Promoting instructional change in new faculty: An evaluation of the physics and astronomy new faculty workshop

American Journal of Physics

Volumn 76, Issue 2, 2008, Pages 179-187

  Henderson, Charles ^a  

^a WESTERN MICHIGAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 39049099218     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.2820393     Document Type: Article

References (25)

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2. R. Ivie and K. Stowe, 1997-98 Academic Workforce Report (American Institute of Physics, College Park, MD, 1999).
3. R. Ivie, K. Stowe, and R. Czujko, 2000 Physics Academic Workforce Report (American Institute of Physics, College Park, MD, 2001).
4. R. Ivie, K. Stowe, and K. Nies, 2002 Physics Academic Workforce Report (American Institute of Physics, College Park, MD, 2003).
5. Although now somewhat dated, references to many of these curricular packages and strategies can be found in L. C. McDermott and E. F. Redish, "Resource Letter: PER-1: Physics education research," Am. J. Phys. 67(9), 755-767 (1999).
6. J. Handelsman, D. Ebert-May, R. Beichner, P. Brans, A. Chang, R. DeHaan, J. Gentile, S. Lauffer, J. Stewart, S. M. Tilghman, and W. B. Wood, "Education: Scientific teaching," Science 304, 521-522 (2004).
7. See (http://www.pkal.org/activities/F21.cfm).
8. C. G. Schneider, "President's message: PFF - the road ahead," Liberal Educ. 88, 2-3 (2002).
9. See (http://www.aapt.org/Projects/pfpf.cfm).
10. D. Alpert, "Performance and paralysis: The organizational context of the American research university," J. Higher Educ. 56, 241-281 (1985).
11. A. Saroyan and C. Amundsen, Rethinking Teaching in Higher Education: From a Course Design Workshop to a Faculty Development Framework (Stylus, Sterling, VA, 2004).
12. E. Seymour, "Tracking the process of change in US undergraduate education in science, mathematics, engineering, and technology," Sci. Educ. 86, 79-105 (2001).
13. M. D. Sorcinelli and A. E. Austin, Developing New and Junior Faculty (Jossey-Bass, San Francisco, CA, 1992).
14. R. Boice, The New Faculty Member: Supporting and Fostering Professional Development (Jossey-Bass, San Francisco, CA, 1990).
15. R. Boice, "New faculty as teachers," J. Higher Educ. 62, 150-173 (1991).
16. M. Weimer and L. F. Lenze, "Instructional interventions: A review of the literature on efforts to improve instruction," in Higher Education: Handbook of Theory and Research, edited by J. C. Smart (Agathon, New York, 1991), Vol. VII, pp. 294-333.
17. J. Levinson-Rose and R. J. Menges, "Improving college teaching: A critical review of research," Rev. Educ. Res. 51, 403-434 (1981), p. 419.
18. J. D. Emerson and F. Mosteller, "Development programs for college faculty: Preparing for the twenty-first century," in Educational Media and Technology Yearbook 2000, edited by R. M. Branch and M. A. Fitzgerald (Libraries Unlimited, Inc., Englewood, CO, 2000), Vol. 25, p. 29.
19. C. Henderson and M. Dancy, "Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations," preprint.
20. J. Foertsch, S. B. Millar, L. Squire, and R. Gunter, Persuading Professors: A Study of the Dissemination of Educational Reform in Research Institutions (University of Wisconsin-Madison, LEAD Center, Madison, 1997).
21. Warren Hein, personal communication, June 11, 2007.
22. C. Henderson, External Evaluator Report, New Physics and Astronomy Faculty Workshop. (http://homepages.wmich.edu/~chenders/Publications/ NFW%20Evaluation%20Report%20July%202007.pdf)
23. E. Mazur, Peer Instruction: A User's Manual (Prentice-Hall, Upper Saddle River, NJ, 1997).
24. C. Henderson and M. Dancy, "When one instructor's interactive classroom activity is another's lecture: Communication difficulties between faculty and educational researchers," talk at the American Association of Physics Teachers Winter Meeting, Albuquerque, NM, 2005.
25. Astronomy only became an explicit part of the New Faculty Workshop in 2001. The relatively high number of faculty who report little or no knowledge of the astronomy tutorials is at least partially the result of a lack of exposure to this instructional strategy at the Workshop. In addition, many of the Workshop attendees are not be expected to teach astronomy and, thus might not be interested in such techniques.