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PERC SM 20

PhysPort as professional development to foster creativity in teaching

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professional development

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

AAPT SM 21

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Join us in exploring emergent themes in PER as a scholarly endeavor and as a research community!  Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?
Following the lead of AAPT for the summer meeting, PERC 20/20 was virtual. Enjoy browsing the content.

At large universities, where introductory physics labs are often run by graduate student teaching assistants (TAs), it may be necessary to provide professional development for TAs in order to successfully implement inquiry-based lab learning, establish TA practices that support inclusive education in the lab, or effectively introduce other important lab practices. As part of a transformation of our introductory physics labs toward an inquiry-based model, we developed and implemented a research-based training program that includes relevant activities and role-playing while attempting to account for TA `buy-in'. Our analysis demonstrates a positive shift in TA views about student learning and an encouraging improvement in instructional behaviors for TAs who participated in our lab TA professional development program. We have also worked to build systems to both sustain and disseminate our lab TA professional development program and will briefly share some of these efforts.

Making lab TA professional development work (and some evidence that it does)

A critical component of the Projects Theory of Change are the faculty who become local champions and take it upon themselves to get the facts out about the teaching profession. To be successful, these faculty must customize the project resources with local teacher salaries and retirement information. Workshops and detailed instructions on the project website have been provided; however, we have found that the expertise and time required to collect this data and to customize the resources is posing an unacceptable energy barrier. In addition, we have found that national salary data is unreliable to the point that we are uncomfortable making claims about the profession using this data. To solve both of these problems, we have embarked on a data collection effort and developed a metric for comparing tangible teacher benefits to the local economy.

Data mining: Helping faculty develop an accurate picture of the teaching profession in their region

Educational Change from an Administrator's Perspective

Being a teacher in an instructional laboratory where students design their own experiments is not an easy task. Being a first year graduate TA who never taught before makes this challenge even harder. How do you guide the students to design a productive experiment? How do you teach them to communicate their findings? How do you create a learning community in your classroom? We will report on our work in an urban university where we implemented the Investigative Learning Environment (ISLE) approach in a large-enrollment introductory physics sequence (algebra and calculus based). A part of the approach involves students designing their own experiments in labs guided by specific questions and self-assessment rubrics. We describe professional development efforts, data collection (observation protocols) and their effects on the instruction and student learning and attitudes.

Professional Development and Struggles of Beginning Instructors Teaching Design Labs

The Access Network is an organization that supports vibrant interactions among students and faculty who advocate for equity work in the physical sciences. This paper uses McGee and Bentley's framework of "equity ethic" (EE) to understand how Access student leaders adopt and refine a commitment to equity and social justice work within the physical sciences. In McGee and Bentley's study of STEM students of color, they define EE as students' sense of altruism and collectivism within and outside of their communities. Through interviews with student leaders, we model components of students' EEs and how their EEs are influenced by their participation in Access. Student accounts illustrate that they are invested in improving equity within their disciplinary communities and see progress toward these goals as an important measure of success. Our findings highlight how students are already infusing an EE into their professional physics activities.

Students' exploring and refining their equity ethic within the Access Network

At Purdue University, all physics, chemistry and engineering majors (N>2400 annually) take at least one semester of their calculus-based introductory physics sequence using the innovative texts, Modern Mechanics and Electric and Magnetic Interactions by Ruth Chabay and Bruce Sherwood. In this presentation, I will share the rationale and the unexpected steps taken in adopting these innovative texts. Having now had over a decade's experience teaching both these courses, I will share my thoughts on the challenges and successes of this change.

How Purdue transitioned to Matter & Interactions

The recent AAPT recommendations on the laboratory curriculum and on computational physics, as well as the Phys 21 report from the APS and AAPT Joint Task Force on Undergraduate Physics Programs, encourage physics programs to prepare students for a range of opportunities after graduation through a curriculum that develops and reinforces of a set of transferrable skills and knowledge. The laboratory is an ideal venue for developing many of the skills discussed in these documents, including design, technical, analytical, and communication skills. This talk will address innovative ways to implement these recommendations throughout the upper level laboratory curriculum, examples of revised curricula from Lewis University and other institutions, methods of evaluating skill development in the lab, and opportunities for developing new assessments.

PhysPort as professional development to foster creativity in teaching

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Making lab TA professional development work (and some evidence that it does)

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