Collaborative Project: Workshops and Learning Communities for Physics and Astronomy Faculty

合作项目：物理和天文学教师的研讨会和学习社区

• 批准号: 1431638
• 负责人: Robert Hilborn
• 金额: $ 126.81万
• 依托单位: American Association of Physics Teachers
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431638&HistoricalAwards=false
• 关键词: Collaborative; Project; Workshops; Learning; Communities

This is a collaborative project involving the American Association of Physics Teachers (Award DUE-1431638), Brigham Young University (Award DUE-1431454), the University of Maryland at College Park (Award DUE-1431681), and the University of Colorado at Boulder (Award DUE-1431779).Most new college and university STEM faculty members begin their first teaching assignments with little or no experience with methods of effective pedagogy. Consequently, both they and their students are often frustrated when the students do not seem to learn what the faculty members think they are teaching. To address this problem in physics and astronomy, the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society propose to continue a successful series of Physics and Astronomy Faculty Workshops focusing on effective pedagogy, building on what has been learned during the previous series of workshops. During the course of the new five-year project, the workshops will work with about 900 four-year college and university faculty members (about 50% of the new tenure-track hires in physics and astronomy in the United States), who collectively teach more than 100,000 students each year.Three new components will be added to the program of workshops: (1) a permanent set of Experienced Faculty Workshops aimed at more senior faculty members; (2) a series of virtual Faculty Learning Communities (FLCs), which will provide coaching and feedback for the workshop participants as they implement interactive-engagement teaching methods; and (3) a research program focusing on the most effective ways to implement the FLCs and developing a more systematic understanding of the workshops themselves. Items (2) and (3) will directly address the "implementation dip" that occurs for faculty considering the use of new pedagogy. The dip has been documented in almost all STEM faculty workshops. Although the current physics and astronomy workshops have been successful in developing knowledge about effective pedagogy and the evidence for its effectiveness, and in inspiring the participants to implement those pedagogies, the evaluations also show that the faculty members are not always persistent in implementing those pedagogies. The new project is designed to enhance the implementation of what the participants learn in the workshops and to add to the knowledge base of what constitutes effective pedagogical professional development for physics and astronomy faculty. The same methods should be broadly applicable to faculty members in other STEM disciplines.This project is being jointly funded by four NSF programs:* Improving Undergraduate STEM Education (IUSE), Division of Undergraduate Education, Directorate for Education and Human Resources;* Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP), Division of Human Resource Development, Directorate for Education and Human Resources;* Education and Interdisciplinary Research (EIR), Division of Physics, Directorate for Mathematical and Physical Sciences; and* Education and Special Programs (ESP), Division of Astronomical Sciences, Directorate for Mathematical and Physical Sciences.

这是一个由美国物理教师协会（Award du -1431638）、杨百翰大学（Award du -1431454）、马里兰大学帕克分校（Award du -1431681）和科罗拉多大学博尔德分校（Award du -1431779）参与的合作项目。大多数新的学院和大学STEM教师在开始他们的第一个教学任务时，很少或根本没有有效的教学方法经验。因此，当学生似乎没有学到教师认为他们在教授的东西时，他们和他们的学生都经常感到沮丧。为了解决物理学和天文学中的这个问题，美国物理教师协会、美国天文学会和美国物理学会建议继续举办一系列成功的物理学和天文学教师研讨会，重点关注有效的教学方法，以之前一系列研讨会中学到的知识为基础。在这个为期五年的新项目中，这些研讨会将与大约900名四年制学院和大学的教职员工（约占美国物理学和天文学新聘用的终身教职员工的50%）合作，他们每年总共教授10万多名学生。讲习班计划将增加三个新的组成部分：(1)针对更资深的教师的一套永久性的经验丰富的教师讲习班；(2)一系列虚拟教师学习社区（flc），为研讨会参与者提供指导和反馈，帮助他们实施互动参与的教学方法；(3)一项研究计划，重点关注实施FLCs的最有效方法，并对讲习班本身进行更系统的了解。第(2)和(3)项将直接解决教师在考虑使用新教学法时出现的“实施偏差”。几乎所有的STEM教师研讨会都记录了这种下降。虽然目前的物理和天文学研讨会成功地发展了关于有效教学法的知识及其有效性的证据，并激励了参与者实施这些教学法，但评估也表明，教师并不总是坚持实施这些教学法。新项目的目的是加强参与者在讲习班中学到的知识的实施，并增加构成物理和天文学教师有效教学专业发展的知识基础。同样的方法应该广泛适用于其他STEM学科的教师。本项目由四个NSF项目共同资助：*改进本科STEM教育（IUSE），教育与人力资源部本科教育司；*历史上的黑人学院和大学-本科课程（HBCU-UP），人力资源开发司，教育和人力资源理事会；*数学和物理科学理事会物理司教育和跨学科研究；数学与物理科学理事会天文科学处教育与特殊计划（ESP）。