New Faculty Experience for Two-Year College Physics Instructors

两年制学院（TYCs）在美国高等教育体系中发挥着重要作用，为36%的高等教育学生提供服务。 在医疗领域或替代能源等增长领域的再培训通常需要物理学知识。但需求不仅仅是内容知识。 未来的员工需要科学解决问题、综合信息和产品设计等技能。虽然传统教学提供基于学科的内容，但并不总是让学生发展这些技能。已经做出了大量的努力，以发展研究为基础的物理教学策略，提高内容学习和科学技能的发展。然而，美国物理研究所对TYC物理教师的调查显示，传统讲座在大多数时间内发生在60%以上的课堂上，TYC 43%的受访者没有使用调查中列出的单一创新策略。 该项目的主要目标是通过为60名新的TYC物理教师提供为期18个月的密集专业发展经验，对TYC的STEM教育产生重大影响，其中包括：（1）项目工作人员和参与者之间的在线互动，重点是物理教育中的开创性论文;（2）为期4天的沉浸式体验，以研讨会的形式，参与者可以直接体验几种基于研究的教学策略;（3）会后在线辅导和与选定学员的现场会议;及（4）以下各项─会议与美国全国物理教师协会会议同时进行，与会者提出了顶点项目。第二个项目的目标是进一步发展下一个在TYC物理社区的一代领导人通过承认为“校友在居住”过去的程序毕业生谁表现出早期的领导特质，而在程序。这些计划的校友正在与当前的参与者分享他们最近的转变，并深入了解领导团队在经验的各个方面战略性地采用的哲学方法。 他们还在物理社区领导方面得到指导，并提供了领导会议的机会。

Two-year colleges (TYCs) play a significant role in the United States' higher education system, serving 36% of the students in higher education. Retraining in growth areas such as the medical field or alternative energy often requires content knowledge in physics. But the needs go beyond just content knowledge. Future employees are in need of skill sets such as scientific problem solving, synthesizing information and product design. While traditional instruction provides discipline-based content, it does not always allow students to develop these skills. Substantial efforts have been made to develop research-based instructional strategies in physics that enhance both content learning and development of scientific skill sets. However, the American Institute of Physics survey of TYC physics faculty members has shown that traditional lectures occurred in over 60% of the classes most of the time and 43% of the respondents at TYCs were not using a single innovative strategy listed on the survey. The major goal of this project is to have a significant impact on STEM education at TYCs by providing sixty new TYC physics instructors with an eighteen-month intensive professional development experience that includes: (1) on-line interactions among project staff and participants, focused on seminal papers in physics education; (2) a 4-day immersion experience, in workshop format, where participants receive direct experience with several research-based instructional strategies; (3) post-conference online mentoring and on-site meetings with select mentees; and (4) a follow-up conference conducted in tandem with a national American Association of Physics Teachers meeting where participants present capstone projects.The second project goal is to further the development of the next generation of leaders in the TYC physics community by recognizing as "alumni-in-residence" past program graduates who exhibited early leadership traits while in the program. These program alumni are sharing their recent transformations with current participants and providing insight into the philosophical approach the leadership team strategically employs in each aspect of the experience. They are also being mentored in physics community leadership and provided opportunities to lead sessions.