Monday morning
Portland
50
students with an opportunity to analyze data to calibrate the detector and
participate in discovery science (as particle physicists do). Students have
the opportunity to use the tools and the histograms to “discover” particles
and, if they are really determined, discover physics that goes beyond simple
calibration. The e-Lab is easily adaptable to a short-term project or as a
long- term inquiry project. Even if you do not teach particle physics, the
e-Lab could be an excellent addition to your curriculum.
Session AG: Teachers in Residence
and Master Teachers in Teacher
Preparation
Location: Salon Ballroom I
Sponsor: Committee on Teacher Preparation
Date: Monday, July 15
Time: 8–9:20 a.m.
Presider: Jon Anderson
AG01:
8-8:10 a.m. Development and Implementation of a
Physics Teaching Course
Contributed – Kevin M. Dwyer, CSU Long Beach and Cypress High School,
10342 Whirlaway St., Cypress, CA 90630;
For three years CSU Long Beach has offered a course for preservice and in-
service teachers through the PhysTEC program, team-taught with the TIR
and a university science educator. The purpose of the course is to develop
better physics teachers, but has also created a community of physics teach-
ers. Each year the course has a different physics area of emphasis. The class
activities include discussions on how to teach physics content, doing and
evaluating high school physics labs and demonstrations, and evaluating
textbooks and other teaching tools including simulations and data collec-
tion devices. Discussion will include how the course has evolved over time,
how students are recruited, and how the course has impacted the students
and the university physics department.
AG02:
8:10-8:20 a.m. Visiting Master Teacher at the
University of Arkansas
Contributed – Marc Reif, 607 N Walnut Ave., Fayetteville, AR 72701;
I have served as Visiting Master Teacher at the University of Arkansas for
the past two years. In this time, I have mentored several young teachers.
Some of them started the process of becoming a teacher by observing my
classroom, and two served as interns in my classroom. Most of my mentees
have gone on to initial teaching positions in small rural schools. I will
discuss the challenges these young teachers face in what are usually very
demanding positions with multiple responsibilities. The focus will be on
my successes in providing practical and emotional support.
AG03:
8:20-8:30 a.m. A Master Teacher’s Contribution to
Teacher Preparation in Jamaica
Contributed – Michael Ponnambalam, University of the West Indies, Physics
Department, Kingston, 7 Jamaica;
In 2006, the author was chosen to be a Mentor for New Academic Staff in
the Physics Department, University of the West Indies, Mona Campus,
Jamaica, and in 2009 a Master Teacher of the entire University of the West
Indies in all its four campuses across the English-speaking Caribbean.
In this presentation, the author’s contribution to the future teachers in
Jamaica will be discussed.
AG04:
8:30-8:40 a.m. First-Year PhysTEC Program at the
University of Alabama*
Contributed – Penni H. Wallace, University of Alabama, 6045 Loblolly Lane,
Tuscaloosa, AL 35405;
The University of Alabama first-year PhysTEC program features 12
Learning Assistants who assist in Studio Physics classes and take a one-
hour pedagogy course taught by physics faculty. Some of the LAs obtain
additional early teaching experiences by assisting in local high school
physics classes. The Teacher-In-Residence partners with Alabama Science
in Motion (ASIM) to train preservice teachers in high school physics labs
using PASCO equipment. Upon graduation, these students will be certified
to participate in ASIM as new practicing teachers. In addition to the Phys-
TEC program, Alabama is a partner in a new NSF-MSP award “Alliance
for Physics Excellence” to provide in-service and preservice training to
high school physics teachers. A component of the award provides 10 $16K
scholarships to UA PhysTEC students seeking certification at either the
undergraduate or graduate levels. In this talk, I will articulate how these
efforts have combined to help us recruit new physics teachers.
*Website:
AG05:
8:40-8:50 a.m. The TIR’s Role in Teacher Preparation
Contributed – David S. Jones, Florida International University,11200 SW 8
St., CP 204, Miami, Fl 33199;
A veteran high school physics teacher has a unique set of professional
skills that they will bring to their role as a TIR at their PhysTec institution.
This talk will explore how these particular skills help to build the teacher
preparation community at their institution. The TIR can also have a role in
the teacher preparation program with preservice teachers after they enter
the teaching profession. The TIR can have a significant role in helping
the transition from preservice teacher to in-service teacher. Research has
shown that support from a community of peers can have a strong influence
on a teacher’s career path and the TIR role can have an influence on this
post graduation community.
AG06:
8:50-9 a.m. Highlights & Limitations as a PhysTEC VMT
Contributed – B. Lippitt, Seattle Pacific University/Institute for Systems Biol-
ogy, 7349 Seward Pk. Ave. S., Seattle, WA 98118; b.lippitt@systemsbiology.
org
An
n
of one shares understandings as a VMT for two years at Seattle Pacific
University.
AG07:
9-9:10 a.m. The Eclectic, Dynamic PhysTec Program at
Towson University
Contributed – Lisa S. Rainey, Towson University, 8000 York Road, Towson,
MD 21252;
There are many dimensions to the PhysTec Teacher in Residence (TIR)
position. The range of goals and activities, over the course of the year,
was eclectic. The five areas highlighted include: outreach to the high
school physics community to recruit for secondary education; mentoring
faculty members and Learning Assistants (LAs) to ensure active learning
approaches are valued and implemented; community college articulation;
support for physics student interns/student teachers; organizing activities/
training for LAs which included inquiry based learning, and questioning
and problem-solving techniques.
AG08:
9:10-9:20 a.m. Fostering Incremental Shifts in Physics
Department Culture as TiR
Contributed – Kelli L. Gamez Warble, Arizona State University, 12950 W.
Estero, Litchfield Park, AZ 85340;
A critical objective of the Physics Teacher Education Coalition is to trans-
form physics departments and spread best-practice ideas throughout the
physics teaching community. The goal to “transform physics departments”
is non-trivial at Arizona State University, one of the largest institutions in
the United States. This talk will discuss strategies implemented by the TiR
and the ASU PhysTEC team working towards a gradual shift in physics
department culture to value teaching. Activities discussed will include
departmental colloquia such as SCALE UP and Berkeley COMPASS,
the implementation of a Learning Assistant program, and the influence
of strong local teaching organizations such as the American Modeling
Teacher’s Association.
