PERC 2012 Abstract Detail Page
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| Abstract Title: | Diversity of Faculty Practice in Workshop Classrooms |
|---|---|
| Abstract: | We characterize the diversity of faculty practice at implementing a workshop-style introductory physics course through two complementary observational protocols: the Reform Teaching Observation Protocol (RTOP) provides a summative assessment of fidelity to reform-teaching, while the Teaching Dimension Observation Protocol (TDOP) records direct practice. Both are used used during the same observing period, facilitated by a new online template that allows TDOP entry through any web-enabled device. Despite the common environment and core materials, there is significant variance in RTOP score across faculty. When comparing Mechanics and Electricity & Magnetism classes, we find a fundamentally different use of lecture in the two. In Mechanics courses, faculty use lecture after student activities as a summative tool. In E&M, however, lecture precedes student work, and is used in a "Tell & Practice'' manner. We can also compare faculty practice in workshop and traditional-seating environments, surprisingly finding no significant difference between the two. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Scott Franklin Rochester Institute of Technology Dept. of Physics/RIT 1 Lomb Memorial Drive Rochester, NY 14623 Phone: 5854752536 |
| Co-Author(s) and Co-Presenter(s) |
Tricia Chapman Rochester Institute of Technology |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
