New Faculty Workshop for TYC Physics Faculty

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%的高等教育学生参加两年制大学。美国物理研究所（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教授。因此，许多两年制大学的新物理系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，他们每周与同事就教学问题进行的沟通少于一次。虽然传统的教学提供基于学科的内容，但它通常不会让学生参与学习过程。在物理教学中，人们已经做出了大量的努力来开发以研究为基础的主动参与教学策略。美国物理研究所（AIP）最近进行了一项关于高等教育中使用这些策略的调查。虽然两年制大学的回应率最高，为54%，但结果显示，传统讲座在60%以上的课程中大部分时间都在使用，43%的受访者没有使用调查中列出的单一创新策略。没有任何基于研究的物理教学策略的知识，也没有导师或同事来讨论教学，大多数两年制大学物理教师不使用这些行之有效的策略也就不足为奇了。该项目包括一个密集的教育经验，以提高STEM学生的学习，通过开发新的物理教师在两年制大学。TYC物理学院的新教师研讨会包括18个月的指导和发展处于教学前五年的物理教师。这种经验包括在物理教育研究，为期四天的密集会议，为参与者提供15个月的指导，并与美国物理教师协会全国夏季会议同步举行为期两天的毕业典礼论文的在线讨论。该项目影响了30名新教师，改变了这些教师在职业生涯中与学生互动的方式。通过安排与AAPT全国会议一起举行的后续会议，该项目能够向参与者介绍通过这一专业组织向他们提供的专业发展机会。智力上的优点包括：接触大量的新物理教师，使他们了解物理教学法的最新发展。在积极参与的环境中展示材料，模拟他们将实施的课堂管理类型。指导参与者，为他们提供所需的支持，使他们的计划发生重大变化。更广泛的影响包括：对参与者所在机构教授学生的方式产生重大影响。参加者所在机构的学生，他们对这些机构的物理课程所涵盖的材料内容有更好的准备。谁开发的技能集是由雇主由于被教导物理使用已知的策略，以促进物理内容的更深入的理解的经验重视的学生。

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.