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%的高等教育学生就读于两年制大学。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学教授。因此，两年制大学的许多新物理教员得不到他们所在机构更资深的物理学家的指导。超过60%的两年制物理教师表示，他们每周与同事通信的次数不到一次。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。在制定基于研究性的物理主动参与教学策略方面做出了实质性的努力。美国物理学会(AIP)最近对高等教育中使用这些策略的情况进行了一项调查。尽管两年制大学的回复率最高，为54%，但结果显示，超过60%的班级在大部分时间里都是进行传统讲座，43%的受访者没有使用调查中列出的任何创新策略。在没有任何物理研究性教学策略的知识，也没有导师或同事讨论教学的情况下，大多数两年制大学物理教师没有使用任何这些行之有效的策略也就不足为奇了。该项目包括通过在两年制大学发展新的物理教师来加强STEM学生学习的强化教育经验。TYC物理系新教员工作坊包括为期18个月的指导和发展物理教员，这些教师都是在他们的第一个五年的教学。这一经历包括在线讨论物理教育研究中的开创性论文，为期四天的密集会议，为与会者提供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，改变了这些教师在职业生涯中与学生互动的方式。通过在AAPT全国会议期间安排后续会议，该项目能够向参与者介绍通过这个专业组织为他们提供的职业发展机会。智力方面的优势包括：接触到相当数量的新物理教师，让他们了解物理教育学的最新发展。在积极参与的环境中展示材料，该环境模拟了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，以便对他们的计划做出重大改变。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材料的内容有更好的准备。学生已经发展出受到雇主重视的技能，因为他们有过使用已知的策略教授物理的经验，这些策略有助于加深对物理内容的理解。

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.