Custom CSS
double-click to edit, do not edit in source
LF01 (01:50 to 02:00 PM) | Contributed | The Five “W’s” of Leading Virtual Workshops
Presenting Author: Jon Anderson, University of Minnesota
| ,
| ,
| ,
| ,
This will be a presentation about leading virtual professional development workshops for physics teachers from the perspective of an experienced modeling workshop leader. The who, what, when, where, and why (and how as a bonus question!) of leading virtual workshops will be explored. In the summers of 2020 and 2021, I led or co-led a total of 11 weeks of virtual professional development workshops for high school physics teachers. In this session, I will discuss the challenges, lessons learned, and successes of these virtual workshops as well as suggestions for future virtual workshops.
Custom CSS
double-click to edit, do not edit in source
LF02 (02:00 to 02:10 PM) | Contributed | What promotes sustainability of PhysTEC-funded physics teacher education programs?
Presenting Author: Stephanie Chasteen, Chasteen Educational Consulting
Additional Author | Alexandra Lau, American Physical Society
Additional Author | Michael Wittmann, American Physical Society
| ,
| ,
This talk reports on an intensive sustainability study of 16 formerly funded PhysTEC institutions.* Institutions often sustained outcomes including a quality physics teacher education (PTE) program, teacher graduation rates, leadership, and structures, especially LA programs. On average, teacher graduation rates sustainably increased by 1 teacher/year (2 teachers/year for the N=11 with gains). The most highly sustained sites were hallmarked by strong supportive institutional culture and structures for PTE: Motivated people were not enough. The PhysTEC grant enabled sites to establish proof of concept that PTE was viable, leading to further institutional support in a positive feedback loop. I found that these results were well-explained by a model of instructional change by Lau et al.** The full report is at https://phystec.org/publications-reports.
* We acknowledge funding from NSF-0808790, NSF-1707990.
** A. Lau, et al. “Active learning in intro courses: A study of 18 high active learning use departments”, AAPT Summer Meeting, 2021
Custom CSS
double-click to edit, do not edit in source
LF03 (02:10 to 02:20 PM) | Contributed | Noyce at a PUI: Outcomes and Sustainability
Presenting Author: AJ Richards, The College of New Jersey
Additional Author | Nathan Magee, The College of New Jersey
Additional Author | Lauren Madden, The College of New Jersey
Additional Author | Marissa Bellino, The College of New Jersey
Additional Author | Melissa Chessler, The College of New Jersey
The College of New Jersey is sunsetting a grant from the Robert Noyce Teacher Scholarship Program. As a result of the grant, we were able to greatly strengthen our physics teacher preparation program, roughly doubling our annual average of new physics teacher certifications (being honored in PhysTEC’s prestigious “5+ Club” twice in five years) and developing innovative programming. In this presentation we will outline the major outcomes of the grant, discuss the setting of the grant's programming at a mid-size state PUI, and report how we hope to sustain the program’s benefits after the grant's expiration this year.
This project is supported by NSF Award #1557357.