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2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska

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Increasing the Impact of PER: Recommendations from Typical Faculty
  Location: KFC Courts
  Date: Tuesday, Aug.2
  Time: 6:00 PM -6:45 PM
  Author: Charles Henderson, Western Michigan University
  Co-Author(s): Melissa H. Dancy , Chandra Turpen
  Abstract: In previous work [1,2], we found that most physics faculty in the United States are familiar with and value instructional strategies based on Physics Education Research (PER). Yet, we also found that use of these strategies lags considerably behind knowledge. We have attempted to understand this gap between knowledge and use from several perspectives. In this poster we will explore this issue from the perspective of typical faculty. As part of a larger study, we conducted telephone interviews with 70 physics faculty who indicated that they had some exposure to PER. Based on these conversations, we describe the actions faculty recommended that the PER community might take in order to have more of an impact on the teaching practices of typical faculty.
  Footnotes: Supported, in part, by NSF Award No. 0715698. 1. Henderson, C. & Dancy, M. (2009) The Impact of Physics Education Research on the Teaching of Introductory Quantitative Physics in the United States, Physical Review Special Topics: Physics Education Research, 5 (2), 020107. 2. Dancy, M. & Henderson, C. (2010) Pedagogical Practices and Instructional Change of Physics Faculty, American Journal of Physics, Physics, 78 (10), 1056-1063.
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