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Abstract Title: Facilitating faculty conversations: Development of consensus learning goals and assessment measures
Abstract: In Physics Education Research (PER) it is often considered important to build course reforms based on input from non-PER faculty on their learning goals for students.  Our upper-division course reform efforts at the University of Colorado start with such input, and these conversations with faculty enrich and guide our course reforms.  We have discovered additional benefits of such conversations, such as that they serve as a forum for discussions of pedagogy and PER.  However, it is not always obvious – to the faculty or to the PER researchers – what approach will lead to successful meetings. During the process of several course transformations we have met with diverse faculty to generate consensus learning goals and course assessments. We describe the general approach used to structure and facilitate these meetings, and include details on what these meetings entailed, how we achieved broad participation and productive conversations, as well as potential pitfalls to avoid.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Rachel E. Pepper
Science Education Initiative and Department of Physics, University of Colorado at Boulder
Department of Physics
UCB 390
Boulder, CO 80309
Co-Author(s)
and Co-Presenter(s)
Co-authors: Stephanie V. Chasteen, Steven J. Pollock, Katherine K. Perkins
Affiliation (all):  Science Education Initiative and Department of Physics, University of Colorado at Boulder