1. Adoption of Community Practices by Experienced Physics teachers through Peer- instruction Wendi Wampler Dedra Demaree Dave Bannon Oregon State University Winter AAPT Feb 6 th 2012

2. Background: Introductory Course Reform and Faculty Discourse Communities Multi-faceted project at OSU New studio SCALE-UP style classroom Course reform: curriculum, pedagogy and structure Assessing students in the reformed classes Studying faculty adaption to the reforms Studying TA development through reformed teaching Larger-scale discourse community: team of faculty from OSU and local community colleges share and develop activities and PCK Physics Education Research Group

3. Focus of this talk: Faculty Development Scaffolding reform based on instructor beliefs Experienced faculty member new to teaching in a SCALE-UP style studio environment Study: develop method for feasible, sustainable, and optimal adaption of reform Personalized peer mentoring tailors faculty adaption to what faculty member feels he most needs or is currently struggling with (“just-in-time”) Issues addressed in alignment with faculty member’s values Helps strengthen reforms – observing what works and getting feedback from faculty member Physics Education Research Group

4. Context Oregon State University’s 2 nd and 3 rd term of introductory, calculus based physics Reforms: ISLE, partial SCALE-UP Instructor who helped design curriculum mentoring faculty member who is new to teaching in a studio classroom Both instructors participated in multi-day community discourse workshops Meetings held twice per week to address the faculty member’s issues implementing reform, and personal goals Regular observations done by mentor of faculty teaching for suggesting possible next steps in adaptation Physics Education Research Group

5. Data Collection by external investigator Lectures with experienced instructor Video recorded Field notes taken by external investigator Interviews with experienced instructor and mentor (separately) Weeks 5 and 10 of the first term teachings Transcripts made from audio recordings Weekly mentoring meetings with mentor and experienced instructor Investigator observed peer mentoring meetings Field notes taken by investigator Physics Education Research Group

6. Top goals for faculty member For students Time management Organizational skills Teamwork Critical thinking Problem solving Written communication Physics Education Research Group Personal Time management Organization of sequence Being less authoritative in classroom Alignment Of Goals

7. Alignment of personal goals and mentoring Mentoring reflects faculty member’s personal goals, needs, and values Meetings focused on discussions of: Technical Issues Equipment in studio and time management Organization of course Sequencing to ensure alignment of lectures and studios Time management in Studio and Lecture Pedagogy Learning to be less authoritative Allowing students to present the solutions Physics Education Research Group

8. Mentoring perceived by faculty member aligned with philosophies Faculty member viewed mentoring process as having 3 phases: 1.Learning: the pedagogy, technology in studio, activities, etc. 2.Doing: teaching the curriculum as close to the mentor's as possible in the studio 3.Contributing and adapting for own goals and beliefs Mimics faculty member’s philosophy on organization and reductionism. “I tend to do that with things, I tend to break them down. I tend to use reductionism a lot” Physics Education Research Group

9. Studio: a catalyst for change Studio space is an affordance Studio: ways of interacting with students in studio is drastically different Lectures: started term with a mix of reformed slides and questions, but to returned to exclusively the faculty member’s previous slides More willing to try new techniques in studio vs lectures Discussed solutions to issues in mentoring meetings (getting students attention when transitioning from group work to wrap-up) Tried techniques suggested by mentor that promoted a different atmosphere than what is presented in the lecture Some spill over evident in lectures: allowing for more time for peer interaction and student solutions to clicker questions Physics Education Research Group

10. Questions? Physics Education Research Group