (he/him), American Physical Society Della Richardson (she/her), American Physical Society Annelise 'Skylen' Roti Roti (they/them), American Physical Society Nicole Schrode (she/her), American Physical Society Michael Wittmann (he/him), American Physical Society Kathryne Woodle (she/her), American Physical Society |
