Faculty Online Learning Communities to support physics teaching

Rundquist, A.; Corbo, Joel C.; Chasteen, Stephanie V.; Martinuk, Mathew Sandy; Henderson, Charles; Dancy, Melissa H.

doi:10.1119/perc.2015.pr.065

Cited by 8 publications

(6 citation statements)

References 8 publications

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“…Another workshop [8] demonstrated higher levels of gain in skill, and included hands-on activities, work time, and video observations. The NFW is in the process of incorporating more of such strategies, including online faculty learning communities [12], which may enable further gains in this area.…”

Section: Discussion and Future Workmentioning

confidence: 99%

Evaluation Methodology and Results for the New Faculty Workshops

Chasteen¹,

Chattergoon²,

Prather³

et al. 2016

2016 Physics Education Research Conference Proceedings

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This paper describes the current evaluation of the Physics and Astronomy New Faculty Workshop (NFW) as a case-study in evaluation of professional development workshops. We describe a The-ory of Action (ToA) for the workshop, and the evaluation methods and measures. The evaluation suggests that the ToA of the workshop is only partially fulfilled: workshop experiences are posi-tive, and participants gain knowledge of active learning, but participants have room for additional growth in skill, self-efficacy and social support in their use of active learning. We discuss the im-plications of these results for the NFW program and evaluation.

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Section: Discussion and Future Workmentioning

confidence: 99%

Evaluation Methodology and Results for the New Faculty Workshops

Chasteen¹,

Chattergoon²,

Prather³

et al. 2016

2016 Physics Education Research Conference Proceedings

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“…For the first point, faculty are most often convinced to try RBIS by their peers [87,92] and feel pressure to conform to perceived teaching norms within their local contexts [80,87,88], and faculty who are already trying out progressive instructional methods might be sought out for advice about teaching by their peers [93]. Discussion surrounding faculty's own teaching could foster a sense of community among participants, which is a critical part of sustaining educational reforms [90,94,95], and workshop leaders could encourage faculty participants who have already tried one or more RBIS in their classrooms to share their experiences as a way to normalize the potential challenges and advantages of research-based teaching among participants [85]. For the second point, faculty naturally draw on a variety of prior experiences when making teaching decisions [96], and it could be useful to scaffold those seeds for productive reflection by drawing them out within the workshop.…”

Section: Student Experiencesmentioning

confidence: 99%

Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

Olmstead

Turpen

2016

Phys. Rev. Phys. Educ. Res.

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Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initial evidence suggests that workshop leaders often overlook central tenets of education research that are well established in classroom contexts, such as the role of interactivity in enabling student learning [S. Freeman et al., Proc. Natl. Acad. Sci. U.S. A. 111, 8410 (2014)]. As such, there is a need to develop more robust, evidence-based models of how best to support faculty learning in professional development contexts, and to actively support workshop leaders in relating their design decisions to familiar ideas from other educational contexts. In response to these needs, we have developed an observation tool, the real-time professional development observation tool (R-PDOT), to document the form and focus of faculty engagement during workshops. In this paper, we describe the motivation and methodological considerations behind the development of the R-PDOT, justify our decisions to highlight particular aspects of workshop sessions, and demonstrate how the R-PDOT can be used to analyze three sessions from the Physics and Astronomy New Faculty Workshop. We also justify the accessibility and potential utility of the R-PDOT output as a reflective tool using preliminary data from interviews with workshop leaders, and consider the roles the R-PDOT could play in supporting future research on faculty professional development.

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“…Despite widespread knowledge of these innovations, their systemic and sustained adoption is lacking [1,2]. One of the proposed reasons for this lack of adoption is the general failure to support implementers of an innovation through the adoption process [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application

Lau¹,

Corrales²,

Goldberg³

et al. 2020

2019 Physics Education Research Conference Proceedings

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Faculty Online Learning Communities (FOLCs) are unique professional development environments built to support instructors as they adopt research-based teaching strategies and curricula. FOLC participants meet via a video conferencing platform to discuss their teaching challenges and to generate solutions. In order to capture the breadth and depth of learning that can occur by participating in a FOLC, and to identify connections between facilitation moves, discursive structures, and learning opportunities, we have developed a taxonomy to characterize the opportunities to learn (OTLs) in a FOLC meeting. In this paper we will preview the taxonomy, presenting its main components, and provide an overview of its development based on meetings from a FOLC centered around the Next Generation Physical Science and Everyday Thinking (NGPET) curriculum. Using an excerpt from a NGPET-FOLC meeting, we demonstrate how the taxonomy can be used as an analytical tool. We end with a discussion of the potential applications for this taxonomy.

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Faculty Online Learning Communities to support physics teaching

Cited by 8 publications

References 8 publications

Evaluation Methodology and Results for the New Faculty Workshops

Evaluation Methodology and Results for the New Faculty Workshops

Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application

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