New Faculty Workshop for TYC Physics Faculty

TYC物理学院新教师研讨会

• 批准号: 0940857
• 负责人: Scott Schultz
• 金额: $ 20万
• 依托单位: American Association of Physics Teachers
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-05-01 至 2014-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0940857&HistoricalAwards=false
• 关键词: New; Faculty; Workshop; TYC; Physics

Two-year colleges play a significant role in the United States' higher education system, and approximately 37% of students in higher education attend a two-year college. A recent American Institute of Physics (AIP) report found that 54% of two-year colleges have only one full-time physics professor. As a consequence, many new physics faculty in two-year colleges do not receive mentoring from a more senior physicist at their institution. Over 60% of two-year physics instructors indicate that they correspond with colleagues about teaching less than once a week. While traditional instruction provides discipline-based content, it frequently does not engage students in the learning process. Substantial efforts have been made to develop research-based active engagement instructional strategies in physics. The American Institute of Physics (AIP) recently administered a survey on the use of these strategies in higher education. While two-year colleges had the highest response rate at 54%, the results showed that traditional lecture occurred in over 60% of the classes the majority of the time and that 43% of the respondents were not using a single innovative strategy listed on the survey. Without having any knowledge of researched-based instructional strategies in physics and no mentor or colleague to discuss teaching with, it is not surprising that the majority of two-year college physics instructors do not use any of these proven strategies. This project consists of an intensive educational experience to enhance STEM student learning through developing new physics faculty at two-year colleges. The New Faculty Workshop for TYC Physics Faculty consists of 18 months of mentoring and developing physics faculty who are in their first five years of teaching. This experience includes online discussions of seminal papers in physics education research, a four-day intensive conference, 15 months of mentoring for the participants, and a two-day commencement conference held in tandem with an American Association of Physics Teachers national summer meeting. The project impacts 30 new instructors, changing the way these instructors interact with students over the course of their careers. By scheduling the follow-up sessions in conjunction with the AAPT national meeting, the project is able to introduce participants to the professional development opportunities available to them through this professional organization. The intellectual merit includes: Reaching a significant number of new physics instructors to give them a working knowledge of recent developments in physics pedagogy. Presenting the material in an active engagement environment that models the type of classroom management that they will implement. Mentoring the participants to provide them the support they need to make significant change in their program. The broader impacts include: A significant impact on the manner in which students are taught at the participants' institutions. Students from participants' institutions who are better prepared in the content of the material covered in the physics courses at these institutions. Students who have developed skill sets that are valued by employers due to the experience of being taught physics using strategies known to promote a deeper understanding of physics content.

两年制大学在美国高等教育体系中扮演着重要的角色，大约37%的高等教育学生就读两年制大学。美国物理学会（AIP）最近的一份报告发现，54%的两年制大学只有一名全职物理学教授。因此，许多两年制大学的新物理学教师没有得到所在机构更资深物理学家的指导。超过60%的两年制物理教师表示，他们每周与同事沟通的教学时间少于一次。虽然传统教学提供以学科为基础的内容，但它往往没有让学生参与到学习过程中来。在发展以研究为基础的积极参与的物理教学策略方面已经做出了大量的努力。美国物理学会（AIP）最近进行了一项关于在高等教育中使用这些策略的调查。虽然两年制大学的回复率最高，达到54%，但结果显示，60%以上的课程在大多数时间里都采用了传统的授课方式，43%的受访者没有使用调查中列出的任何一种创新策略。没有任何基于研究的物理教学策略的知识，没有导师或同事来讨论教学，这并不奇怪，大多数两年制大学物理教师不使用任何这些行之有效的策略。该项目包括强化教育经验，通过在两年制学院培养新的物理教师来提高STEM学生的学习。TYC物理学院的新教师研讨会包括18个月的指导和发展物理教师，他们在他们的前五年的教学。这段经历包括对物理教育研究领域开创性论文的在线讨论，为期四天的密集会议，为参与者提供15个月的指导，以及与美国物理教师协会全国夏季会议同时举行的为期两天的毕业典礼会议。该项目影响了30名新教师，改变了这些教师在其职业生涯中与学生互动的方式。通过与AAPT国家会议一起安排后续会议，该项目能够向参与者介绍通过该专业组织提供的专业发展机会。智力上的优点包括：接触到大量的新物理教师，使他们了解物理教学法的最新发展。在积极参与的环境中呈现材料，模拟他们将实施的课堂管理类型。指导参与者，为他们在项目中做出重大改变提供所需的支持。更广泛的影响包括：对学员所在机构的教学方式产生重大影响。来自参与机构的学生，他们对这些机构的物理课程所涵盖的内容有更好的准备。由于使用已知的策略来促进对物理内容的更深层次理解的物理教学经验，开发了雇主重视的技能组合的学生。